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Outsiders looking in or Insiders looking out Challenges for educators negotiating shared
learning spaces
Dr Debbie HolleyReader Education amp Technology
Department of Education Anglia Ruskin University UKWebsite drdebbieholleycom Twitter debbieholley1
How can we view our group of graduating students
Numbers of firsts
and 21s
Male and female
By discipline
Or by who
isnrsquot thereWho
dropped out
Why didnrsquot they
achieve
By starting salary of job
ORby what they have learned
Skillsemployability
Structure of Talk
bull Views of lsquooutsidersquo and lsquoinsidersquo the academy
bull Policy change UK
bull Transitions ndash different students different times
bull Arriving and Departing
bull Where are the learning spaces What should could they contain
bull Conclusions
Key lsquodigital futurersquo policy documents framing this talk (2015)
Make or Break the UKrsquos Digital Future (House of Lords
February 2015)httpwwwpublicationsparliamentukpald2014
15ldselectlddigital111111pdf
Enriching Britain Culture Creativity and Growth The 2015
Report by the Warwick Commission on the Future of
Cultural Valuehttpwww2warwickacukresearchwarwickcommissi
onfutureculturefinalreport
Young Digital Makers Surveying attitudes
and opportunities for digital creativity
across the UKhttpwwwnestaorgukpublicati
onsyoung-digital-makers
Who are the insiders and outsiders at your workplace
TASKbull In small groups please share ideas bull Who is on the lsquoinsidersquobull Who are on the lsquooutsidersquobull Where are the boundaries where the two groups
meet ndash are there anybull Do any of these diagrams help
Academics
ManagersStudents
Head
Area 1 Area 2 Area 3
Deputy
Industry
Structures
Academic
Student
Students down here somewhere
My own insidersoutsiders
Marginalised byStaff attitudes to WP students deficit modelHarsh assessment regimes
New managerial practices impacting on staff time ndashlsquowhat gets measured gets donersquo (Holley amp Oliver)
Locus of control for pedagogy changing ndash from the professional into the policy arena (cf funding PGCert teaching qualification HEA UKPSF KPI stats and league tables)
Lillis and lsquocrisisrsquo in education with WP studentsrsquo language made visible as problematised but language of discourse and pedagogy taken as a lsquogivenrsquo
Widening Participation
Students
Policy
Macherey lsquothe text says what it does not say in
order to say anything there are things much
must not be saidhellip
Policy discourse
David Blunkett and UK PLC (2000) the
lsquopowerhouse of the economyrsquo
George Osborne (2015) believes that tacit support by big
business for government policies
could be vital for election success
A Critical analysis of the Government e-learning strategy drew upon the work of Macherey (1990) and others to expose the continued silencing of the student as stakeholder where the voices that are not repressed are those with economic and institutional power
Our analysis showed the student is constructed as either silent or deficit and our conclusions suggest that rather than a discourse of transformation lsquoregulation not educationrsquo (Lillis 2001) is the real goal of the dominant educational stakeholders
Dropping inand Out
The question of how to integrate students into the world of higher education (or academe) has challenged universities since the initial expansion in numbers in the 1960s
A typical response was to make residential status a prerequisite of university attendance
The university management saw residence as a suitable strategy for assimilating undergraduates especially where the family background was not conducive to the habits and culture of study and further thought that residence constituted ldquoa part of the benefits of the University education whose value can scarcely be overstressedrdquo (Evans 2004 p14)
This is very different today because as market forces impact on all those at the margins are unable unwilling or even forbidden to study away from home
Attendance at their local university and remaining in the family home is the norm rather than a move to a campus
Students make the critical staygo decision in the first 6 7 weeks
the Student Belonging project
bull Student engagement effort and successIs influenced by many situational and contextual factors
bull Sense of belongingThe extent to which students feel personally accepted respected included and supported by others in the social environment (Goodenow 1993)
bull Previous work indicates that developing a sense of belonging is a key issue in successful transition
(Kember et al 2010 Hand and Bryson 2008)
is a particular challenge for inner city universities (Stuart et al 2009)
brings positive benefits especially for lsquodisadvantagedrsquo students (Anderman amp Freeman 2004 Mounts 2004)
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
How can we view our group of graduating students
Numbers of firsts
and 21s
Male and female
By discipline
Or by who
isnrsquot thereWho
dropped out
Why didnrsquot they
achieve
By starting salary of job
ORby what they have learned
Skillsemployability
Structure of Talk
bull Views of lsquooutsidersquo and lsquoinsidersquo the academy
bull Policy change UK
bull Transitions ndash different students different times
bull Arriving and Departing
