The so-called Generation Y, Learning and Digital Technologies: What’s Real and What’s Just Hype...
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Transcript of The so-called Generation Y, Learning and Digital Technologies: What’s Real and What’s Just Hype...
![Page 1: The so-called Generation Y, Learning and Digital Technologies: What’s Real and What’s Just Hype in a Fortunate Label Prof. PhD Lorenzo Cantoni NewMinE.](https://reader035.fdocuments.in/reader035/viewer/2022062423/56649e9f5503460f94ba16cb/html5/thumbnails/1.jpg)
The so-called Generation Y, Learning and Digital Technologies: What’s Real and What’s Just Hype in a Fortunate Label
Prof. PhD Lorenzo CantoniNewMinE – New Media in Education LabUniversità della Svizzera italianaLugano - Switzerland
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A BRIEF INTRO
The University
The NewMinE lab
E-ethnography, eLearning in Tourism, ICT4D
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Mapping the debate
Historic-sociological approach
(Howe & Strauss, 1991 and 2000)
Generation Y, Millennials, Next great generation
(Wilson & Gerber, 2008) Millennials
Socio-cognitive approach
(Prensky, 2001 and 2009) Digital nativesDigital wise
(Beck & Wade, 2006) Gamers(Palfrey & Gasser, 2008) Born Digital
Socio-pedagogical
(Tapscott, 1997) NetGeneration(Oblinger & Oblinger, 2005) NetGeneration(Jukes & Dosai, 2003) Digital native learners(Rivoltella, 2006) Screen generation(Junko & Mastrodicasa, 2007) NetGeneration(Pletka, 2007) Digital learners(Pedrò, 2006) New millennium Learners(Prensky, 2010) Digital natives
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CRITICAL VOICES
Schulmeister / Buckingham / Bennet, Maton & Kervin
“Generation” + over-generalizations + anecdotal evidence + technologies vs. usages + American-centrism + social panic + …
A plethora of recipe books / Prêt-à-porter solutions
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Margaryan & Littlejohn, 2008
“The findings show that many young students are far from being the epitomic global, connected, socially-networked technologically-fluent digital native who has little patience for passive and linear forms of learning. ... Educators therefore cannot presume that all young students are “digital natives” who understand how to use technology to support and enhance their learning.”
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TWO PROJECTS
Media diet
ICT and Learning practices/preferences
Local & limited
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GenY @ work
2009 236 employees born after 1980
average age: 23.3 127 male: 53.8%, and 109 female: 46.2%
Six companies of the Canton Tessin (Switzerland) three banks, one consulting company, a provider of
industrial gas turbines, and a local newspaper
Quantitative and qualitative approach survey projective methodology
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Learners’ voices @ USI-SUPSI
2010 University and University of Applied Science 562 students
12.6% out of 4,449 BA and MA students 318 female (56.6%), 244 male (43.4%). average age 24.5 years, median 23 different Faculties/Departments 56.2% from Switzerland, 24.9% from Italy, 12.5% from other
European countries, while 3.6% from Asia, 1.8% South America, 1.1% from North and Central America and Africa.
Questionnaire in Italian and English
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A rich learning diet
Workers Students search engines (53.6%) classroom teaching (52.8%) individual study (42.9%)
individual f2f training (36.5%) specific websites/blogs (22.7%) eLearning platforms (19.3%) multimedia supports (18.0%) printed diction./enc. (17.2%) social networks (7.3%)
search engines (57,2%) classroom teaching (52,3%) individual study (50,8%)
wikipedia (35,4%) eLearning platforms (35,0%) specific websites/blogs (33,2%) individual f2f training (30,7%) printed diction./enc. (16,8%) multimedia supports (13,9%) social networks (8,6%)
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Students: technologies used
For learning related activities, they use search engine (90.6%) portable computer (86.1%) USB memory stick (84.7%) text editor (77.6%) presentation editor (69.4%)
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In your study, you use ICT to…ICT usages when studying Much Pretty
muchA
littleNever
Information gathering 63.6 29.1 5.8 1.4 Consult course materials 59.3 29.8 9.1 1.9 Download materials 55.2 30.0 10.3 4.5 Communicate with friends 49.2 30.8 14.7 5.4 Read the materials of a course 46.5 36.6 13.0 3.9 Write the assignment 42.6 36.2 16.7 4.5 Communicate with colleagues 39.7 40.7 16.3 3.3 Share materials 39.3 34.3 19.8 6.6 Prepare oral presentations 39.0 33.3 19.4 8.3 Manage information 37.2 43.8 14.9 4.1 Do an assignment individually 32.6 40.1 21.3 6.0 Rehearse before an exam 31.2 32.9 26.9 9.1 Plan a group work 28.7 37.4 25.8 8.1 Do an assignment collaboratively 27.3 44.4 22.7 5.6 Communicate with tutors and professors 18.2 40.1 35.3 6.4 Listen to course materials 17.6 26.2 27.3 28.9 Do self-assessment exercise 16.7 26.0 34.7 22.5 Buy online 14.0 17.4 27.9 40.7
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Collaborative projects
Technologies used e-mail (92.0%) portable phone (75.0%) Instant messaging tools (e.g.: Skype, 32.4%) Chat (27.9%) Learning Management System (11.3%)
Male do use Instant messaging tools more than their female colleagues (40.6% vs. 26.0%)
Female students do use more USB memory sticks, text and presentations editors
Selecting a team mate: 25.0% male students and 19.8% female students do consider colleagues’ ICT competencies
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Perception of eLearning
“eLearning is an important element in my courses” (51.0%)
“eLearning is one of the many important components in my courses” (43.2%)
ICT did improve… the way I do my homework (83.6%) the way I collaborate with my colleagues (76.6%) the way I study (76.2%) the way I attend to my hobbies and interests (72.2%) the way I stay in contact with relatives and friends (65.2%) the way in which I share my ideas and creations (58.0%)
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An internal digital divide?
GenY@work 96 technologies presented by Lego models, 49
in the “private life”, 14 in the “workplace”, and 36 straddling both parts
Learners’ voices @ USI-SUPSI ICT daily use
query a search engine (79.3%) read/write e-mail (78.1%) watch a movie / listen to audio files (38.5%) read newsletters (36.6%) read newspapers (34.8%) create/update profile on social networks (30.9%)
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A Lego map home vs. work
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CONCLUSIONS
No simple direct eLearning recipes can be derived
eLearning as a context: every learning in the knowledge society
eLearning as a strategy
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To have more and better eLearning, we do not necessarily need more ICT, we need to be aware of their role in the overall living experience of learners and teachers (context), and to activate them if and when needed (strategy).
Conclusion
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Thank you!
Prof. PhD Lorenzo CantoniNewMinE – New Media in Education LabUniversità della Svizzera italianaLugano - Switzerland