Homo Zappiens Learning for thetxt generation - PowerPoint PPT Presentation

Title: Homo Zappiens Learning for thetxt generation


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Homo Zappiens - Learning for the txt generation 

• Haydn Blackey

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Outline

• Who are the txt generation
• The learning styles of the txt generation
• Learning for the txt generation
• Adaptation or creative destruction?

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The Rise of Homo Zappiens

• Developed from original ideas by Wim Veen - Delft
  University of Technology

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Homo Zappiens
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Homo Zappiens

• The generation
• Playing Games
• Grand Theft Auto, World of Warcraft, PS2, Xbox,
  LAN Parties
• Communicating 24/7
• Via SMS, MSN, chat rooms, mobile
• Integrating f2f and virtual friends
• Never reading a manual
• Not interested in technology

• The generation for whom learning is playing

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Homo Zappiens

• The generation inventing games
• without winners or losers
• without start or end
• being different people
• changing identity and skills
• interacting with others on-line in txt or
  real-time voice
• changing the rules continuously.

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Who shall I be today?
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No baddies and goodies just me
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Games sites for playing in collaberation
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Worldwide Multi Player Games on the Internet
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The challenge to identity

• Not only being any character in the game
• But having various online identities
• Being different people in different chat rooms or
  forums
• Always online
• Never out of touch
• A very different experience from the previous
  generation

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The learning styles of the txt generation
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Multi-tasking
Phoning a friend
Doing homework
Surfing or MSNing
Listening to music
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Changing knowledge currency

• Dont ask about Capital Cities
• Do ask about urls long ones often known in
  memory

School is for meeting friends rather than for
learning
Ill ask when I need to know something
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Ill ask when I need to know something

• Learning as interaction
• Instant txt messaging allows for information to
  be accessed when it is needed
• Why remember when I can Google!!
• Hyperlinks work better than memory links
• Situated learning

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Homo Zappiens at Work
Multi-tasking
Scanning skills
Processing discontinued information
Non-linear approach
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Processing discontinued information
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Non-linear modes of learning
Linear
Non-linear
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Natives and Immigrants in the Digital World

• Digital Immigrants
• conventional speed
• linear processing
• linear thinking
• text first
• stand alone
• passive
• work
• patience
• reality
• technology as foe

• Digital Natives
• twitch speed
• parallel processing
• random access
• grapics first
• connected
• active
• play
• payoff
• fantasy
• technology as friend

Cf Marc Prensky
courtesy Mark Prensky
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Learning for the txt generation
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Learning Styles

• Enquiry based approaches
• Networked learning thinking as part of networks
• Experimental learning no punishments
• Collaborative learning teams and roles
• Active learning making choices, act
• Self organisation setting goals
• Problem solving strategies
• Explaining knowledge to others

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Knowledge Development
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New knowledge
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• What we are suggesting is a fundamental redesign
  of the learning processes for all our learners
  and those who have the joy and pleasure of
  walking alongside them in their learning

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Blended Learning

What is it? Uncharted territory? Where will it
lead? What are we doing about it?

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What is Blended Learning?
Definitional Complexities learning, e-learning
and blended learning
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Why Blended Learning

• Garrison and Vaughan (2005) argue that Blended
  Learning is
• The thoughtful integration of face-to-face
  classroom (spontaneous verbal discourse) and
  Internet based (reflective text-based discourse)
  learning opportunities
• Not an add-on to a classroom lecture nor an
  online course fundamental redesign
• An optimal (re)design approach to enhance and
  extend learning by rethinking and restructuring
  teaching and learning

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Blended not Hybrid

• Osguthorpe Graham (2003) compare hybrids and
  blends in a learning context
• Hybrid is the interbreeding of two different
  species of animals or plants to create a new
  species (i.e. a mongrel or a mule)
• Blended focuses on the mingling together in ways
  that lead to a well-balanced combination (i.e. a
  margarita)

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• Therefore Blended Learning is a means not an end
  and it is not just using technology in learning
  and teaching but designing learning and teaching
  which meets our students needs

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The technology supports not creates the learning

• Learning 2.0

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COGNITIVISM
Merrill
Clark
Bloom
Gagné
Keller
BLENDED LEARNING THEORY
Piaget
Gery
PERFORMANCE SUPPORT
Vygotsky
CONSTRUCTIVISM
A blend of learning theories
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A simple definition of Web 2.0

• Web 2.0 is the common term used to refer to the
  new generation of web applications and systems
  that enable community or many-to-many
  relationships.
• Origin unknown, reported by Kevin Evans on Off
  the Rails

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Web 2.0 and its application to learning

• Learning 2.0?
• From a traditional model of planned and delivered
  model
• Through the developments that have already been
  made in lifelong learning
• To personal or informal learning

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So what are PLEs?