bull Where are the learning spaces What should could they contain
bull Conclusions
Key lsquodigital futurersquo policy documents framing this talk (2015)
Make or Break the UKrsquos Digital Future (House of Lords
February 2015)httpwwwpublicationsparliamentukpald2014
15ldselectlddigital111111pdf
Enriching Britain Culture Creativity and Growth The 2015
Report by the Warwick Commission on the Future of
Cultural Valuehttpwww2warwickacukresearchwarwickcommissi
onfutureculturefinalreport
Young Digital Makers Surveying attitudes
and opportunities for digital creativity
across the UKhttpwwwnestaorgukpublicati
onsyoung-digital-makers
Who are the insiders and outsiders at your workplace
TASKbull In small groups please share ideas bull Who is on the lsquoinsidersquobull Who are on the lsquooutsidersquobull Where are the boundaries where the two groups
meet ndash are there anybull Do any of these diagrams help
Academics
ManagersStudents
Head
Area 1 Area 2 Area 3
Deputy
Industry
Structures
Academic
Student
Students down here somewhere
My own insidersoutsiders
Marginalised byStaff attitudes to WP students deficit modelHarsh assessment regimes
New managerial practices impacting on staff time ndashlsquowhat gets measured gets donersquo (Holley amp Oliver)
Locus of control for pedagogy changing ndash from the professional into the policy arena (cf funding PGCert teaching qualification HEA UKPSF KPI stats and league tables)
Lillis and lsquocrisisrsquo in education with WP studentsrsquo language made visible as problematised but language of discourse and pedagogy taken as a lsquogivenrsquo
Widening Participation
Students
Policy
Macherey lsquothe text says what it does not say in
order to say anything there are things much
must not be saidhellip
Policy discourse
David Blunkett and UK PLC (2000) the
lsquopowerhouse of the economyrsquo
George Osborne (2015) believes that tacit support by big
business for government policies
could be vital for election success
A Critical analysis of the Government e-learning strategy drew upon the work of Macherey (1990) and others to expose the continued silencing of the student as stakeholder where the voices that are not repressed are those with economic and institutional power
Our analysis showed the student is constructed as either silent or deficit and our conclusions suggest that rather than a discourse of transformation lsquoregulation not educationrsquo (Lillis 2001) is the real goal of the dominant educational stakeholders
Dropping inand Out
The question of how to integrate students into the world of higher education (or academe) has challenged universities since the initial expansion in numbers in the 1960s
A typical response was to make residential status a prerequisite of university attendance
The university management saw residence as a suitable strategy for assimilating undergraduates especially where the family background was not conducive to the habits and culture of study and further thought that residence constituted ldquoa part of the benefits of the University education whose value can scarcely be overstressedrdquo (Evans 2004 p14)
This is very different today because as market forces impact on all those at the margins are unable unwilling or even forbidden to study away from home
Attendance at their local university and remaining in the family home is the norm rather than a move to a campus
Students make the critical staygo decision in the first 6 7 weeks
the Student Belonging project
bull Student engagement effort and successIs influenced by many situational and contextual factors
bull Sense of belongingThe extent to which students feel personally accepted respected included and supported by others in the social environment (Goodenow 1993)
bull Previous work indicates that developing a sense of belonging is a key issue in successful transition
(Kember et al 2010 Hand and Bryson 2008)
is a particular challenge for inner city universities (Stuart et al 2009)
brings positive benefits especially for lsquodisadvantagedrsquo students (Anderman amp Freeman 2004 Mounts 2004)
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Structure of Talk
bull Views of lsquooutsidersquo and lsquoinsidersquo the academy
bull Policy change UK
bull Transitions ndash different students different times
bull Arriving and Departing
bull Where are the learning spaces What should could they contain
bull Conclusions
Key lsquodigital futurersquo policy documents framing this talk (2015)
Make or Break the UKrsquos Digital Future (House of Lords
February 2015)httpwwwpublicationsparliamentukpald2014
15ldselectlddigital111111pdf
Enriching Britain Culture Creativity and Growth The 2015
Report by the Warwick Commission on the Future of
Cultural Valuehttpwww2warwickacukresearchwarwickcommissi
onfutureculturefinalreport
Young Digital Makers Surveying attitudes
and opportunities for digital creativity
across the UKhttpwwwnestaorgukpublicati
onsyoung-digital-makers
Who are the insiders and outsiders at your workplace
TASKbull In small groups please share ideas bull Who is on the lsquoinsidersquobull Who are on the lsquooutsidersquobull Where are the boundaries where the two groups
meet ndash are there anybull Do any of these diagrams help
Academics
ManagersStudents
Head
Area 1 Area 2 Area 3
Deputy
Industry
Structures
Academic
Student
Students down here somewhere
