Digital Natives? - Probably Not!

There has been much debate over the years concerning the Digital Natives, Digital Immigrants perspectives (Prensky, 2001; Part 1 and Part 2). Originally the ideas were embraced by many teachers who felt that they expressed the differences that they were seeing between younger and older students and between younger students and teachers. As time went on, the reality of young people's lack of digital skills in many areas became clearer and a feeling grew that apart from a difference in confidence, the existence of a 'Native' was probably more myth than reality.

Research carried out in 2010 and published in Feb 2012 (http://oro.open.ac.uk/32324/) finds no evidence for Digital Natives.

The Open University’s Institute of Educational Technology put together an age-stratified, gender-balanced cohort of 7,000 students aged between 21 and 100 . There were 2,000 between ages 60 and 69, 1,000 aged 70 and over, and, for comparison, four groups, 1,000 in each, from students respectively in their twenties, thirties, forties and fifties. All were surveyed by detailed and carefully constructed questionnaires.

The research concluded that firstly, there’s no evidence of a clear-cut digital divide. Use of technology varies with age, but it does so predictably, over the whole age span. And secondly, although younger people are more likely to be positive about technology, there is evidence that a good attitude to technology, at any age, correlates with good study habits.
(http://agent4change.net/resources/research/1088-open-university-research-explodes-myth-of-digital-naive.html)

More to follow next TGIF.

Webinar Software - Reviews and Reality

Next week a small group of us will be trying out 4 different webinar software packages. The aim of the test is to experience the software as both presenters and attendees in an attempt to choose one package that we can all use across our different institutions. Regional staff development is the end goal.

A traditional seminar is a small group of students that meet regularly under, the guidance of a tutor, to exchange information, discuss theories, etc. The important word here is 'exchange'. The idea is that ALL of the group contribute so a web based seminar (or webinar) must allow both tutor AND students to communicate freely and to present their own work. The focus then is on software that provides a type of virtual classroom approach rather than on webcasting (squirting video onto the web for a largely anonymous and passive audience) or webchat/conferencing (a discussion using one or more of text, audio and video).

Today I will show the review sites and later I'll update the post with our experiences.

One really useful site provides reviews and comparisons of 35 different software packages. The top 10 (on 8 June 2012) are shown below;

 

http://webconferencing-test.com/en/webconference-home

Other packages listed include some names that will be familiar with most teachers; InstantPresenter (15 - 8.6), Skype (18 - 8.2), Blackboard Collaborate (29 - 7.4). The reviews are based on the following evaluation guide:

1. MEETING TYPES
1. Web conference
2. Webinar
3. Webcast
2. 2. COLLABORATION TYPES
1. Desktop sharing 
2. Virtual room
3. 3. SUPPORTED COMMUNICATION CONTENT
1. Web conference
2. Audio conference
3. Video conference
4. 4. IMPLEMENTATION TYPES
1. Shared hosted service (SaaS)
2. Local installation
3. Hybrid installation
5. 5. MOBILE USE & PLATFORM INDEPENDENCE
6. 6. SOLUTION TYPES
1. Specialized solution (focus on web conferencing)
2. Integrated solution (unified communications)
7. 7. SPECIAL BUSINESS REQUIREMENTS
1. Virtual classroom
8. 8. VENDOR STABILITY, SUPPORT & REFERENCES

Another review site (http://www.voip-sol.com/an-analysis-of-the-best-webinar-services/) lists their top 10 which has some similarities with the above but probably not enough overlap to provide a clear winner.

1. MegaMeeting
2. GoToWebinar
3. Microsoft Office Live Meeting
4. Fuze Meeting
5. WebEx
6. ClickMeeting
7. Adobe Connect
8. InstantPresenter
9. GatherPlace
10. Dimdim

A really helpful practical guide has been created by Matt Ewens from JISC's RSC South West (http://jisc-rscsw.ning.com/group/informationhighway/forum/topic/show?id=5896405%3ATopic%3A31221&xg_source=msg) which covers 11 applications and for each gives a feature list, screen shot, strengths, challenges and a price comparison chart.

