Visitors and Residents: A new typology for online engagement

White, David S.; Cornu, Alison Le

doi:10.5210/fm.v16i9.3171

Cited by 348 publications

(226 citation statements)

References 33 publications

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“…For some this involves combining a sense of belonging in both middle-class higher education and working-class homes, while others only partially absorb a sense of themselves as students' (Reay, Crozier, and Clayton 2010: 107). This discussion of identity runs parallel to any discussions of digital identity, for example the characterisation of students along a spectrum from digital residents to digital visitors (Wright et al 2014;White and Le Cornu 2011) and a comparative analysis of these moving targets would be valuable and relevant.…”

Section: Introductionmentioning

confidence: 99%

Inclusion in an age of mobility

Traxler

2016

Research in Learning Technology

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Learning with mobiles in UK universities is not new and is not novel. It is, in fact, at least 10 years old, well-documented and comparable to activity in universities elsewhere in Western Europe, America and Asia Pacific. Continued and dramatic changes in the ownership, access and expectations of mobiles amongst university students and equally across UK society have suddenly propelled learning with mobiles to centre-stage as a feasible proposition but, it is now argued, only if students can bring-your-own-device. This has already catalysed discussion about authority, agency and control within university settings but the equally significant and profound implications for the inclusion agenda have not been articulated. This paper begins that process. A theoretical framework for social inclusion in this context is considered, identified and discussed. The paper reviews the progress and problems of the substantial and unique programme of mobile learning across UK higher education since 2000 in relation to its stance on inclusion, where this is apparent. These are all well-documented in academic and official sources; the paper does however also draw on the author's involvement in many of the events and initiatives. The paper raises however significant questions about this programme's meaning and direction in a world where now there is more, better, cheaper, faster, newer but different digital technology in the hands of students, potential students and everyone else than there is routinely in the educational institutions themselves. This digital technology, mobile technology, now allows learners to create, own, transform, discuss, discard, share, store and broadcast ideas, opinions, images and information, and to create and transform identities and communities. The paper argues that this epistemological revolution may mean that universities and colleges are no longer credible and authoritative gatekeepers to knowledge and its technologies and so the meaning and relevance of inclusion are much less clear. The paper proposes a new stance on inclusion.

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Section: Introductionmentioning

confidence: 99%

Inclusion in an age of mobility

Traxler

2016

Research in Learning Technology

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“…Afastando-nos da polêmica conceitual sobre as formas de designar esses jovens -"Geração Internet" (N-Generation), "Geração Digital" (D-Generation), "Geração do Milênio" (Millenials), "Geração Z" -ou outras, bastante discutidas, como nativos digitais (Prensky, 2001) e residentes digitais (White &Le Cornu, 2011), nos interessa o impacto do informacionalismo de que fala Castells (2002) sobre os jovens de hoje e os seus processos cognitivos, sociais, sobre a forma como aprendem e se comunicam.…”

Section: Jovens E Tecnologias Novos Processos De Interação E Comununclassified

Possibilidades de Inovação em Educação a Distância: Blogs Educativos como Recurso Didático

et al. 2015

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A internet tornou-se a principal ferramenta de interação entre os jovens, principalmente através das redes sociais. O acesso a notícias, lazer e até mesmo à linguagem estão mudando. É necessário, então, buscar novas formas de ensinar. Uma pesquisa foi realizada na disciplina eletiva oferecida ao curso de graduação em Pedagogia presencial da Faculdade de Educação da UERJ, com o objetivo de verificar a aprendizagem e interação de alunos utilizando um blog educativo. Acompanhamos as aulas presenciais e as postagens feitas no blog e elaboramos um instrumento aplicado ao final do curso. Analisamos 27 questionários, onde itens como uso do blog como recurso didático? e o conteúdo do mesmo alcançaram alta pontuação. O sucesso da disciplina mostra que a educação mediada por tecnologias foi bem recebida. Iniciamos ajustes das aulas produzidas, transformando-as em objetos de aprendizagem, para a adaptação da disciplina a ambiente virtual de aprendizagem (AVA), cuja utilização oferecerá uma multiplicidade de instrumentos de investigação pertencentes à própria plataforma?.Palavras-chave: Blog educativo; Aprendizagem com mediação tecnológica; Tecnologia de informação e comunicação. Innovation Possibilities in Distance Education: Educational Blogs as a Teaching Resource Abstract The internet has become the primary tool for interaction among young people, especially through social networks. Access to news, entertainment and even language are changing. Therefore is necessary to seek new ways of teaching. A survey was conducted in a course of teacher training of a Brazilian university to verify the learning and interaction of students using an educational blog. In addition to monitoring the regular classrooms and blog posts we prepared a questionnaire at the end of the course. We analyzed 27 questionnaires, where items such as "use the blog as a teaching resource" averaged 3.95 and all items related to the content of the blog reached over 4.14 average (in the maximum of 5.0 points). We still need to develop approaches of distance education further, but with the success of the discipline and the good feedback from students, EAD is being well received by them. We initiated adjustments of the produced classes, turning them into learning objects, to adapt the course to a virtual learning management system (Moodle), which will offer a variety of research tools belonging to own "platform".Keywords: Educational blog; Learning with technological mediation; Information and communication technology.

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“…Afterwards we can found the model of [15] who consider that it is no relevant the date of birth although it is important the time we spend on the net and time using ICT. Everyone can be "resident" if lives on line, so residents use technology ordinarily both for personal and professional behaviors.…”

Section: State Of the Artmentioning

confidence: 99%

Personal Learning Environments in Future Professionals: Nor Natives or Residents, Just Survivors

Quintero¹,

Porlán²,

Vera³

et al. 2017

IJIET

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Abstract-This work is a brief view of an exploratory research about Personal Learning Environments developed during these last three years with a Spanish sample. Understanding of PLE can help us to improve our learning designs in order to better development of professional competences of students. Thus, we have implemented a questionnaire with 2.054 final answers of Spanish university students in last course of their degrees. The questionnaire has been previously validated with a mixed methodological approach based on the use of experts, cognitive interviews and a pilot survey. In the end, we can summarize the main results explaining that our Spanish senior students are very different from the extended idea of digital natives. By the opposite, the majority of them are traditional students who prefer common agendas of paper, make notes on paper and use the Internet overall to search but not to create or share.Index Terms-Personal learning environments, university, exploratory research.

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Visitors and Residents: A new typology for online engagement

Cited by 348 publications

References 33 publications

Inclusion in an age of mobility

Inclusion in an age of mobility

Possibilidades de Inovação em Educação a Distância: Blogs Educativos como Recurso Didático

Personal Learning Environments in Future Professionals: Nor Natives or Residents, Just Survivors

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