My own insidersoutsiders
Marginalised byStaff attitudes to WP students deficit modelHarsh assessment regimes
New managerial practices impacting on staff time ndashlsquowhat gets measured gets donersquo (Holley amp Oliver)
Locus of control for pedagogy changing ndash from the professional into the policy arena (cf funding PGCert teaching qualification HEA UKPSF KPI stats and league tables)
Lillis and lsquocrisisrsquo in education with WP studentsrsquo language made visible as problematised but language of discourse and pedagogy taken as a lsquogivenrsquo
Widening Participation
Students
Policy
Macherey lsquothe text says what it does not say in
order to say anything there are things much
must not be saidhellip
Policy discourse
David Blunkett and UK PLC (2000) the
lsquopowerhouse of the economyrsquo
George Osborne (2015) believes that tacit support by big
business for government policies
could be vital for election success
A Critical analysis of the Government e-learning strategy drew upon the work of Macherey (1990) and others to expose the continued silencing of the student as stakeholder where the voices that are not repressed are those with economic and institutional power
Our analysis showed the student is constructed as either silent or deficit and our conclusions suggest that rather than a discourse of transformation lsquoregulation not educationrsquo (Lillis 2001) is the real goal of the dominant educational stakeholders
Dropping inand Out
The question of how to integrate students into the world of higher education (or academe) has challenged universities since the initial expansion in numbers in the 1960s
A typical response was to make residential status a prerequisite of university attendance
The university management saw residence as a suitable strategy for assimilating undergraduates especially where the family background was not conducive to the habits and culture of study and further thought that residence constituted ldquoa part of the benefits of the University education whose value can scarcely be overstressedrdquo (Evans 2004 p14)
This is very different today because as market forces impact on all those at the margins are unable unwilling or even forbidden to study away from home
Attendance at their local university and remaining in the family home is the norm rather than a move to a campus
Students make the critical staygo decision in the first 6 7 weeks
the Student Belonging project
bull Student engagement effort and successIs influenced by many situational and contextual factors
bull Sense of belongingThe extent to which students feel personally accepted respected included and supported by others in the social environment (Goodenow 1993)
bull Previous work indicates that developing a sense of belonging is a key issue in successful transition
(Kember et al 2010 Hand and Bryson 2008)
is a particular challenge for inner city universities (Stuart et al 2009)
brings positive benefits especially for lsquodisadvantagedrsquo students (Anderman amp Freeman 2004 Mounts 2004)
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Key lsquodigital futurersquo policy documents framing this talk (2015)
Make or Break the UKrsquos Digital Future (House of Lords
February 2015)httpwwwpublicationsparliamentukpald2014
15ldselectlddigital111111pdf
Enriching Britain Culture Creativity and Growth The 2015
Report by the Warwick Commission on the Future of
Cultural Valuehttpwww2warwickacukresearchwarwickcommissi
onfutureculturefinalreport
Young Digital Makers Surveying attitudes
and opportunities for digital creativity
across the UKhttpwwwnestaorgukpublicati
onsyoung-digital-makers
Who are the insiders and outsiders at your workplace
TASKbull In small groups please share ideas bull Who is on the lsquoinsidersquobull Who are on the lsquooutsidersquobull Where are the boundaries where the two groups
meet ndash are there anybull Do any of these diagrams help
Academics
ManagersStudents
Head
Area 1 Area 2 Area 3
Deputy
Industry
Structures
Academic
Student
Students down here somewhere
My own insidersoutsiders
Marginalised byStaff attitudes to WP students deficit modelHarsh assessment regimes
New managerial practices impacting on staff time ndashlsquowhat gets measured gets donersquo (Holley amp Oliver)
Locus of control for pedagogy changing ndash from the professional into the policy arena (cf funding PGCert teaching qualification HEA UKPSF KPI stats and league tables)
Lillis and lsquocrisisrsquo in education with WP studentsrsquo language made visible as problematised but language of discourse and pedagogy taken as a lsquogivenrsquo
Widening Participation
Students
Policy
Macherey lsquothe text says what it does not say in
order to say anything there are things much
must not be saidhellip
Policy discourse
David Blunkett and UK PLC (2000) the
lsquopowerhouse of the economyrsquo
George Osborne (2015) believes that tacit support by big
business for government policies
could be vital for election success
A Critical analysis of the Government e-learning strategy drew upon the work of Macherey (1990) and others to expose the continued silencing of the student as stakeholder where the voices that are not repressed are those with economic and institutional power
