How do students behave when in our learning environment? How do we need to react?

DEPARTMENT FOR CONTINUING EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNING

20th February 2013

How do students behave when in our learning environment? How do we need to react?

David White @daveowhite

University of Oxford

‘I just type it into Google and see what comes up.’UKS2

University

Learner

OwnedLiteracies

Convenience,ease of use,accessibility

Searching

Connection,sharing withothers

Collaborate

Authority,legitimacy

Speed

Relevance

Create

Fun,enjoyment

Distraction

Reliability

Quantity

The power of convenience

http://www.flickr.com/photos/midorisyu/752223850/sizes/o/in/photostream/

‘Perfect thing, I think it would be that all the useful, accurate, reliable information would like glow a different colour or something so I could tell without wasting my time going through all of them’ UKS2

Free Wifi

Mark Stubbs: MMU student survey 2011 http://goo.gl/i1XiO

Credibility

‘The majority of students to whom we spoke indicated that simple curation and recommendation of digital resources from across the web in their institutional VLE was an important, trusted source of information and a key starting point for their research.’

Open Educational Resources: The value of reuse in higher education. July 2011

Most of these systems recreate the bureaucracies of education without capturing the joy and rigor. At their worst, learning management systems turn students into columns in a spreadsheet, taking all that's ineffable about learning and making it grossly manifest.

Online Learning: A User’s Guide to Forking Education -

http://www.hybridpedagogy.com/Journal/files/Forking_Education.html Jan 2013

There is a general consensus that the focus of IL (information literacy) should not be restricted to merely learning technological skills or following a check-list approach. Instead, the focus has shifted to cultivating higher-order critical thinking skills, including the ability to engage with information in a collaborative environment and through different media. Kyung-Sun, K. Sei-Ching, J S. EunYoung, Y. Undergraduates' Use of Social Media as Information Sources, College & Research Libraries (Pre-Press Publication date July 2014)

Visitor Resident

Video - http://is.gd/vandrvideo

Project - http://is.gd/vandrproject

Paper - http://is.gd/vandrpaper

Visitor

Resident

Presence

Different Social Media Platforms Used as Information Sources (N = 833) Rank Platform of Social Media Percent of Users

1 Wikipedia 98.6%

2 Social Networking Sites (e.g., Facebook) 95.7%

3 User Reviews (e.g., reviews in Amazon.com) 72.1%

4 Video Sharing Sites (e.g., YouTube) 69.5%

5 Social Q&A Sites (e.g., Yahoo!Answers) 49.8%

6 Blogs 32%

7 Microblogs (e.g., Twitter) 25%

Kyung-Sun, K. Sei-Ching, J S. EunYoung, Y. Undergraduates' Use of Social Media as Information Sources,

College & Research Libraries (Pre-Press Publication date July 2014)

Activity 1 – Mapping your personal engagement with the web

[email protected]

Activity 2 – Mapping the predominant modes of engagement of the students, faculty and/or staff using your services.

[email protected]

Becoming academically Resident

…the Facebook group is extremely active also, if not for just complaining about an assignment or trying to find a particular reading, but also sharing current news articles with each other. UKG2

People are now more willing to place personal information into public domains, such as on the internet, and attitudes towards privacy are changing, especially among younger people. These changes are blurring the boundaries between social and work identities.Future Identities – Changing identities in the UK: the next 10 years. Jan 2012.

http://goo.gl/RVHWP

Activity 3 - Discussion around the challenges and value of incorporating more Resident modes of engagement into institutional services and practice.

Thanks

David White - @daveowhite

[email protected]

Visitors and Residents project team

A partnership between:

University of Oxford, OCLC, University of North Carolina Charlotte

Lynn Silipigni Connaway, Ph.D.

Senior Research Scientist, OCLC

Donna Lanclos, Ph. D.

Associate Professor for Anthropological Research,

University of North Carolina, Charlotte

David White

Co-manager, Technology Assisted Lifelong Learning, University of Oxford

Erin Hood

Research Support Specialist, OCLC

Alison LeCornu, Ph. D.

Academic Lead (Flexible Learning), The Higher Education Academy

Empty lecture theatrehttp://www.flickr.com/photos/shaylor/13945881

Wifi router:www.flickr.com/photos/fotero/1414451193/

Map:www.flickr.com/photos/kozumel/4625046441/

Vending machineswww.flickr.com/photos/midorisyu/752223850

City www.flickr.com/photos/stuckincustoms/3506557840/

Toolboxwww.flickr.com/photos/terry/6156784804

Oxford Universitywww.flickr.com/photos/catzrule/4982768828/

Drinkswww.flickr.com/photos/sunshine6/339605220/

Picture credits