From our reading of these review sites the group decided to try a practical comparison using GoToMeeting, WebEx, Fuze and Adobe Connect.

I'll post soon on the practical reality.

Until then - TGIF

Students as Peer eGuides

It is a well known fact that one constant feature of classrooms is that students will pay just enough attention to teachers so that they keep out of trouble. It was no surprise then when at a student focus group, one student said 'if you want a message to get through to students, get other students to tell them'!

The focus group was set up a couple of years ago to hear from students about the digital skills they have and how they learn to use new technologies and resources. A recurring theme was that students often don't look to teachers for advice on or practical help with all things digital. The Library and Learning Technology Service started working on a plan to enable students to help other students develop their digital skills and knowledge. Don't assume from this that we necessarily agree with Prensky's Digital Native proposition, we just recognised that students have a great influence on each other.

It was around this time that JISC were inviting bids from the 'Celtic Nations' (Scotland, Wales and Northern Ireland - SWaNI) for their Learning and Teaching Innovation strand (Grant 10/10: SWaNI FE). Our bid was successful (along with 6 other colleges) and our PEDL Project (Peer eGuides promoting Digital Literacy) received funding for a year.
Funding Details: http://www.jisc.ac.uk/fundingopportunities/funding_calls/2010/09/grant1010

Since January 2011, we have been developing the eGuide approach and although the JISC funding finished in December 2011 we have continued to make refinements and will open the eGuide Programme to all courses across the college in the next academic year.

You can get an overview of the PEDL project here:

http://www.jisc.ac.uk/whatwedo/programmes/elearning/swaniltig/pedl.aspx

The final report is here:
http://www.jisc.ac.uk/media/documents/programmes/elearning/SWaNI_LTIG/reports/PEDL_final_report_FINAL.doc

In essence, we asked course tutors to identify a student who had good digital skills and who was already seen by the others in the group as someone they could approach for help. We viewed the interpersonal skills as important, if not more so, than the digital skills. We explained the programme and the eGuide role and then provided core and further training in the essential digital tools and resources used in the college based on the results of an eGuide Skill Audit.

A similar briefing was given to the student groups studying on the same course as the eGuides where we stressed that the eGuides could help them with some digital problems but mostly their role was to direct students to the online skills portal (TARDiS - Tools And Resources for a Digital Society) or to specialist Library and ICT staff. A reflective journal, a staff mentor and regular debriefing meetings all help maintain the eGuide engagement with their role.

During the funded period, two cohorts of eGuides were trained and supported and many lessons were learnt. Some of the main lessons for others wishing to adopt a similar approach to student skill development are:

• Ensure staff identify potential eGuides according to the criteria mentioned above rather than cut corners and ask for volunteers (a student vote would be more preferable than a free for all).
• Two eGuides from larger course groups works well due to mutual support and reminders.
• Regular contact of small groups of eGuides and their staff mentor helps maintain enthusiasm for the role.
• Start the programme early in the academic year, probably earlier than you might think advisable. Students have greatly valued the early support from their peers.
• Some recognition of the extra effort that eGuides are making is appreciated. Providing refreshments at some meetings, high street vouchers before Christmas and possibly a 'star prize' for active Guides etc.
• Regular feedback sessions where eGuide experiences are genuinely listed to and acted upon to improve the programme further.

For the next academic year we will be providing eGuide sweatshirts.

The students themselves have requested this and feel that they could have helped in a wider capacity if they had been more easily recognised.

I remember an early meeting of the project staff where we considered doing something like that but rejected it as rather patronising.

I am often surprised what students value and want - all the more reason to keep asking them!!!

TGIF

Who Do They Think They Are?

