incoming! who will be on campus this year?

INCOMING!Who will be on

campus this year?

Megan Poore

INCOMING!Who will be on

campus this year?

Megan Poore

• Statistics and expectations

• ICT proficiency and literacy

• Implications

• Learning needs

• The Net Generation

COVERAGE

SOME STATS: Incoming students

AccessAccess

Mobile 93%

Desktop 90%

Broadband 73%

University of Melbourne (2006)

Computer useComputer use

Emailing 94%

Creating documents 88%

Info searching 83%




Main activities on computers

‘Overwhelmingly positive’

Main activities on computers

‘Overwhelmingly positive’

Study 94%

Info Searching 93%

Course admin 84%

SMS 84%

IM 75%



STUDENT EXPECTATIONS

• International students use more tech

• Engineering students more likely to use tech than Arts students

• Reasons for use: convenience and control – not learning

• International students use more tech

• Engineering students more likely to use tech than Arts students

• Reasons for use: convenience and control – not learning

JISC (2007)

• Preference for using technology

• Ubiquitous internet is normal

• Cautious about publishing their work for public scrutiny

• Tech is not an end in itself

• Face-to-face is seen as core

• Preference for using technology

• Ubiquitous internet is normal

• Cautious about publishing their work for public scrutiny

• Tech is not an end in itself

• Face-to-face is seen as core


JISC (2007)

• Uncertain about how to map current learning experience onto uni study

• Cannot see how ICT and learning can work together outside of school

• Uncertain about how to map current learning experience onto uni study

• Cannot see how ICT and learning can work together outside of school


• Are personalised• Are visual• Have links to the

community• Are rigorous• Use individualised

feedback

INFORMAL LEARNING ENVIRONMENTS

Pletka (2007)

1. Working with info

2. Creating and sharing info

3. Using ICT responsibly

1. Working with info

2. Creating and sharing info

3. Using ICT responsibly

MCEETYA (2007)

ICT PROFICIENCY

• ‘Challenging but reasonable’ expectation

o Year 6: 49%

o Year 10: 61%

• ‘Challenging but reasonable’ expectation

o Year 6: 49%

o Year 10: 61%

MCEETYA (2007)

ICT PROFICIENCY

• Patterns:

o Low socio-economic bkgnd

o Indigeneity

o Remote locality

o Gender not an issue

• Patterns:

o Low socio-economic bkgnd

o Indigeneity

o Remote locality

o Gender not an issue

MCEETYA (2007)

ICT PROFICIENCY

• Findings

o Communication is a frequent use

BUT

o Less use of applications for creating, analysing, transforming information

• Findings

o Communication is a frequent use

BUT

o Less use of applications for creating, analysing, transforming information

MCEETYA (2007)

ICT PROFICIENCY

• Skills gap between using media to create and how to create meaningful content

• Skills gap between using media to create and how to create meaningful content

CRITICAL CHALLENGE

Horizon Report, EDUCAUSE (2007: 4-5)

• Facility does not mean ICT literacy

• Need to be careful about assumptions we make

• Facility does not mean ICT literacy

• Need to be careful about assumptions we make

IMPLICATIONS

MCEETYA (2007)

• Competent or just confident?

• How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context

• The need to apply problem-solving and critical thinking skills

• Competent or just confident?

• How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context

• The need to apply problem-solving and critical thinking skills

Oblinger and Hawkins (2006)

IMPLICATIONS

• Renewed emphasis on collaborative learning

• Growing expectations for higher ed to deliver services, content and media to mobile and personal devices

• Renewed emphasis on collaborative learning

• Growing expectations for higher ed to deliver services, content and media to mobile and personal devices

Horizon Report, EDUCAUSE (2007: 4-5)

IMPLICATIONS

• You need to be ICT literate, too.

• You need to be ICT literate, too.

IMPLICATIONS

• What’s important will not change: good pedagogy is good pedagogy

• Content: Shift away from rote learning and memorisation to creation of understanding and meaning

• What’s important will not change: good pedagogy is good pedagogy

• Content: Shift away from rote learning and memorisation to creation of understanding and meaning

IMPLICATIONS

• Need to build ICT literacy through “systematic teaching rather than incidental use”

• More personalised assessment

• Need to build ICT literacy through “systematic teaching rather than incidental use”

• More personalised assessment

LEARNING NEEDS

MCEETYA (2007)

• Dynamic• Experiential• Learning by doing• Problem-solving

Pletka (2007)

LEARNING NEEDS

• Want to engage and be engaged

• Learn through doing

Veen and Vrakking (2006)

LEARNING NEEDS

• I am no longer the sole repository of information

BUT• I have to teach them how to

YOUR NEW MINDSET

o Assess o Critique

o Validate o Analyse

o Interpret o Synthesise

o Evaluate o Research

• Also called ‘millennials’, ‘Digital Natives’

• In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone

• Average age of first phone ownership is 8

• Also called ‘millennials’, ‘Digital Natives’

• In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone

• Average age of first phone ownership is 8

Vision (2005: 11)

THE NET GENERATION

• Parallel process and multi-task

• Have ‘hypertext minds’

• Have always had Web 2.0 at home

• Have little patience for step-by-step logic (or reasoning?)