• Concept of Personal Learning Environments emerges
  from the concept of the Personal WWW
• A set of applications which move the web from a
  delivery tool to a personalised experience
• Web applications which move from applications
  that provide content to applications that allow
  each of us to be part of communities of webusers
  who are knowledge creators and not knowledge
  receivers

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Some examples of personalisation

• Blogs Blogger, bblog, Slash
• Wikis Wikipedia, wikiwikiweb, Wikitravel
• Podcasting Odeo, podomatic, itunes
• Social Bookmarking - Del.icio.us, Cite u like,
  Furl
• Photoshareing flickr, fotki
• Mapping Google maps
• Multiple use tools Backpack, My Spaces, Yahoo
  360, elgg
• NB These are simply examples and are not
  intended to cover all that is out there or to
  recommend one product over that of competitors
  for more details of their use in Learning and
  Teaching see my slides at http//blendedlearning.g
  lam.ac.uk/file_download/42

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Traditional model

• A student studying for a formal qualification at
  a single HEI or FEI
• Content delivered on paper or in a Virtual
  Learning Environment
• Content managed and arranged by educators
  (lecturing or Instructional Design staff)
• The student using their own or the institutions
  facilities accesses what they want from what is
  offered. This allows for 247 but not for
  student-based learning
• The institution outlines what it has to offer,
  and signing the enrolment form is the students
  agreement to accept what is offered

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Problems with the model

• The institution needs to be prepared for all the
  learner types and learning styles of its students
  before they arrive
• While some customisation is possible (as in the
  front page of Blackboard) this is limited to what
  the institution is willing to offer

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Lifelong Learner

• Learner studying in more than one institution
• Sometimes sequentially
• Sometimes at the same time sometimes picking
  and mixing
• Often with learning as a small part of the total
  life balance (e.g. students who work full time)
• Significance of the work on e-portfolios for
  building up learning records
• Complex relationship of learner with a range of
  institutions with different systems, processes
  and teaching styles

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Problems with lifelong learner

• Issue of transferability We cant always do it
  between departments at my institution, let alone
  between institutions
• Though the learning materials are fixed, the
  learner may aggregate them in complex ways but
  each will have its own requirements and output
  measures, often unrelated to the learners wider
  experience

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Personal Learning/Informal Learning

• May have formal or non-formal educational needs
• Are learning in an environment when the learning
  is designed by them from within the resources
  that are available from anywhere
• Group learning can be achieved but as their goals
  may differ from that of their peers this will not
  be automatic
• The learning environment may be entirely
  self-assembled.
• Always seems scary to learning facilitators in a
  lecturing model, but reflects what researchers
  have done for centuries.

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This is not new, but the tools are now available
to get there

• Informal learning should no longer be regarded
  as an inferior form of learning whose main
  purpose is to act as the precursor of formal
  learning it needs to be seen as fundamental,
  necessary and valuable in its own right, at times
  directly relevant to employment and at other
  times not relevant at all. Coffield, F. (2000)
  The Necessity of Informal Learning, Bristol
• Generally informal education is unorganized,
  unsystematic and even unintentional at times, yet
  accounts for the great bulk of any persons total
  lifetime learning including that of a highly
  schooled person. P. H. Coombs and M. Ahmed
  (1974) Attacking Rural Poverty. How non-formal
  education can help.
• Both sourced from Informal Education

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Trends in Education
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The need for flexibility

• Flexibility of Content
• Flexibility of Leaning Models
• Flexibility of Time and Place
• Flexibility of goals and assessment
• Flexibility of learning networks

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Problems with Informal Learning

• It is disruptive
• in the organisational sense Who manages
  informal learning, and who accredits it?!
• in the systems sense moving from structure to
  open, accessible systems
• in the security sense who ensures the sources
  are always available and robust?
• in the IPR sense how do we make sure we
  acknowledge our sources when they are so many and
  varied?
• In the issue of learner skills do we assume
  they have them? If not , where or when are they
  acquired, as they are now so crucial as the
  learner not the tutor manages the learning?

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Employment in the 21st Century Drucker -
http//www.ncrel.org/engauge/skills/global.htm

• High activity at unrelenting pace
• Brevity, variety, fragmentation
• Preference for live action
• Attraction to verbal media
• Switching between formal organisations and an
  informal network of contacts

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To conclude

• A new generation challenges how we create
  learning
• This does not have to be high tech, but needs
  educators who can communicate in the medium of
  students
• A challenge to move from knowledge hoarding to
  knowledge creation and sharing

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References

• Work by Wim Veen
• http//www.ale.tudelft.nl/ale2005/pages/WIMVEEN.ht
  m
• http//www.global-learning.de/g-learn/downloads/ve
  en_visions2020.pdf
• Marc Prensky
• http//www.marcprensky.com
• Olga Liber
• http//www.cetis.ac.uk

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Useful sources

• Glamorgan Blended Learning Website
• http//blendedlearning.glam.ac.uk
• Glamorgan Blended Learning Blog Learning Zone
• http//learning.weblog.glam.ac.uk
• JISC E-Learning http//www.elearning.ac.uk