connecting ict learning insights & methods
DESCRIPTION
The problem with digital natives Beyond surveys, behind LEGO The LEGO Session methodology Results OutlooksTRANSCRIPT
Connecting ICT learning insights & methods
Emanuele Rapetti, ph.d.
New media in Education Laboratory
Università della Svizzera italiana
Luca Botturi, ph.d.
Dipartimento Formazione e Apprendimento
Scuola Universitaria Professionale della Svizzera italiana
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Agenda
• The problem with digital natives
• Beyond surveys, behind LEGO
• The LEGO Session methodology
• Results
• Outlooks
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1. THE PROBLEM WITH DIGITAL NATIVES
Digital technologies connecting formal and informal leaning
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ICTs Generation
of digital learners
First sample
Prensky (2001)
It is now clear that
today’s students
think and process information
fundamentally differently from their
predecessors
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Second sample
Bauerlein (2008)
Digital natives,
go to the Internet
not to store knowledge
in their minds,
but to retrieve material and pass it along.
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Third Sample
Schulmeister (2008)
The expected media competence
of young learners
solely consists
of being able
in locating information
in the net
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One of our research questions…
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What is the relevance
of digital experiences
for learning?
See the full dataset: http://doc.rero.ch/record/30474
2. BEYOND SURVEYS, BEHIND LEGO
Developing a new qualitative research method
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Some research questions…
• … address our values and behaviors, not what we think
about it.
• … require us to look at out inner narratives
• Projective methods are instruments to collect data that
answer such research questions.
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Projective methods, adults & LEGO
• Adults have “lost” their expressive skills (drawing, acting, etc.)
• Adults are not used to “play” with expression and media
• Adults fear the loss of control intrinsic to non-verbal media
• LEGO bricks provide support for “nice” products with low effort
• LEGO are a status-symbol of “intelligent games”
• Participants are asked to verbally narrate their own creations
21/01/2014 13 Gauntlett, D. (2007). Creative explorations. New approaches to identities and audiences. London: Routledge, 141-142.
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RIGHT EMISPHERE
CREATIVE EXPRESSION LEGO MODEL DEVELOPMENT
LEFT EMISPHERE
RATIONALIZATION VERBAL METAPHOR
“This model represent
the many connections
That I make every day
thanks to
digital technologies”
SOCIALIZATION CREATING A LANDSCAPE AND GENERATING A COMMON STORY
3. THE “LEGO SESSION” METHODOLOGY
LEGO bricks as a research tool
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16 Rapetti, E., Butti, M., Misic, S., Botturi, L., & Cantoni, L. (2009). Realizing the technological potential of young employees with LEGO bricks.
In Ethnographic Praxis in Industry Conference Proceedings Chicago
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Typical setting for a ‘Lego session’
Details of qualitative sample
• 2 LEGO sessions
– involving 24 people,
• split in 19 active participants
• and 5 observers
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3. SOME RESULTS
Young people, digital media and learning
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Build yourself using ICTs: “the centre of the world”
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“lecture in classroom” “computer”
Build your favourite technology to learn
Socialization vs isolation because of the internet
The technological hand
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3. OUTLOOKS
Next steps for research
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Methodological outlooks
• Fine-tuning the method for different age groups and
settings
• Integrating LEGO sessions with quantitative methods
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