How the characteristics of your students might affect how they learn and what an ideal environment might look like for them.
I teach Information Literacy to first year Education students. They are mostly school-leavers (digital natives), with some mature students (digital immigrants) (terminology from Prensky, 2001). According to the ‘Investigating the Net Generation’ survey, neither group can be pigeonholed in terms of their technology use, except that students under 25 (in 2006) were more likely to be advanced users of mobile phones and media sharing.
From my own observation I have noticed that most of the school-leavers are very comfortable with using a computer, but still need some assistance navigating Blackboard. Generally they have a low awareness of how to critically evaluate web content, and are not familiar with the base knowledge that database search interfaces assume (eg. what peer reviewed means). The mature age students also have a low level of awareness in these areas, but can be more hesitant in their approach to using online interfaces/tools.
Bennet, Maton and Kervin (2008) point out that one learning style cannot be generalised across a whole generation. The digital natives ease with interfaces may allow them to navigate faster, and therefore learn faster. However, it is really an understanding of the base knowledge underlying database and internet use that allows students to understand and use the tools well.
The main likely difference that I can see is ease of use of online learning tools. Older students may take longer using these tools, but will be as able to use them as a NetGen student. However, depending on their familiarity with online technologies, there may be no differenc in speed of use at all. What this means in reality is that students from both groups will need support and guidance in using new tools. Though there may be a difference in speed when working with elearning tools, I assume that individual learning differences will have a greater impact, as posited by Bennet, Maton and Kervin (2008).
The ideal learning environment for both NetGen’ers and older students would be a safe, respectful, constructively aligned environment. I would concentrate on person to person interaction activities during class (while there is the chance) and online activities at home to reinforce what was learnt in class. Allowing students a way to peer mentor would be wonderful. Online discussion forums may assist with this. Constructing aligned teaching/learning activities will also create a good learning environment, as will formative feedback from students to me, and from me to the students. I see a role for Survey Monkey in both giving and receiving feedback.
Tuesday, June 29, 2010
Monday, June 28, 2010
Higher Education in a Web 2.0 World
What does the changing environment of higher education in a Web 2.0 world mean to you?
To me, this changing environment means three things i) anxiety about expectation to adapt ii) new opportunities for interaction, and iii) awareness of greater need for information literacy.
I feel that there is an expectation that I understand Web 2.0 technologies from the perspective of a Gen Y or Z student, that I am able to critique their engagement with Web 2.0, then change my own practice in response to it. At my most anxious I feel required to develop an oracle-like awareness of each new Web 2.0 tool as it is developed, and become proficient in it before breakfast the next day. At my calmest I remind myself that Web 2.0 tools are designed to be used intuitively, so that the greatest hurdle is overcoming anxiety about using them.
The 'Higher Education in a Web 2.0 World' report makes recommendations that higher education institutions (HEIs) support staff to become "proficient users of an appropriate range of technologies and skilled practitioners of e-pedagogy, incorporating both into initial staff training and CPD programmes" (p. 10). I am very grateful to be given the chance to study this unit, and see the need for ongoing support to staff, since technologies will change rapidly. Finding the time to stay up to date is very difficult, so supportive HEIs can reduce staff anxiety, and ensure that students have a meaningful learning experience.
The cornerstone of new Web 2.0 tools is interactivity. Students can interact with each other online, with the lecturer, or with learning tools. Online interactions are not necessarily better in quality than traditional interactions, but they do extend the range of interactions available. Learning how to use new technologies appropriately is part of todays changing environment. I see this challenge as ongoing, as new tools are developed.
Expectations on the way students work with information have been set by HEIs. Students also need to be supported in how they work with information. Increasingly, for ease of access and cost saving, more and more research will take place online. There is easy access to a great quantity of information, and students need to be armed with the skills to find what they need amongst the bulk. Sophisticated searching skills will need to be taught, and students will need to know how to recognise high quality information. The 'Higher Education in a Web 2.0 World' report recommends that HEIs prioritise the teaching of information literacy.
To me, this changing environment means three things i) anxiety about expectation to adapt ii) new opportunities for interaction, and iii) awareness of greater need for information literacy.
I feel that there is an expectation that I understand Web 2.0 technologies from the perspective of a Gen Y or Z student, that I am able to critique their engagement with Web 2.0, then change my own practice in response to it. At my most anxious I feel required to develop an oracle-like awareness of each new Web 2.0 tool as it is developed, and become proficient in it before breakfast the next day. At my calmest I remind myself that Web 2.0 tools are designed to be used intuitively, so that the greatest hurdle is overcoming anxiety about using them.
The 'Higher Education in a Web 2.0 World' report makes recommendations that higher education institutions (HEIs) support staff to become "proficient users of an appropriate range of technologies and skilled practitioners of e-pedagogy, incorporating both into initial staff training and CPD programmes" (p. 10). I am very grateful to be given the chance to study this unit, and see the need for ongoing support to staff, since technologies will change rapidly. Finding the time to stay up to date is very difficult, so supportive HEIs can reduce staff anxiety, and ensure that students have a meaningful learning experience.
The cornerstone of new Web 2.0 tools is interactivity. Students can interact with each other online, with the lecturer, or with learning tools. Online interactions are not necessarily better in quality than traditional interactions, but they do extend the range of interactions available. Learning how to use new technologies appropriately is part of todays changing environment. I see this challenge as ongoing, as new tools are developed.
Expectations on the way students work with information have been set by HEIs. Students also need to be supported in how they work with information. Increasingly, for ease of access and cost saving, more and more research will take place online. There is easy access to a great quantity of information, and students need to be armed with the skills to find what they need amongst the bulk. Sophisticated searching skills will need to be taught, and students will need to know how to recognise high quality information. The 'Higher Education in a Web 2.0 World' report recommends that HEIs prioritise the teaching of information literacy.
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