Our analysis showed the student is constructed as either silent or deficit and our conclusions suggest that rather than a discourse of transformation lsquoregulation not educationrsquo (Lillis 2001) is the real goal of the dominant educational stakeholders
Dropping inand Out
The question of how to integrate students into the world of higher education (or academe) has challenged universities since the initial expansion in numbers in the 1960s
A typical response was to make residential status a prerequisite of university attendance
The university management saw residence as a suitable strategy for assimilating undergraduates especially where the family background was not conducive to the habits and culture of study and further thought that residence constituted ldquoa part of the benefits of the University education whose value can scarcely be overstressedrdquo (Evans 2004 p14)
This is very different today because as market forces impact on all those at the margins are unable unwilling or even forbidden to study away from home
Attendance at their local university and remaining in the family home is the norm rather than a move to a campus
Students make the critical staygo decision in the first 6 7 weeks
the Student Belonging project
bull Student engagement effort and successIs influenced by many situational and contextual factors
bull Sense of belongingThe extent to which students feel personally accepted respected included and supported by others in the social environment (Goodenow 1993)
bull Previous work indicates that developing a sense of belonging is a key issue in successful transition
(Kember et al 2010 Hand and Bryson 2008)
is a particular challenge for inner city universities (Stuart et al 2009)
brings positive benefits especially for lsquodisadvantagedrsquo students (Anderman amp Freeman 2004 Mounts 2004)
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Who are the insiders and outsiders at your workplace
TASKbull In small groups please share ideas bull Who is on the lsquoinsidersquobull Who are on the lsquooutsidersquobull Where are the boundaries where the two groups
meet ndash are there anybull Do any of these diagrams help
Academics
ManagersStudents
Head
Area 1 Area 2 Area 3
Deputy
Industry
Structures
Academic
Student
Students down here somewhere
My own insidersoutsiders
Marginalised byStaff attitudes to WP students deficit modelHarsh assessment regimes
New managerial practices impacting on staff time ndashlsquowhat gets measured gets donersquo (Holley amp Oliver)
Locus of control for pedagogy changing ndash from the professional into the policy arena (cf funding PGCert teaching qualification HEA UKPSF KPI stats and league tables)
Lillis and lsquocrisisrsquo in education with WP studentsrsquo language made visible as problematised but language of discourse and pedagogy taken as a lsquogivenrsquo
Widening Participation
Students
Policy
Macherey lsquothe text says what it does not say in
order to say anything there are things much
must not be saidhellip
Policy discourse
David Blunkett and UK PLC (2000) the
lsquopowerhouse of the economyrsquo
George Osborne (2015) believes that tacit support by big
business for government policies
could be vital for election success
A Critical analysis of the Government e-learning strategy drew upon the work of Macherey (1990) and others to expose the continued silencing of the student as stakeholder where the voices that are not repressed are those with economic and institutional power
Our analysis showed the student is constructed as either silent or deficit and our conclusions suggest that rather than a discourse of transformation lsquoregulation not educationrsquo (Lillis 2001) is the real goal of the dominant educational stakeholders
Dropping inand Out
The question of how to integrate students into the world of higher education (or academe) has challenged universities since the initial expansion in numbers in the 1960s
A typical response was to make residential status a prerequisite of university attendance
The university management saw residence as a suitable strategy for assimilating undergraduates especially where the family background was not conducive to the habits and culture of study and further thought that residence constituted ldquoa part of the benefits of the University education whose value can scarcely be overstressedrdquo (Evans 2004 p14)
This is very different today because as market forces impact on all those at the margins are unable unwilling or even forbidden to study away from home
Attendance at their local university and remaining in the family home is the norm rather than a move to a campus
Students make the critical staygo decision in the first 6 7 weeks
the Student Belonging project
bull Student engagement effort and successIs influenced by many situational and contextual factors
bull Sense of belongingThe extent to which students feel personally accepted respected included and supported by others in the social environment (Goodenow 1993)
bull Previous work indicates that developing a sense of belonging is a key issue in successful transition
(Kember et al 2010 Hand and Bryson 2008)
is a particular challenge for inner city universities (Stuart et al 2009)
brings positive benefits especially for lsquodisadvantagedrsquo students (Anderman amp Freeman 2004 Mounts 2004)
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