The one constant thread running through my work over the last 10 years is 'at your service'!
Because a large part of my job involves the education and training of academic staff (mostly technology but I sneak in pedagogy where I can), a lot of my time is spent supporting and troubleshooting as and when required. Other aspects of my work get squeezed somewhat by this; I get to mostly do the urgent and not the important.

One aspect that I don't give enough time to is reading around and finding people who I think it important (or enjoyable) to revisit regularly. Earlier this week I came across a brilliant article by someone that I already had on my 'People' list - I just haven't re-visited for months!

I thought I would share the list as it is now.
There is not a conscious selection process going on with this list, I just liked what they were saying.
Please do post a comment and let me know who you follow.

John Seely Brown - http://www.johnseelybrown.com/

Part scientist, part artist and part strategist, JSB's views are unique and distinguished by a broad view of the human contexts in which technologies operate and a healthy skepticism about whether or not change always represents genuine progress.

Stephen Downes - http://www.downes.ca/

Stephen Downes works for the National Research Council of Canada where he has served as a Senior Researcher, based in Moncton, New Brunswick, since 2001. Affiliated with the Learning and Collaborative Technologies Group, Institute for Information Technology, Downes specializes in the fields of online learning, new media, pedagogy and philosophy.

Jane Hart - http://c4lpt.co.uk/

Jane Hart is an independent consultant, speaker and writer. She is an internationally known specialist in the use of social media for learning and working.

Stephen Heppell - http://www.heppell.net/

...sometimes people need a short "who is he?" for bid documents, flyers, etc. or some media quotes for conference intros. I struggle with this kind of thing, to be honest, but here's my version - feel free to chop it about any which way you like: Professor Stephen Heppell ......

Will Richardson - http://weblogg-ed.com

This site is dedicated to discussions and reflections on the use of Weblogs, wikis, RSS, audiocasts and other Read/Write Web related technologies in the K-12 realm, technologies that are transforming classrooms around the world.

Ken Robinson - http://sirkenrobinson.com

Sir Ken Robinson, PhD is an internationally recognized leader in the development of education, creativity and innovation.

George Siemens - http://www.elearnspace.org/

George Siemens, Founder and President of Complexive Systems Inc., a research lab assisting organizations to develop integrated learning structures for global strategy execution.

Joyce Seitzinger - http://www.cats-pyjamas.net

My name is Joyce Seitzinger. I’m an education technologist working in higher education, passionate about improving learning experiences through emerging technologies and innovative teaching strategies. My special interests are digital curation, learning design and networked learning.

Martin Weller - http://nogoodreason.typepad.co.uk/

I'm a Professor of Educational Technology at the Open University in the UK. I'm into exploring the impact of new technologies for learners and academics. Recently this has coalesced under the broad, inadequate heading of 'digital scholarship.

NB: The sites above are just one point of access for each person. Mostly, there are other sites, user names etc where they display their work. The text below the image comes from the person's 'about' page.

TGIF

Moodle Tool (& Pedagogy) Guide for Teachers

Last week I realised that so far in my Friday posts I haven't included probably the best Moodle handout I've ever seen. The Moodle Tool Guide created by Joyce Seitzinger a few years ago (May 2010) presents ease of use for the main Moodle tools BUT most interestingly, relates these to pedagogy (ie teaching techniques/approaches).

Most staff development for Learning Technologies focuses on 'which button to press' to get the technology to work. There is however a serious lack of resources that guide teachers to appropriate and effective teaching and learning techniques centred around specific digital tools.

There is a lot of research literature and erudite papers about 'ePedagogy' (if such a thing exists) but most busy teachers I think want advice that is more easy to engage with.The teaching approaches listed are fairly basic:

• Information Transfer
•  Assess Learning
• Communication & Interaction
• Co-create Content
• Bloom's Cognitive Hierarchy

 However, the list is perfect for the busy teacher.