• Parallel process and multi-task

• Have ‘hypertext minds’

• Have always had Web 2.0 at home

• Have little patience for step-by-step logic (or reasoning?)

Prensky (2001)

THE NET GENERATION

• Information-rich• Non-linear and associative• Multi-media, visual and

graphical• Immediate/

instantaneous• Immersive and abundant• Relevant and meaningful

INFORMATION FOR THE NET GEN

Pletka (2007)

• Community-oriented and team-based

• Collaborative, co-operative, participatory

• Communication-rich• Interactive and dialogical• Customised, personalised,

individualised

COMMUNITY, CHOICE COLLABORATION

Pletka (2007)

• Are active processors of information

• Filter info all the time• Are used to getting info

immediately• Are used to controlling

info flows

CHARACTERISTICS


• Get bored if the information flow is poor or too slow

• Use non-linear resources• Do not complain of

information overload!


CHARACTERISTICS

• Absorb discontinuous information and make meaning of it

• Cope with complexity• Increase or decrease their

attention levels, depending on need

COMPLEXITY


• Can work with sub-optimal knowledge

• Make sense of bits• Accept uncertainty


COMPLEXITY

• Are effective communicators

• Prefer communicating through images

• Use their networks• Are used to controlling

communication• Are collaborative

COMMUNICATION


• ‘Net Gen’ communication is

o Multimodal

o Interactive

o Creative and interpretive

o Comes easily to them

• ‘Net Gen’ communication is

o Multimodal

o Interactive

o Creative and interpretive

o Comes easily to them

Johnson (2006: 73)

COMMUNICATION

• Trust• Openness• Access

VALUES

Veen and Vrakking (2006: 47)

• Speak with an ‘accent’ – or a different language entirely!

• Misunderstand the new ways in which the Neg Gen learns

• Speak with an ‘accent’ – or a different language entirely!

• Misunderstand the new ways in which the Neg Gen learns

Prensky (2001)

‘DIGITAL IMMIGRANTS’

• We work in a linear fashion• We read the instructions

first before using• We are used to working

alone• We believe in doing things

'right'• We believe in doing things

one thing at a timeVeen and Vrakking (2006: 32 )

‘DIGITAL IMMIGRANTS’

• Students are feeling as though they are ‘powering down’ when they enter the school gates

• Students are feeling as though they are ‘powering down’ when they enter the school gates

Vision (2005: 4)

NET GENERATION AT SCHOOL

Source: http://www.businessweek.com/magazine/content/07_24/b4038405.htm

http://www.businessweek.com/magazine/content/07_24/b4038405.htm

• Lecture-based• Isolating• Segmented• Uniform• Responsive-deficient• Didactic• Irrelevant

INDUSTRIAL-AGE LEARNING

Pletka (2007)

EDUCAUSE. 2007. The Horizon Report. New Media Consortium and the EDUCAUSE Learning Initiative. http://www.educause.edu/ir/library/pdf/CSD4781.pdf. Accessed 10 October 2007.

JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information Systems Committee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx. Accessed 12 February 2008.

Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review, March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf. Accessed 10 October 2007

MCEETYA. 2007. Information and Communication Technologies LiteracyYears 6 and 10 Report 2005.

http://www.mceetya.edu.au/verve/_resources/NAP_ICTL_2005_Years_6_and_10_Report.pdf. Accessed 12 February 2008. Accessed 12 February 2008.

Oblinger, Diane G. and Brian L. Hawkins. 2006. The myth about student competency. EDUCAUSE Review, March/April 2006: 12-3. http://www.educause.edu/ir/library/pdf/erm0627.pdf. Accessed 10 October 2007. Accessed 12 February 2008.

REFERENCES

Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21st century. Santa Monica Press.

Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon, 9 (5): 1-6.

University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf. Accessed 12 February 2008.

Veen, Wim, and Ben Vrakking. 2006. Homo Zappiens. Growing up in a digital age. London: Network Continuum.

Vision. 2005. The future of mobile technology: learning ‘on the run’? Vision 1: 11-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_01.pdf. Accessed 10 October 2007.

REFERENCES

www.meganpoore.comwww.slideshare.net/meganpoore

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incoming! who will be on campus this year?

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