My own insidersoutsiders
Marginalised byStaff attitudes to WP students deficit modelHarsh assessment regimes
New managerial practices impacting on staff time ndashlsquowhat gets measured gets donersquo (Holley amp Oliver)
Locus of control for pedagogy changing ndash from the professional into the policy arena (cf funding PGCert teaching qualification HEA UKPSF KPI stats and league tables)
Lillis and lsquocrisisrsquo in education with WP studentsrsquo language made visible as problematised but language of discourse and pedagogy taken as a lsquogivenrsquo
Widening Participation
Students
Policy
Macherey lsquothe text says what it does not say in
order to say anything there are things much
must not be saidhellip
Policy discourse
David Blunkett and UK PLC (2000) the
lsquopowerhouse of the economyrsquo
George Osborne (2015) believes that tacit support by big
business for government policies
could be vital for election success
A Critical analysis of the Government e-learning strategy drew upon the work of Macherey (1990) and others to expose the continued silencing of the student as stakeholder where the voices that are not repressed are those with economic and institutional power
Our analysis showed the student is constructed as either silent or deficit and our conclusions suggest that rather than a discourse of transformation lsquoregulation not educationrsquo (Lillis 2001) is the real goal of the dominant educational stakeholders
Dropping inand Out
The question of how to integrate students into the world of higher education (or academe) has challenged universities since the initial expansion in numbers in the 1960s
A typical response was to make residential status a prerequisite of university attendance
The university management saw residence as a suitable strategy for assimilating undergraduates especially where the family background was not conducive to the habits and culture of study and further thought that residence constituted ldquoa part of the benefits of the University education whose value can scarcely be overstressedrdquo (Evans 2004 p14)
This is very different today because as market forces impact on all those at the margins are unable unwilling or even forbidden to study away from home
Attendance at their local university and remaining in the family home is the norm rather than a move to a campus
Students make the critical staygo decision in the first 6 7 weeks
the Student Belonging project
bull Student engagement effort and successIs influenced by many situational and contextual factors
bull Sense of belongingThe extent to which students feel personally accepted respected included and supported by others in the social environment (Goodenow 1993)
bull Previous work indicates that developing a sense of belonging is a key issue in successful transition
(Kember et al 2010 Hand and Bryson 2008)
is a particular challenge for inner city universities (Stuart et al 2009)
brings positive benefits especially for lsquodisadvantagedrsquo students (Anderman amp Freeman 2004 Mounts 2004)
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Policy
Macherey lsquothe text says what it does not say in
order to say anything there are things much
must not be saidhellip
Policy discourse
David Blunkett and UK PLC (2000) the
lsquopowerhouse of the economyrsquo
George Osborne (2015) believes that tacit support by big
business for government policies
could be vital for election success
A Critical analysis of the Government e-learning strategy drew upon the work of Macherey (1990) and others to expose the continued silencing of the student as stakeholder where the voices that are not repressed are those with economic and institutional power
Our analysis showed the student is constructed as either silent or deficit and our conclusions suggest that rather than a discourse of transformation lsquoregulation not educationrsquo (Lillis 2001) is the real goal of the dominant educational stakeholders
Dropping inand Out
The question of how to integrate students into the world of higher education (or academe) has challenged universities since the initial expansion in numbers in the 1960s
A typical response was to make residential status a prerequisite of university attendance
The university management saw residence as a suitable strategy for assimilating undergraduates especially where the family background was not conducive to the habits and culture of study and further thought that residence constituted ldquoa part of the benefits of the University education whose value can scarcely be overstressedrdquo (Evans 2004 p14)
This is very different today because as market forces impact on all those at the margins are unable unwilling or even forbidden to study away from home
Attendance at their local university and remaining in the family home is the norm rather than a move to a campus
Students make the critical staygo decision in the first 6 7 weeks
the Student Belonging project
bull Student engagement effort and successIs influenced by many situational and contextual factors
bull Sense of belongingThe extent to which students feel personally accepted respected included and supported by others in the social environment (Goodenow 1993)
bull Previous work indicates that developing a sense of belonging is a key issue in successful transition
(Kember et al 2010 Hand and Bryson 2008)