The handout is here: http://www.cats-pyjamas.net/wp-content/uploads/2010/05/MoodleToolGuideforTeachers_May2010_JS.pdf

The PowerPoint slide used to create the pdf is here: http://www.cats-pyjamas.net/wp-content/uploads/2011/05/MoodleToolGuideforTeachers_Shared_May2010_.pptx
(ie you can edit the PPT to create your own customised guide)

There is even a Flickr group to share photos of the guide in use (Joyce is very keen on social endeavour):
http://www.flickr.com/groups/moodletoolguide

A Moodle 2 version is in development by Gavin Henrick. I'm sure for those of you who have 'gone M2' there will be lots of discussion to come. Me? I am going TGIF.

Top Digital Tips for Teachers

I was asked to provide an input to a group of secondary school teachers who are promoting the use of Learning Technology within their schools. I was given the title 'Top Tips'.  After considering a variety of tip type lists, I decided to list the principles that underpin the work I do to promote the use of digital approaches.

I started teaching secondary school science in 1978 and have been using computers in my teaching since then. I have also taught on FE, undergraduate and Masters level courses and over the last 11 years I have been a Learning Technologist providing staff development, support and advice for FE teachers and managers.

The following list has guided my work with teachers over many years:

1. Priorities the digital
2. Make your VLE your foundation
3. Expect learners to engage
4. Make digital demands
5. Look before you make
6. Try one new thing
7. Join a group
8. Review your pedagogy
9. Give CPD time
10. Face the fear

This list assumes that the organisation that you work for is providing adequate digital kit and web connectivity. If not, the top tip is to encourage managers to adopt a digital focus and allocate appropriate resourcing. Sometimes however, you may only persuade managers to change once a large enough number of teachers have already engaged!

1. Prioritise the digital
   Many teachers feel that they don’t have the time to learn and use digital techniques and resources. In these cases, Time = Priority! We are all busy people but we find the time to do all sorts of things because we prioritise them. Lack of time = lack of priority.
2. Make your VLE your foundation
   Provide all the essential, and extension, resources for your teaching and assessment over the web for anytime and anyplace access. Use your VLE (Learning Platform) on a daily basis during your teaching so learners see it in action. This assumes that there is a minimum of 1 staff PC and projector in every classroom.
3. Expect learners to engage
   If you don’t adopt a positive attitude toward the beneficial role that digital tools and resources can bring to learning, don’t be surprised if your learners don’t engage.  If you use digital and you train your learners to use digital, your expectations will be met (assuming you have a good relationship with your students).
4. Make digital demands
   Sometimes called ‘Blended Learning’, mix traditional teaching & learning techniques with newer digital approaches (see also 8 and 9 below). Add digital tasks, in class or outside the classroom to develop student’s digital knowledge, skills, confidence and competence. This is one crucial aspect for their future.
5. Look before you make
   Most teachers like to make teaching and learning resources but there is a World Wide Web of ready to go resources. With effective search techniques and a list of trusted websites you can save masses of time (your librarian might also help you find eResources). Only make something new if it doesn’t already exist.
6. Try one new thing
   There are a wide variety of digital materials, methods and technologies available. Plan to try something new each term/year and give yourself time to play, implement and most importantly review new things. Done regularly, your digital repertoire quickly increases.
7. Join a group
   Find a local or national interest group that shares ideas, good practice, new resources etc that can be a source of inspiration and support. Once you’ve lurked for a while, become active in your communication and collaboration.
8. Review your pedagogy
   Think about your teaching approach and how it works for preparing learners for a digital and connected world. Social constructivism seems to work well in a digital context.
9. Give CPD time
   The points above won’t happen without some thought, training and practice. Use some CPD time to increase your own knowledge, skills, confidence and competence.
10. Face the fear
    For some teachers, using new technologies and resources with students is daunting. There was a time when just standing in front of a class was daunting (but most of us overcame that one). Remember:

• experience is that quality that lets us keep a sense of humour when things go wrong!
• the idea that young people are innately better than we are with technology is a myth!
• DON’T PANIC (and have a backup plan).

I haven’t provided links to further information above because new resources appear all the time.

