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Creator |
ddfea09c87321f113cbedc1a102b844b |
52110 |
Creator |
ext-5ea989498bfbb4b0c099f0c2d34904f0 |
52110 |
Creator |
ext-e3be63fdc104b7f55218232b2949aae5 |
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Creator |
ext-dc098586c3012785c13b87081ac0cb23 |
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Creator |
ext-fe67145aaf8752b38cac964aa120d877 |
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Date |
2008-05-12 |
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Is Part Of |
repository |
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abstract |
Overview
This report suggests that students are increasingly making use of a variety of etools
(such as mobile phones, email, MSN, digital cameras, games consoles and social networking
sites) to support their informal learning within formalised educational settings,
and that they use the tools that they have available if none are provided for them.
Therefore, higher education institutions should encourage the use of these tools.
Aims and background
This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital
cameras, games consoles and social networking sites) and the processes that underpin
their use can support learning within educational institutions and help improve the
quality of students’ experiences of learning in higher education (pgs 9-11).
Methodology
The study entailed: (i) desk research to identify related international research and
practice and examples of integration of e-tools and learning processes in formal educational
settings; (ii) a survey of 160 engineering and social work students across two contrasting
Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow
Caledonian University – and follow-up interviews with eight students across the two
subject areas to explore which technologies students were using for both learning
and leisure activities within and outside the formal educational settings and how
they would like to use such technologies to support their learning in both formal
and informal settings; and (iii) interviews with eight members of staff from across
the institutions and two subject areas to identify their perceptions of the educational
value of the e-tools. (pgs 24-27).
Key findings
• Students reported making extensive use of a variety of both e-tools (such as mobile
phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace,
Wikipedia and YouTube) for informal socialisation, communication, information gathering,
content creation and sharing, alongside using the institutionally provided technologies
and learning environments.
• Most of the students owned their own computer or had access to a sibling or parent’s
computer. Many students owned a laptop but preferred not to bring it onto campus due
to security concerns and because they found it too heavy to carry about.
• Ownership of mobile phones was ubiquitous.
• Whilst the students’ information searching literacy seemed adequate, the ability
of these students to harness the power of social networking tools and informal processes
for their learning was low.
Staff reported using a few Web 2.0 and social software tools but they were generally
less familiar with how these could be used to support learning and teaching. There
were misconceptions surrounding the affordances of the tools and fears expressed about
security and invasion of personal space. Considerations of the costs and the time
it would take staff to develop their skills meant that there was a reluctance to take
up new technologies at an institutional level.
• Subject differences emerged in both staff and student perceptions as to which type
of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers
were concerned with reliability, using institutional systems and inter-operability.
Social workers were more flexible because they were focused on communication and professional
needs.
• The study concluded that digital tools, personal devices, social networking software
and many of the other tools explored all have a large educational potential to support
learning processing and teaching practices. Therefore, use of these tools and processes
within institutions, amongst staff and students should be encouraged.
• The report goes on to suggest ways in which the use of such technologies can help
strengthen the links between informal and formal learning in higher education. The
recommendations are grouped under four areas – pedagogical, socio-cultural, organisational
and technological. |
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authorList |
authors |
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presentedAt |
ext-5ad2db280cb5fb6ef3ed67fe72bdf39a |
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status |
peerReviewed |
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uri |
http://data.open.ac.uk/oro/document/637340 |
52110 |
uri |
http://data.open.ac.uk/oro/document/637341 |
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uri |
http://data.open.ac.uk/oro/document/637342 |
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uri |
http://data.open.ac.uk/oro/document/637343 |
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uri |
http://data.open.ac.uk/oro/document/637344 |
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uri |
http://data.open.ac.uk/oro/document/637345 |
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uri |
http://data.open.ac.uk/oro/document/660257 |
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type |
Article |
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label |
Trinder, Kathryn; Guiller, Jane; Margaryan, Anoush; Littlejohn, Allison and Nicol,
David (2008). Learning from Digital Natives: Bridging Formal and Informal Learning.
Final Report. Higher Education Academy. |
52110 |
label |
Trinder, Kathryn; Guiller, Jane; Margaryan, Anoush; Littlejohn, Allison and Nicol,
David (2008). Learning from Digital Natives: Bridging Formal and Informal Learning.
Final Report. Higher Education Academy. |
52110 |
Publisher |
ext-a7ddacca9909fcd4ff4f7da581b0e7a3 |
52110 |
Title |
Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report |
52110 |
in dataset |
oro |