is a particular challenge for inner city universities (Stuart et al 2009)
brings positive benefits especially for lsquodisadvantagedrsquo students (Anderman amp Freeman 2004 Mounts 2004)
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Dropping inand Out
The question of how to integrate students into the world of higher education (or academe) has challenged universities since the initial expansion in numbers in the 1960s
A typical response was to make residential status a prerequisite of university attendance
The university management saw residence as a suitable strategy for assimilating undergraduates especially where the family background was not conducive to the habits and culture of study and further thought that residence constituted ldquoa part of the benefits of the University education whose value can scarcely be overstressedrdquo (Evans 2004 p14)
This is very different today because as market forces impact on all those at the margins are unable unwilling or even forbidden to study away from home
Attendance at their local university and remaining in the family home is the norm rather than a move to a campus
Students make the critical staygo decision in the first 6 7 weeks
the Student Belonging project
bull Student engagement effort and successIs influenced by many situational and contextual factors
bull Sense of belongingThe extent to which students feel personally accepted respected included and supported by others in the social environment (Goodenow 1993)
bull Previous work indicates that developing a sense of belonging is a key issue in successful transition
(Kember et al 2010 Hand and Bryson 2008)
is a particular challenge for inner city universities (Stuart et al 2009)
brings positive benefits especially for lsquodisadvantagedrsquo students (Anderman amp Freeman 2004 Mounts 2004)
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
the Student Belonging project
bull Student engagement effort and successIs influenced by many situational and contextual factors
bull Sense of belongingThe extent to which students feel personally accepted respected included and supported by others in the social environment (Goodenow 1993)
bull Previous work indicates that developing a sense of belonging is a key issue in successful transition
(Kember et al 2010 Hand and Bryson 2008)
is a particular challenge for inner city universities (Stuart et al 2009)
brings positive benefits especially for lsquodisadvantagedrsquo students (Anderman amp Freeman 2004 Mounts 2004)
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Quantitative study
1346 students from
London Metropolitan
Westminster and Queen
Mary
All in first year first
semester
Administered in learning
weeks 7 or 8
Who are the students
Genderageethnicityfamily
background
What are the students
choice of institutionhome
studentshours of work
Measuring studentsrsquo sense of
belonging
Their university experience so
far
Their involvement with non
academic activities
bull Around 10 to 15 of students in each School seem to find it difficult to settle in and feel accepted
Conclusions from quantitative work
bull On average all ethnic groups display a developed Sense of Belonging with the exception of the ldquoMixed Ethnic Grouprdquo
bull Within each ethnic group there are students who display possible settling down andor acceptance issues
bull Early engagement with university (induction attendance learning other activities) all appear to be correlated with higher SoB
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Arriving meet three London University Students
Paola has no discussion of family in her narrative She feels she is at the wrong university and is unhappy with her choice She found it difficult to relate to the young people on her course I think it does make a difference being a mature studenthellip I have different goals in my life it does make a difference Instead she looks for friendship and support in the international student community from Spanish and Brazilian students whom she says are more like me
Her regrets extend into discussions about the physical environment which she finds old Like the building is very old the class is very old toilets very old
Paola - perception of a top Business School was that it would be located in the financial heart of the city where international financial institutions have their base She makes her decision in terms of the universityrsquos proximity in terms of her part-time work Interestingly she feels a closer sense of belonging when her modules are based at the city-centre site than when they are a short distance away in a more urban site of the same university
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Kuura happy but underperforming
Kuura by way of contrast feels both a sense of belonging and is fully engaged with her course her University friends and is hugely proud of being at University down to wearing the University branded sweatshirt Her course narration is one where she is operating as part of the course and her University life tumbles out and mixes with her home life
She is very comfortable lsquowhere she is nowrsquo both physically at the University and also in her home environment
Kuura is seeks familiar spaces She explainsSo when I came here it was like I was taken back a bit what I thought
