EDUCAUSE | Contributed by Organizations or Campuses; Articles, Papers, and Reports; and Net Generation Learner

Understanding Students Who Were ‘Born Digital’

ckeller — Thu, 02 Oct 2008 10:01:29 -0500

Authors of a new book from the Berkman Center at Harvard talk about technology in the classroom, digital literacy and changes in the library.

Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation

ckeller — Wed, 13 Aug 2008 09:59:26 -0500

The National Science Foundation defines "cyberlearning" as "the use of networked computing and communications technologies to support learning." The report of the NSF Task Force on Cyberlearning, Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation, identifies cyberlearning as having "…the potential to transform education throughout a lifetime, enabling customized interaction with diverse learning materials on any topic..."

The task force report identifies potential ways in which advanced computing and communications technologies might be leveraged to support learning, highlighting opportunities for further research. In it, the task force offers 5 recommendations for the NSF to pursue:

Help build a vibrant cyberlearning field by promoting cross-disciplinary communities of cyberlearning researchers and practitioners
Instill a "platform perspective"—shared, interoperable designs of hardware, software, and services—into NSF's cyberlearning activities
Emphasize the transformative power of information and communications technology for learning, from K to grey
Adopt programs and policies to promote open educational resources
Take responsibility for sustaining NSF-sponsored cyberlearning innovations

(For EDUCAUSE materials on cyberinfrastructure in teaching and learning, please visit EDUCAUSE Resource Library Cyberinfrastructure web page and look for the "CI Teaching & Learning" tab under "Featured Content.")

Information Behaviour of the Researcher of the Future

ckeller — Mon, 30 Jun 2008 16:08:48 -0500

This study was commissioned by the British Library and JISC to identify how the specialist researchers of the future, currently in their school or pre-school years, are likely to access and interact with digital resources in five to ten years' time. This is to help library and information services to anticipate and react to any new or emerging behaviours in the most effective way. In this report, we define the `Google generation' as those born after 1993 and explore the world of a cohort of young people with little or no recollection of life before the web.

Management Techniques for Bringing Out the Best in Generation Y

ckeller — Mon, 30 Jun 2008 12:29:27 -0500

They're your high-maintenance, entitled, technologically sophisticated and fickle new talent pool. Generation Y, a.k.a. the Millennials, is also potentially the most high-performing generation in decades. Here's the lowdown on what makes them tick and how to work most effectively with them.

Growing up with Google - what it means to education

ckeller — Wed, 09 Apr 2008 13:24:55 -0500

Diana Oblinger explores the 'net generation' who can seamlessly move between their real and digital lives. Their behaviours, preferences and expectations may be very different from those of their teachers. Diana examines the characteristics of these learners, the possibilities offered by new technologies and the skills that an education system needs to provide for the 21st century. She also argues that we need to adapt to this rapidly evolving context and goes on to explore the implications for learning space design, assessment and learning and teaching.

Well, if They’re Already Using It ...

ckeller — Mon, 29 Oct 2007 11:30:16 -0500

College representatives at Educause conference ponder outsourcing e-mail to Google and how to embrace students’ Facebook habits.

Facelifts for the Facebook Generation

ckeller — Fri, 14 Sep 2007 14:33:14 -0500

Institutions of higher education are increasingly turning to web 2.0 technologies such as facebook, blogging, podcasting and photo sharing sites to market their schools to the net generation.

Web 2.0: Big app on campus

ckeller — Mon, 13 Aug 2007 10:02:42 -0500

Many educators "see the enticement of notoriety through Web 2.0-style social tools--blogs, wikis and the like--as a way to engage students in their education and maybe even get them to choose one school over another. "

Teens and media: a full-time job

drupal — Mon, 11 Dec 2006 12:24:11 -0600

Results of the 2006 Teen Trend study indicate that U.S. teenagers spend more than 72 hours per week using electronic media, which includes the Internet, television, cell phones, video games, and music. The study, which is in its third year, was conducted by the Harrison Group and sponsored by VNU Business Media. Jim Taylor, vice chairman of the Harrison Group, said that the prevalence of these forms of media causes teens to see themselves as stars of their own reality television shows."Teen life," he said, "has become a theatrical, self-directed media production." Among specific findings of the study: 68 percent of teens have profiles on social networking sites, about 75 percent spend two to three hours a day listening to or downloading online music, and about half of the teens who download music believe that it is legal.

Net Students 'Think Copying OK'

drupal — Tue, 20 Jun 2006 16:10:58 -0500

Sally Brown, pro vice chancellor for assessment, learning, and teaching at Leeds Metropolitan University in the United Kingdom, believes that the age of technology has not only made cheating easy but has also engendered a sense among today's students that there is nothing wrong with copying and pasting someone else's work into your own. Many students today, she said, simply do not understand what plagiarism is and why it is wrong. Of the several approaches Brown suggested for fixing the problem, the one she thinks the best is designing coursework around plagiarism. By giving assignments that require personal knowledge or that compel students to provide regular accounts of their studies, an instructor can largely avoid the issue of plagiarism, according to Brown. Other strategies include education, punishments, and changing the culture among students so that cheaters are looked down on by everyone.