vortrag veen 19 09 2005
DESCRIPTION
TRANSCRIPT
Net Generation Learning
Teaching Homo Zappiens
Wim Veen / 7/5/2005
1
Faculty of Technology, Policy and Management
Homo Zappiens
Homo Zappiens
The generation § Playing Games
• Grand Theft Auto, World of Warcraft, PS2, Xbox, LAN Parties
§ Communicating 24/7• Via SMS, MSN, chatrooms, mobile
§ Integrating f2f and virtual friends§ Never reading a manual§ Not interested in technology
The generation for whom learning is playing
Daily Media Uses
Homo Zappiens
nThe generation inventing games §Without winners or losers, without start or end, and changing the rules continuously….
MSN 24/7: 10 simultaneous conversationsMore than 150 contacts
Flickr: Tagging and Sharing Images
Homo Zappiens is
n Skateboarding up the stairs n Surfing the waves and snowboarding instead of skiing n Searching for extremes
School is for meeting friends rather than for
learning
Multi-Tasking
Homo Zappiens at Work
Iconic Skills
Processing DiscontinuedInformation
Non-Linear Approach
Integrated scanning skillsIntegrated scanning skills 6 | 316 | 31
'ZapLab‘, A Visual Environment For Associative Information Retrieval of Learning Assets and Objects'ZapLab‘, A Visual Environment For Associative Information Retrieval of Learning Assets and Objects
Listening tofavorite music
Calling a friend
Surfing or MSN
Doing Math homework
Multi tasking
Processing discontinued information
Channel 1
Channel 2
Channel 3
Zapping is the skill to construct meaningful knowledge from discontinued audio-visual and textual information flows
Non linear approach
Linear
B CA E FD
Non-linear
B
C A
EF
D
Non-linear learning strategies demand a redesign of content: learning assets, objects to be accessed just-in-time
Gaming as a learning environment
Using Different Media leading to
Different skills
Parents are good at reading….
Aoccdrnig to a rscheearch at an Elingshuinervtisy, it deosn't mttaer in waht oredrthe ltteers in a wrod are, the olnyiprmoetnt tihng is taht the frist and lsatltteer is at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.
Homo Zappiens’ writing
My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. I love New York. It’s a great place.
My smmr hols wr CWOT. B4, we used 2go2 NY 2C my bro, his GF & thr 3 : kids FTF. ILNY, it’s a gr8 plc. *
* Daily Telegraph, Sun Mar 2, 2003, British Girl Baffles Teacher with SMS Essay
…. but less good at visual clues
Homo Zappiens learns differently...
Homo Zappiensn twitch speedn multi taskingn non linear approachesn processing discontinued
informationn iconic skills firstn connectedn collaborativen activen learning by playing
n instant payoffn fantasyn technology as friend
Homo Sapiensn conventional speedn mono taskingn linear approachesn processing single information
flowsn reading skills firstn stand alonen competitiven passiven separating learning and
playingn patiencen realityn technology as foe
courtesy: Mark Prensky
Conclusion 1
n Homo Zappiens develops a range of metacognitiveskills:§ Enquiry based approaches§ Networked learning: thinking as part of networks§ Experiential learning: no punishments§ Collaborative learning: teams and roles§ Active learning: making choices, act§ Self organisation: setting goals§ Problem solving strategies§ Expliciting knowledge to others
Conclusion 2
n Homo Zappiens has a multimedia reference framework and communicates accordingly § Jungle Book, The Matrix, Kill Bill 1 and 2, South
Park, TMF, The Box, MTV, Manga, Kollaboration
n Homo Zappiens thinks menus and keywords§ Computers, cell phones, ipods, pdas, search
engines
As a consequence
Homo Zappiens isn a creative problem solvern an experienced communicatorn a self-directed learner
Conclusion 3
n Students are digital n Universities are analoguen Regular education is still linearn ICT is used for substitution, not for transformation
Digital and Analogue?
n Analogue data are fixed§ Math formulas on paper§ Texts and graphs
n Digital data can be manipulated§ Math Java Applets§ Kazaa, LimeWire§ Roller Coaster
Consequences for Education
nCurriculumnCoursesnSubject mattersnWhole classroom teaching
nTimeslots of 45 minutesnSchool yearsnExams
nJust-in-time contentnInterdisciplinary approachnAppropriate communitiesnLearning in groups of interestnTimeslots of 4 hoursnPersonal itinirariesnPortfolios
Consequences for Content
Resources for Individual Learning
Learning the Wiki Way
“Wiki," the Hawaiian word for "quick," allows groups to jointly create and edit Web pages, using a special formatting style that is different from the HTML format used for regular Web pages
Content is nolonger
King
Did you start a project using the Omidyar Network?
Consequences of ICT for learning
nLearning is searching for meaningnKnowledge is communication about meaning
nDigital data and information become a tool for knowledge construction
nLearning with ICT goes beyond understanding of others’ thoughts by generating new ideas of your own