university was going to be like wasnrsquot really like it I thought shiny building really impressive but it wasnrsquot It was cosy really small everything was together And then [inaudible] was actually better because I thought if it was even too big you wouldnt really get to know anyone Because I went to XXX University for one of their open days and the place was huge and there were all these people going around and just like yoursquore in the middle just watching
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Transitions different students difficult times
Isi despite a chaotic and confused life history has a lsquobigrsquo sense of life and expectations He has sought good mentoring support and guidance in terms of his university selection and future career He recognises the limitations of his patchy family support and is keen to draw a line under his council estate upbringing He rejects his background and sees it as a barrier to his future opportunities moving with what he sees as people who are high class and stuff like thathellip itrsquos going to be tough for me to fit inhellip
hellipHe is pained by his realisation that if he goes back to his community and his roots he will be unable to fulfil his ambitions for a ldquobig liferdquo
Isi locates himself firmly lsquoat Universityrsquo to the exclusion of his community he is happy with this demarcation in his journey to a City career In terms of lsquosense of belongingrsquo to their course programme of study he could be described as remote ndashlike islands not connected to anyone or anything and interestingly he is very engaged with his studies
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Complexities in being and becoming
bull Negotiating the transitions between home and university For Isi and Kuura the themes emerging from the lsquolived lifersquo are diametrically opposed Isi rejects his home life and seeks to build his cultural capital
bull Kuura weaves together her university life and her home life and the result of this is more freedom but no change in her cultural capital
bull Paola is very aware of the cultural capital to be gained from the education and lsquothe cityrsquo but is unsure how to access it
bull We argue that there is a gap in the first year transition literature in that despite excellent induction activities etc this not does not fully acknowledge the connectedness of these students to their lived life and what this means for the transition to Higher Education
bull We suggest this has particular relevance for inner city universities
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The gaps betweenhellip
Troublesome knowledge
Helping our students deal with lsquotroublesome knowledgersquo
inside the classroom
(Meyer and Land)
Or troublesome students
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Think about a single pupil or studenthellip
Consider their life history background attitudes note key characteristics in a learning environment
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
And bridging the two
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Technology Is ubiquitous (its everywhere)
For Pachler et al (20103) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective including increasing
portability functionality multimedia convergence ubiquity personal ownership social interactivity context sensitivity location awareness connectivity and personalisation
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Technology is becoming embedded
and Wearablehellip
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
So for the outsiders looking in
new ways to motivate and engage them needed
18-29 year olds have an 89 usage rateRead more at httpwwwjeffbullascom2014011720-social-media-facts-and-statistics-you-should-know-in-2014QkddB6E6JtvG7MUT99
ldquoYoung adults ages 18-24 are twice as likely (40) to use social media in the bathroom compared to the average (21)rdquoRead more at httpobservercom20140240-of-young-adults-admitted-to-using-twitter-on-the-toilet-rest-are-lyingixzz3XOUYGyLr
ldquo45 per cent of parents think that their child only an hour a day ndash children self report up to 4 hoursrdquo
ldquoThey would even sacrifice eating and sleeping to spend extra time on their phonerdquo
ldquo5 per cent of kids are even using their mobile phone to shop online and make in-app purchases ndash often without their parentrsquos knowledgerdquohttpzoeokeblogspotcouk201407over-half-of-children-under-10-havehtml
And for us insiders looking out
bull We can think creativelybull Trust our studentsbull Remember technology is a tool and
can enhance excellent teaching and learning it can NEVER replace it
Youngsters are however being far
more productive with their phones than
parents think with 13 per cent of those
surveyed using their phone for schoolwork
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The vast majority of Irish children believe they know more about the internet than their parents yet 43 per cent still donrsquot know how to use the ldquoreport abuserdquo safety button on social networking sites
Net Children go Mobile Irish Times 09022015
So if we take a step back before University
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
What do students entering HE expect from digital technologies
The reality is that most studentsrsquo experiences of
