new cultural spaces for learning

Learners’ voices about ICT uses

17/07/2009, Giessen –Web as culture

Emanuele Rapetti – NewMinELab – USI Lugano (CH)

NewMinELab Manifesto

217/07/2009, Giessen –Web as culture

Emanuele Rapetti – NewMinELab – USI Lugano (CH)

Agenda

INTRO

“Professor,

are you going to give lesson

or to show us a Powerpoint?”

1. Intro

2. The core of the problem

3. DIGITAL NATIVES & pedagogical needs

4. DIGITAL TECHNOLOGIES & learning experiences

5. Our research

6. Main findings

7. Conclusions

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2. The coreof the problem

• “Digital natives”

implicate “digital pedagogy”?

• Which kind of gap between

– Digital native learners

– Digital immigrant teacher

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Labelling our students

Digitalnatives[Prensky]

Generation Y (or

Millennials)[Howe & Strauss]

Net generation

Screengeneration

Net-agers[Junco &

Mastrodicasa, Rivoltella, others]

New millennium

learners(Pedrò, OECD-CERI)

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The sly adoptionof this model

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Key-points:-Teachers have to stay up-to-date with technologies development-Students need learningexperiences that fit with theircognitive style

-Task-oriented-Multitasking-Collaborative-Fast-Focused-Sharing-based

3. DIGITAL NATIVES & pedagogical needs

• Is it anthropologically and pedagogically correct to ever adapt the didactic to the learners’ characteristics?

The dialogue between

• Pedagogical needs

• Learners’ wishes

– In a digital world

717/07/2009, Giessen –Web as culture

Emanuele Rapetti – NewMinELab – USI Lugano (CH)

4. ICT & learningexperiences

• ICT Web (2.0) based are a great arousal for – experiences like

• sharing

• communication

• participation

...and digital natives exploit them sistematically

• But, obviously– not all learning experience can be meant to be

• Collaborative

• Sharing-based

• task oriented

• fast

• Focused

• ...

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Enlarging or changingthe paradigm?

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5. Our research

• A qualitative perspective

• Observing the topic not in a US-centred way

• Online questionnaire about ICT use and appropriation + not-structured interviews

• Students of Communication Faculty (USI)

– [then italian students of Engineering (Politecnico di Milano-Campus of Como)]

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6. Main findings

• e-learning doesn’t mean an e-didactic

both students and teachers prefer to use ICT not like “tools for a new didactic”, but like “new tools” for a traditional didactic

• the devices widely used are substantially the same of the nineties

• the “web 2.0 style” hasn’t yet impacted structurally people attitude in learning (miles away to

cyborg-students)

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• (in l. e.) WWW is habitually used to communicate, to share and to gather informations

• a “web culture” exists side by side to a formal one in the university context

• e-learning is considered to play an important role in university learning (but it’s also thought like not necessary one)

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Emanuele Rapetti – NewMinELab – USI Lugano (CH)

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Emanuele Rapetti – NewMinELab – USI Lugano (CH)

Importanceof e-learning

7. Conclusions

Educational processes misleadedwith technological developmentand e-learning diffusion

NO to Technological determinism( à la page phenomenon)

The trap of generational myth

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Emanuele Rapetti – NewMinELab – USI Lugano (CH)

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Emanuele Rapetti – NewMinELab – USI Lugano (CH)

open-teachingin which student is co-author because technologically skilled BUT the teacher remains the MAGIS-TER

YES to E-learningWhen it is founded on pedagogical needs

Autonomous learner & fading teacherUnderstanding this relationship in a correcttemporal dynamics

Questions?? ?

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http://www.youtube.com/user/majid7s#play/all/uploads-all/2/SRdx7Bq3ZXo

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