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Homo Zappiens Learning for thetxt generation

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Title: Homo Zappiens Learning for thetxt generation


1
Homo Zappiens - Learning for the txt generation 
  • Haydn Blackey

2
Outline
  • Who are the txt generation
  • The learning styles of the txt generation
  • Learning for the txt generation
  • Adaptation or creative destruction?

3
The Rise of Homo Zappiens
  • Developed from original ideas by Wim Veen - Delft
    University of Technology

4
Homo Zappiens
5
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

6
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.

7
Who shall I be today?
8
No baddies and goodies just me
9
Games sites for playing in collaberation
10
Worldwide Multi Player Games on the Internet
11
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

12
The learning styles of the txt generation
13
Multi-tasking
Phoning a friend
Doing homework
Surfing or MSNing
Listening to music
14
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
15
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

16
Homo Zappiens at Work
Multi-tasking
Scanning skills
Processing discontinued information
Non-linear approach
17
Processing discontinued information
18
Non-linear modes of learning
Linear
Non-linear
19
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
20
Learning for the txt generation
21
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

22
Knowledge Development
23
New knowledge
24
  • 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

25
Blended Learning

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

26
What is Blended Learning?
Definitional Complexities learning, e-learning
and blended learning
27
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

28
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)

29
  • 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

30
The technology supports not creates the learning
  • Learning 2.0

31
COGNITIVISM
Merrill
Clark
Bloom
Gagné
Keller
BLENDED LEARNING THEORY
Piaget
Gery
PERFORMANCE SUPPORT
Vygotsky
CONSTRUCTIVISM
A blend of learning theories
32
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

33
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

34
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

35
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

36
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

37
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

38
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

39
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

40
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.

41
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

42
Trends in Education
43
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

44
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?

45
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

46
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

47
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

48
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
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