digital technology in schools is rudimentary and tends
not to stray too far from traditional pedagogical
paradigms
In effect technology is simply a new channel for
delivery rather than an opportunity to engage
students in new ways
httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
The fact is that HE is different to school with hugely reduced face-to-face time
underpinned by more sophisticated independent learning
Itrsquos also likely that at least some of their course will be lsquomovingrsquo online including
formal contact with staff
If incoming studentsrsquo expectation is that digital in education contexts is only a one
way street for sharing content then they are going to struggle to engage in
discourse online
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
ldquo
Whilst most expressed an interest in using in using online technologies to support familiar school activities such as presentations or for communication learners seemed cautious about other activities associated with Web 20 tools such as the shared construction of knowledge in a public format
ldquo11- 16 years oldshellip have high levels of access to Web 20 technologieshellip
little evidence of ground breaking activities and only embryonic signs of criticality self management to metacognitive reflectionrdquo
Luckin et al 2009
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Are we welcoming
technology into the classroom Or are we
experiencing digital
dissonance
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Thanks to Dr Cristina Costa for sharing the image
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Digital Literacies defines those who exhibit a critical understanding and capability for living learning and
working in the digital society JISC 2013
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
So what are the alternatives
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Enabling Technologies
gt Affective Computing
gt Cellular Networks
gt Electrovibration
gt Flexible Displays
gt Geolocation
gt Location-Based Services
gt Machine Learning
gt Mobile Broadband
gt Natural User Interfaces
gt Near Field
Communication
gt Next-Generation Batteries
gt Open Hardware
gt Speech-to-Speech
Translation
gt Statistical Machine
Translation
gt Virtual Assistants
gt Wireless Power
Learning Technologies
gt BadgesMicrocredit
gt Learning Analytics
gt Massive Open Online Courses
gt Mobile Learning
gt Online Learning
gt Open Content gt Open Licensing
gt Personal Learning
Environments
gt Virtual and Remote Laboratories
Social Media
Technologies
gt Collaborative
Environments
gt Collective
Intelligence
gt Crowdfunding
gt Crowdsourcing
gt Digital Identity
gt Social Networks
gt Tacit Intelligence
Visualization Technologies
gt 3D PrintingRapid
Prototyping
gt Augmented Reality
gt Information Visualization
gt Visual Data Analysis
gt Volumetric and Holographic
Displays
Key Emerging Technologies 2 of 2
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
Further Reading
bull BurnsT Sinfield S and Holley D(2012) The Shipwrecked Shore ndash and other metaphors what we can learn from occupation of ndash and representations in ndash virtual worldsrsquo in Investigations in University Teaching and Learning Volume 8 Summer pp 119-126
bull Evans M (2004) Killing thinking the death of the universities London Continuumbull JISC 2013 httpwwwjiscacukguidesdeveloping-students-digital-literacybull Lave J and Wenger E 1991Situated learninglegitimate peripheral participation Cambridge Cambridge University Pressbull Livingstone S Haddon L Vincent J Mascheroni G and Oacutelafsson K (2014) Net Children Go Mobile The UK Report
London London School of Economics and Political Sciencebull Luckin R Clark R Graber R Lohan K Mee A and Oliver M (2009) Do web 20 tools really open the door to learning
Practices perceptions and profiles of 11-16 year-old students Learning Media and Technology Vol 34 No2 June 2009 87-104
bull Pokorny H Holley D and Kane S lsquoStayeducationrsquo and student transition belonging at university and living at home (under review Studies in Higher Education email authors for copy of paper)
bull Sinfield S Burns T and Holley D (2004) Outsiders looking in or insiders looking out Widening Participation in a post 1992 University in The Disciplining of Education new languages of power and resistance Satterthwaite J Atkinson A and Martin W (eds) pp 137-152 Trentham books
bull Sinfield S Holley D and Burns T (2009) A journey into silence students stakeholders and the impact of a strategic Governmental Policy Document in the UK Social Responsibility Journal 5(4) pp 566-574 ISSN 1747-111
bull Macherey P (1990) The text says what it does not say Literature in the modern world Critical essays and documents (1990) 215-222
bull Meyer J and Land R (2003) Threshold concepts and troublesome knowledge linkages to ways of thinking and practising within the disciplines Edinburgh University of Edinburgh
bull ONeill Brian and Thuy Dinh Net Children Go Mobile Initial findings from Ireland (2014) Available Online[httpwwwlseacukmedialseresearchEUKidsOnlineEU20Kids20IIIReportsNCGMUKReportfinalpdf]
bull White D What do students entering HE expect from Digital Technologies httpwwwjiscacukblogwhat-do-students-entering-he-expect-from-digital-technologies-01-sep-2014