However, the following links are fairly current:
Teacher resources - www.ngfl-cymru.org.uk
Tools and Reviews - http://c4lpt.co.uk/directory-of-learning-performance-tools/
CPD Focus - http://futurelab.org.uk/resources/digital-literacy-professional-development-resource
Teachers Online - #addcym on Twitter

I hope you find something useful in there.
It is for you, the reader, to decide if this list constitutes 'Top Tips' or not (it does work for me however) and thanks to LearnTech Wales (an FE interest group) and RSC Wales (a support group) for your thoughts on the list.

Tip 11 - have good weekends - TGIF

Gaia: Stereoscopic 3D for Education

Gaia Technologies (http://www.gaia-tech.com) was  formed in 1992 has become one of the leading providers of ICT solutions to UK schools. From their headquarters in Bangor North Wales, and with operational bases in Birmingham, Manchester, Cardiff and London, they currently look after a large number of education customers.

Over the last three years or so the Gaia 3D Team (http://www.gaia3d.co.uk) have been developing an affordable stereoscopic 3D projection system together with a bank of curriculum focused learning resources. Using a 3D-ready projector, 3D glasses and the Viewer software, virtual 3D objects can be projected and manipulated with an impressive sense of proximity in the foreground and depth in the background. Using the viewer software, the presenter (teacher or learner) can rotate or slide an object and zoom in/out. Extra controls (setup by the developers for each object) provide further functionality such as show/hide labels, make areas transparent, animate, assemble etc.

In the software version to be released in the next few months, users will be able to customise objects for their own use by editing the labels and information panels, adding PowerPoint Files and web links and embedding external videos and images into the object's control panel. Assets can also be added to the content library directly from sites such as Google Warehouse by downloading the Collada Zip format. DIY resources can also be incorporated from many 3D authoring packages by exporting as a .ive object.

The learning content also includes a number of 'immersive 3D environments' where the user can explore an area and gather information about that time and place (eg World War 1 Trenches, London Plague, ancient Rome, Giza etc).

The team are constantly creating more objects and environments and developing the pedagogic content by working closely with teachers around the UK. Existing objects are also being improved as teachers see further opportunities from having used the resources in class.

At present, the resources are focused on the secondary school curriculum but as more FE colleges take up licences and work with the development team a wider range of curriculum topics will be available. The Gaia team are also working on new functionality and interactivity options so what you can do with the content will also develop with time.

Personal experience shows that short bursts of 3D presentation integrated with classroom activity provides the most effective mix of engagement and further study. My college has opted to trial a PC classroom based system that doesn't have the full wow factor of a large screen viewing room but does have easy transition from presentation to study I guess the ideal would be to have a room large enough to have a viewing area at one end and a set of PCs at the other - I can dream!).

Case Studies & a White Paper can be seen at http://www.gaia3d.co.uk/category/case-studies

The Gaia system is based on the 'active shutter' approach where left and right images are flashed on screen at 120Hz and the glasses have lenses that are alternately clear then black at the same flicker rate and are synchronised to the projected image. The brain is then fooled into seeing a solid object that protrudes out of or sinks in to the screen. It is only the PC connected to the projector, usually the staff machine, that needs a Gaia 3D licence. Student machines use similar software with the same functionality but the object is not seen stereoscopically (ie it is in 2D).

You can download a viewer and sample content from http://www.gaia3d.co.uk/downloads


There are many factors to consider when making judgements about whether this is the 'next big thing' in teaching and learning. Many staff who have seen demonstrations and played with the software are highly impressed by the experience and see great potential. The whole notion of '3D Learning' could make teachers re-evaluate their materials and methods, always a good thing, and could lead to new approaches.

It is possible that 3D might become the 'stereoscopic elephant in the room' but it is the development of resources, teaching experiences and learner feedback that will ultimately decide.

I'm sure there will be many more posts on this topic in the months to come - stay tuned.


 However, I'm flickering off now because TGIF.