Dønski

En ny generasjon av ungdom stiller nye krav til læringsmiljøet.

Både skolene og universitetene begynner å merke forventningstrykket fra barn og unge som har vokst opp med «nettet som nærmeste nabo».  De mest bevisste skolene ser at de må vurdere hele sin pedagogiske praksis – «the grammar of schooling» – på ny.

Skolebiblioteket ved Dønski VGS i Bærum bedt meg holde en dobbelttime for lærerne. Jeg har kalt sesjonen Kildekritikk i skolen: drøm eller mareritt?

Tidslinje

I samråd med skolen har jeg lagt opp løpet slik:

• 1400-1420. Hva er problemet – slik jeg opplever det? Samtalerunde med forsamlingen
• 1420-1500. Foredrag
• 1500-1520. Diskusjon i smågrupper (som jeg organiserer på stedet)
• 1520-1555, Plenumsdiskusjon (aktivt ledet ….)
• 1555-1600. Avslutning

Hovedpunktene jeg tar opp, står i artikkelen Fire veier til kvalitet, som kom tidlig i høst.

Rask bevegelse

Men nå strømmer det på med interessante eksperimenter, analyser og rapporter om e-læring og digital pedagogikk. Feltet er i kraftig bevegelse.

“Because web 2.0, Google, Wikipedia are all about being able to change things yourself, the expectations of learners change as a result of that,… There is a greater expectation from students that they are involved in the design of their education.” [Link]

Technology has …  affected where and how they study, helped them collaborate with each other and broken down barriers between students and teachers, social life and study. It has also given students a greater voice in the way they learn. [Link]

USA  – se PL 58/08 – og Storbritannia – se PL 60/08 – har nok kommet lengst. De har ingen fasitsvar, men de tar i hvert fall spørsmålene på alvor.

Ressurser

• Digital pedagogikk i praksis. Kursdag i Kragerø 30. oktober 2008.
• Akers nøtteknekker. Kommentar fra Espen Andersen. Ha’kke knekket sånne nøtter før
• What is real? Via LATINA.
• Hypertext. Via LATINA.
• Tre triggere fra LATINA

Plinius på norsk

• P 254/08. Når elevene overtar. Biblioteksvar oversvømmes av chattende skole-elever.
• P 251/08. LATINA/lab. Et sosio-digitalt verksted for nye læringformer.
• P 241/08. E-læring og digitale bibliotek. Spennende fagdag på IFLA 2009.
• P 238/08. Førti millioner er også penger. Viktig skritt for bibliotekene som læringsinstitusjoner.

Plinius på engelsk

• PL 60/08. Education in a new key. The Guardian reports on the impact of the web in British universities.
• PL 58/08. Reports from the frontline. The MacArthur Foundation financed a three year study on youth and the web.
• PL 54/08. The LATINA principles. An informal platform.
• PL 15/08. LATINA on YouTube. Student productions from Oslo.
  
• PL 14/08. Instant web. Teaching in the new web environment.
• PL 12/08. Replace, separate, integrate. Three stages in digital education.

Andre

• Espen Andersen. Meget oppegående og nettbevisst lærer, forsker og praktiker på BI
• Brown, John Seely og Richard P. Adler. Minds on Fire: Open Education, the Long Tail, and Learning 2.0.EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16–32.
• Kairos Future har låtit ungdomar dokumentera sina mediavardag med hjälp av mobiltelefoner.
• Pedagogisk bloggliografi

Flere kursopplegg

• I mai holdt Universitetet i Stavanger seminar for lærere og bibliotekarer.
• For noen uker siden var det Kragerø som tok fatt i de nye utfordringene.

VEDLEGG

For Laura, a first-year international business student, the heart of student life is a virtual one. An online community established through MySpace is where she and her peers network, collaborate on their courses, swap problems, offer support, and socialise.

While she travels on to campus for classes and to meet other students face to face, she also regularly accesses the university’s virtual learning environment (VLE) from her PC at home. She downloads podcasts onto her MP3 player so that she can revise while travelling. «It’s just all these little technology things that make your life handier,» she says.

Ruth Green, a second-year divinity student at Edinburgh University and a former nurse, didn’t realise how IT-focused universities had become when she started her course. «A lot of the information is only available online, and every subject has its own area on the university VLE,» she says. «I brought my own laptop with me and use it for much more than just to write essays.».

Academia tackles the future

MacArthur study:

• There is a generation gap in how youth and adults view the value of online activity.
  • Adults tend to be in the dark about what youth are doing online, and often view online activity as risky or an unproductive distraction.
  • Youth understand the social value of online activity and are generally highly motivated to participate.
• Youth are navigating complex social and technical worlds by participating online.
  • Young people are learning basic social and technical skills that they need to fully participate in contemporary society.
  • The social worlds that youth are negotiating have new kinds of dynamics, as online socializing is permanent, public, involves managing elaborate networks of friends and acquaintances, and is always on.
• Young people are motivated to learn from their peers online.
  • The Internet provides new kinds of public spaces for youth to interact and receive feedback from one another.
  • Young people respect each other’s authority online and are more motivated to learn from each other than from adults.
• Most youth are not taking full advantage of the learning opportunities of the Internet.
  • Most youth use the Internet socially, but other learning opportunities exist.
  • Youth can connect with people in different locations and of different ages who share their interests, making it possible to pursue interests that might not be popular or valued with their local peer groups.
  • “Geeked-out” learning opportunities are abundant – subjects like astronomy, creative writing, and foreign languages.

New Study Shows Time Spent Online Important for Teen Development