The Great Learning Experience Project: An attempt to understand

learninglearning from the views of the Millennial learners

Maria Victoria PinedaDe La Salle University, Manila, Philippines Email: mavic.pineda@delasalle.phhttp://www.slideshare.net/mobilemartha

Lennarth BernhardssonUniversity West, Trollhattan, SwedenEmail: lennarth.bernhardsson@hv.se

http://beyonddclassroomwalls.wordpress.com/http://beyonddclassroomwalls.wordpress.com/

DLSU Science and Technology Congress 2012DLSU Science and Technology Congress 201216 February 2012 Yuchengco Hall16 February 2012 Yuchengco Hall

BACKGROUND – BEC OF EMERGING TECHNOLOGIES

There are limitless ways of producing knowledge. (Attwell, 2007)

And learning becomes multi-episodic, taking place in concurrence, in multiplicities, different facets, transforming and expanding.

WHO ARE OUR STUDENTS?

Born after 1985Born after 1985

High degree of High degree of media exposure media exposure since age 0since age 0

Ownership of a game Ownership of a game console, music player or console, music player or mobile phone at age 8mobile phone at age 8

““Millennial learners”Millennial learners”Grew up with computers Grew up with computers

or web connectivityor web connectivity

Social media is the Social media is the new form of new form of expressionexpression Content creatorContent creatorSelf-service learning skillSelf-service learning skill

Neomillennial learners - Dieterle, Dede, & Schrier, (2008)

First, to explore what drives the educational practices of these millennial learners.

Second, to focus on the learning content experience rather than the student profile or background.

Third, to scrutinize the experiences coming from two sets of undergraduate students, both with perpetual access to technology

OBJECTIVES

METHODOLOGY - PLAN

Gather videos for six months - Jun – Dec

Students create a two-minute videos with annotations

Use Creative Commons license Use a blog as a hub of

submissions

Submissions from University West and De La Salle University

METHODOLOGY – BUILDING THE VIDEO

Orientation of the expectations of the activity Model – the VOST2011 Project of KSU Explanation – why a two minute video Explanation – why use Creative Commons

license Annotation of the work Submission

Social computing class of DLSU Social computing class of DLSU cited in Mediated Culturescited in Mediated Cultureshttp://mediatedcultures.net/our-videos/visionsofstudents-org-video-collage/

http://beyonddclassroomwalls.wordpress.com/http://beyonddclassroomwalls.wordpress.com/

http://www.youtube.com/watch?v=qcYo9Uov3FE

http://www.youtube.com/watch?v=Zob9ShEarRg

http://www.youtube.com/watch?v=phwDtHUK_I8

http://www.youtube.com/watch?v=XogdMUUX6U8

INITIAL FINDINGS

Learning by doingLearning by doingLearning by practiceLearning by practice

Learning by YoutubeLearning by Youtube

learning through interactions and exposures learning through interactions and exposures outside the classroom; learning from outside the classroom; learning from discovery and solving problems; peer learning discovery and solving problems; peer learning and coaching; learning by reflecting and and coaching; learning by reflecting and observing; learning from mistakes; and observing; learning from mistakes; and learning from failinglearning from failing

•Students were more independent on their learning interests, preferences and even in the selection of understanding modality

INITIAL FINDINGS

First, the effective and affective experiences are derived from her personal learning experience.

Second, the millennial learner is self-directed; is able to define her learning priorities or preferences.

INITIAL FINDINGS Third, a collective observation in the experiment

exhibits the millennial learner as an excellent content and knowledge producer. The ML is also akin of story-telling or story

narratives. This has been observed in both cohorts of students.

Fourth, the Filipino video outputs exhibited more diverse learning styles.

NEXT STEPS

More descriptive ways of tagging or annotating the videos

Individual researchers’ video content analysis Consolidation and synthesis of analysis

FINAL WORDS

If the millennial learner is able to set her learning priorities, decide on what learning experience she must undergo and consciously decide what, when and how to learn— our — our present standardized present standardized educational methods of educational methods of linearity and conformity linearity and conformity may not be effective may not be effective anymore.anymore.

Tack si Mycket!Maraming salamat!

REFERENCES E. Dieterle, C. Dede, & K. Schrier. “Neomillennial” learning styles

propagated by wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential. Hershey, PA: Idea Group, Inc. (2008). Retrieved from http://edorigami.wikispaces.com/space/showimage/Dieterle-Dede-Schrier-NLS-2006.pdf

F. Ahlefeldt-Laurvig (2008). HikingArtist.com Photostream, Flickr Yahoo. Retrieved from http://www.flickr.com/people/hikingartist/

G. Atwell. The personal learning environments- the future of e-Learning? eLearning Papers vol. 2 no. 1 ISSN 1887-1542. (2007).

J. Vassileva, J. Towards social learning environments. IEEE Transactions on learning technologies. Vol. 1 no. 4, October-December 2008 Issue. (2008).

K. Robinson, K. “Bring on the revolution” , a TED Blog presentation. Available: http://www.ted.com/talks/sir_ ken_robinson_bring_on_the_revolution.html (2010)

M. Wesch. Video call submissions posted #VOST2011, digital Ethnography (2011). Retrieved from http://mediatedcultures.net/ksudigg/?p=288