Session #3 -- Jan's notes
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Jan
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Jennifer Ward, Cornish
Digital Natives and Digital Settlers and Digital Immigrants
How can we be the translators between these groups?
Digital Natives have multiple identities
Facebook, real life, avatars, with parents, move seamlessly and comfortably between identities--what does it mean for us as educators when students have these fluid, multiple identities? Democratization and availability of knowledge--educators no longer the holders of knowledge. Does/How does that change our roles?
"Born Digital: Understanding the First Generation
Multitaskers--not linear across time, but spatial
Sarah Robins Bell--social networking and education (see link) from 'imparter of knowledge" to "shepherd of knowledge" as filter, privacy issues (digital footprints)
Values vs content. Sustained attention vs content--do we value sustained attention or only the content (ex a novel). (see link to neural mapping)
need a digital literacy course
What can we do to be on the front of helping our students understand the digital age? Jennifer worries about her colleagues.
Curricular age vs actual age
Meet students where they are and meet faculty where they are.
--Cultural Youngers and Cultural Elders
1) The process of learning is transitioning from a didactic to stochastic model (Caldwell The Process of Singing)
Didactic a non-random process by which teachers filter content, then convey it to students who then perform additional operations on it
Stochastic --result of a non-random filter interacting with random elements. In other words the process is neither completely random, nor is it completely non-random=internet
seamless boundaries; non-random filters traditionally instructor driven ("this will be on the test"), but no longer--tons of data available to students.
Their filters are driven by their interests. Different knowledge and skills than cultural elders, but we can learn too.
a random component--unpredictable elements
a nonrandom component--a mechanism, filter, theat selects from the random elements (our personal style, interests, etc that stick)
a unique result (in our context, learning) from the nonrandom filter interacting with the random elements
2) Katamari as a good metaphor for the transition
a new metaphor. roll around picking things up--even things bigger than you. maybe you don't pick it up the first time, but may need to roll over things several times
3) Mimi Ito is an awesome researcher itofisher.com
research on new media; learning is happening when teaching is not present
learning on Facebook--social norms; self directed learning online re personal interests--that is social too
4) There are things we can do.
Playstation 2 + Katamari
What do your students' stochastic filters look like? What are their interests? What do they already know?
Encourage them to build on these, encourage them to bang into things that are bigger than they are because it's fun. Rolling over Beethoven may not happen on their first trip through musical Katamari-town.
Encourage students to roll around, stay curious; knowledge and skills has changed--youngers can filter oceans of information and perspectives
Make a facebook page, make a google site, move your desktop online; Use delicious bookmarks, get a freakin' online life; read Mimi Ito's weblog
Relax--learning itself is still the same
Eric Neumann--PP of MSCM social media survey (can we embed here?)
Jon at Purchase (via remote technology)
Keith Landa (PP -- embed here?)
Moodle as an anchor in web 2.0 education--course management systems to learning management systems (CMS to LMS)
Moodle maps mashups; Voice Thread (structure a discussion); RSS feeds as 'universal glue'; Diigo--social bookmarking + RSS to wiki or blog or wherever
Jon Rubin from Brooklyn. new media/film
online collaboration with partners abroad
co-produced videos between Purchase students and students in Belarus
Discussion:
from Jennifer: response to Billy's question about argumentation. some things are possible with technology, other things are not. use it to augment. simply tools, not a replacement for other methods of teaching and learning;
Michael Apple--using media to connect disparate groups/communities
measuring learning online vs simply getting content
technology can put students in a lead role in learning that they are not ready for
Information Literacy: how to navigate the digital landscape effectively; think critically, evaluate;
metaphor shifts--natives, settlers, and immigrants; need to add 'missionaries' (do we 'go native'? or create rules/procedures)
it's a cultural issue (tools are useful, but what's the mode? where are the boundaries between students and educators? how has that changed, or not?
Mimi Ito--elders not as dictators, but as conversant relationships
moving from monologue to dialogue is key
enter the students' worlds but have them enter ours too (read that whole novel)
(social media vs professional media)
generation gap vs participation gap