Using new technologies in teaching USTLG Summer Meeting 2006 Kara Jones University of Bath...

Using new technologies in teaching

USTLG Summer Meeting 2006

Kara JonesUniversity of [email protected]

Kara Jones :: University of Bath Library & Learning Centre :: USTLG 2006 Liverpool

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Introduction

Paint some pictures Identify some trends

MillennialsEducationInformation and knowledge

Suggest some connections


Millennials / Digital Natives

Millennials 1982-2002 Generation X 1960–1981 Baby Boomers 1945-1959

20 and under 78.07%

21 to 24 11.46%

25 to 39 8.46%

40 and over 2.01%

2005 Accepted Applicants - UCAS


Millennial characteristics

‘Optimistic, adaptive, flexible, collaborative, format agnostic and forever entrepreneurial’ (Brynko 2006)

Gravitate toward group activity; fascinated by new technologies; believe ‘it’s cool to be smart’; are racially and ethnically diverse; and often have at least one immigrant parent (Oblinger, D. 2003)



Learning preferences tend toward: teamwork experiential activities structure use of technology

Their strengths include: multitasking goal orientation positive attitudes A collaborative style.

(Jones, S. 2002, qtd in Oblinger, D. 2003)


Characteristics of Millennials

Values forming messages: Be smart – you are special Leave no-one behind (equitable and diverse) Connect 24/7, interdependent on family, friends and teachers Achieve now! Serve your community (volunteer)

General characteristics: Confident, “computers aren’t technology” Hopeful-optimistic, positive Inclusive (team orientated); staying connected; zero tolerance for delays Goal – and achievement – orientated (achievers); doing rather than

knowing Civic-minded

(Jonas-Dwyer, D & Pospisil, R. 2004)


Education characteristics

Move from e-learning to c-learning: Community, communication or collaboration Web 2.0

Learning is a social process “It takes a village to teach a child”

(Lemke qtd in Owen et al, 2006)

Themes of personalisation, collaboration and learning to learn (Owen et al, 2006, p. 9)



Think analogue is static and dull

Gaps in critical thinking and research skills

Poorly versed in technology tools or Web resources needed for academic work

Ill-acquainted with concepts of intellectual

property, plagiarism. (Brindley, L.. 2006)


Teaching and learning strategies

Include opportunities for electronic communication and interaction.

Include opportunities for experiential and authentic learning activities.

Include group activities, allow friends to work together.

Set goals and provide frequent feedback.

Build in opportunities for community related learning.(Jonas-Dwyer, D & Pospisil, R. 2004)


Teaching and Learning Tools

Forums Weblogs Wikis Social bookmarking Podcasts RSS Feeds


Weblog features

Reflective tools Highlighting a path of progression Strengthening evaluation skills Improving written communication skills Community building Maturing with incorporation into more

‘scholarly’ platforms


Wiki features

Easy to create websites Project development with peer review Group authoring Track a group project

Using a wiki “pulls” the group members together to build and edit the document on a wiki page, which strengthens the community within the group,

Allows group members with overlapping or similar ideas to see and collaboratively build on each other’s work.

Allows all group members immediate, equal access to the most recent version of the document.

(‘Using Wiki in Education’, 2006)


Social technologies in teaching Characteristics of millennial learners: teamworkers,

multi-taskers, 24/7 connected…

Community, collaboration and communication – learning as a social process

Social software can be used to engage millennial learners in ways that work best for them.

Social software is generally inexpensive or free, and template based, requiring less technical skills and allowing focus on the content.


ReferencesBrindley, L. 2006 ‘A world of contrasts: information literacy in the digital world’. LILAC 2006, 29 March 2006.

Byrnko, B. 2006. ‘Of Millennials and mashups’. Information Today 23(4) 2006, p. 29.

Holliday, W. & Qin,L. 2004. ‘Understanding the millennials: updating our knowledge about students’ Reference Services Review 32(4), pp. 356-366.

Jonas-Dwyer, D & Pospisil, R. 2004. “The Millennial effect: Implications for academic development”, HERDSA 2004 Conference Proceedings. http://herdsa2004.curtin.edu.my/Contributions/RPapers/P050-jt.pdf. Accessed: 1 June 2006

Oblinger, D. 2003. Boomers, Gen-Xers & Millennials: Understanding the new students. Educause, July/August 2003. [http://www.educause.edu/ir/library/pdf/ERM0342.pdf] Accessed 10 June 2006, pp. 36-47.

Owens, M., Grant, L, Sayers, S. & K. Facer. 2006. Social Software and learning. Futurelab: Bristol, UK. [http://www.futurelab.org.uk] Accessed: 14 June 2006.

Seely Brown, J. 1999. Learning, Working & Playing in the Digital Age. Conference on Higher Education of the American Association for Higher Education http://serendip.brynmawr.edu/sci_edu/seelybrown/. Accessed: 14 June 2006.

UCAS , 2006. UCAS Data: Accepted Applicants by Age. http://www.ucas.com/figures/ucasdata/age/age4p.html. Accessed: 19 June 2006

‘Using Wiki in Education’ The Science of Spectroscopy. 2006. http://www.scienceofspectroscopy.info/edit/index.php?title=Using_wiki_in_educationAccessed: 20 June 2006

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