Digital Age Learning Matrix

As part of a doctoral thesis I have been thinking about how to measure learning activities in a way that is appropriate for the digital era. I wanted to find a model that included the ideas of connectivism, creating knowledge and included critique and evaluation. I didn't find an existing model that fitted my purpose so developed one that I have now tested and used with different groups- it has proved to be a useful tool to use when discussing lesson, unit and year plans with teachers. I have found it can lead to interesting professional conversations about personal beliefs about knowledge and learning in the digital age.

The matrix includes 6 levels of activites given to students:
Doing
Thinking about connections
Thinking about concepts
Critiquing and evaluating.
Creating knowledge.
Sharing knowledge.
A learning activity will commonly be at more than one level.

The matrix explores different ways that digital technologies are used in learning and how each use has different levels. the different uses in the matrix includes:
Accessing information
Presenting
Processing information
Gaming and interactive programmes
Communicating

I am interested in any feedback about the matrix; either email me or add to comments below.
Link to paper to download: acec2008 (apologies I couldn't figure out a way of including the matrix clearly in the blog!)

Starkey, L. (2008). Evaluating Learning in Classroom Activities using Digital Technologies. Paper presented at the ACEC 2008, Canberra.

Is Google making our kids stupid- I don't think so!

Tommy Honey on Nine to Noon today was talking about two books and an article in the Atlantic monthly which each focuses on the negative side of the widespread use of the internet.
The article in the Atlantic Monthly by Nicholas Carr “Is google making us stupid?” compares the rise of information with the invention of writing or the printing press. The article focuses on changes to the way that adults access information- rapid skims. I am not sure that this is so different for children. They need to be taught to think about authenticity of information as they are not critical of the information that they read and stop looking as soon as they have found information. I would suggest that pre- internet children were less likely to look for the information, it took a lot more effort to go to a library or find another source of information (Mum/Dad!! Or Teacher!!) and then the source of information was rarely encouraged to be critiqued.

Mark Bauerlein (the dumbest generation)- notes that while the current generation has a lot of leisure time, money and technology, they are not engaging in deep learning through the internet.- again how does this really compare with previous generations as far as learning goes?

Maggie Jackson- distracted- the erosion of attention. This book looks at multitasking- always a subject of him vs her banter. Maggie points out that you can multitask with things that use different parts of the brain, otherwise it is not efficient (and can be dangerous) to multitask. Maybe it is more about filtering information and metacognitive processes- learners being aware of when they are trying to do multiple tasks which require the same part of the brain to operate (eg. Responding to a text message while answering a question in class).

Social inquiry- using Youtube to understand values.

One aspect of learning in social studies in New Zealand, is students carrying out inquiries that include looking at people's values. A relevant topic for this is boy racers- young men in cars who like to race and do burnouts in the cities on Friday and Saturday nights. In the past we have got students to ascertain the different values by reading newspaper articles. Today, the boy racers themselves are developing classroom resources through Youtube. Watching the attached video students should be able to clearly identify boyracer values from a boyracer source.
A bit of a dilemma may be that some of the students may become boyracers as a result of this!!!

Which picture to use on your profile?

A big decision I face when joining social networks is what to say about myself and what image to use. This is possibly an even more difficult decision for an egocentric teen. I have come across a couple of interesting ideas in the last week that students may enjoy using as they grapple with the what photo/image issue. The image on the right is me as a Simpson! there are two places to develop one of these- the first Simpsonise me you develop your own choosing different options. The second site also called Simponize me, the one I used, you upload a photo of yourself and the aliens turn you into a Simpson.

Users of technology typology.

Americans (USA) sort into 10 distinct groups of users of information and communication technology according to this Pew report

To summarise, here are the 10 groups identified. There is greater detail in this report.

Group name: Omnivores; 8% of USA adult population

Omnivores 8%
They have the most information gadgets and services, which theyuse voraciously to participate in cyberspace and express themselves online and do a range of Web 2.0 activities such as blogging or managing their own Web pages.

Connectors 7%
Between featured-packed cell phones and frequent online use, they connect to people and manage digital content using ICTs – all with high levels of satisfaction about how ICTs let them work with community groups and pursue hobbies.

LacklusterVeterans 8%
They are frequent users of the internet and less avid about cell phones. They are not thrilled with ICT-enabled connectivity.


Productivity Enhancers 8%
They have strongly positive views about how technology lets them keep up with others, do their jobs, and learn new things.

Mobile Centrics 10%
They fully embrace the functionality of their cell phones. They use the internet, but not often, and like how ICTs connect them to others.

Connected But Hassled 10%
They have invested in a lot of technology, but they find the connectivity intrusive and information something of a burden.

Inexperienced Experimenters 8%
They occasionally take advantage of interactivity, but if they had more experience, they might do more with ICTs.

Light But Satisfied 15%
They have some technology, but it does not play a central role in their daily lives. They are satisfied with what ICTs do for them.

Indifferents 11%
Despite having either cell phones or online access, these users use ICTs only intermittently and find connectivity annoying.

Off the Network 15%
Those with neither cell phones nor internet connectivity tend to be older adults who are content with old media.

Which one are you? Take the test here

PEW INTERNET & AMERICAN LIFE PROJECT 1615 L ST., NW – SUITE 700 WASHINGTON, D.C. 20036