16 SES 10 B JS, Media Literacy and Digital Responsibility
Paper Session, Joint Session NW 06 and NW 16
Today it is already common to talk about the so-called 'net generation' , 'digital natives' and ‘Millennial Learners’ – youth born after 1982s and later, spending a large portion of their lifetime online (Oblinger & Oblinger, 2005; Prensky, 2001; Tapscott, 1998). Modern web technologies enter daily life, their application goes far beyond the internal domestic environment, and their user gradually becomes a multi-tasker (Talbot, 2007). ‘Digital natives’ are willing to apply modern web technologies in all fields of life and, certainly, in the learning process at school and in the university. Therefore, it is reasonable to monitor their habits, their development and their impact on learning, and, specifically, on e-learning. Based on survey data, About 50% teenagers in the US have their blogs (McLoughlin, Lee, 2008).
We can already identify the signs of significant impact of the digital era. According to Palfrey and Gasser (2010), the “digital era has transformed the way how people live their lives and prelate to one another and to the world around them“. Work with students, considered as digital natives, creates new challenges for a university. It is important to take into account such criteria, as time, financial, ICT resources in possession. IT is essential to plan the whole learning process, take into account possible challenges (IT should be noted, that each innovation can provides certain surprises), difficulties for students and ways for overcoming them, intended means of communication and student support measures. Self-organizing environments not necessarily act as effective learning environments. Wisdom of uncontrolled crowd easily can turn into an inordinate, unstructured information flow, barely suitable for learning. However, control applied in this case, should not become a dictate. Therefore, application of Web 2.0 technologies is a challenge for e-learning designers and users (teachers and students), as it is necessary to design systems, structures and processes, that would be qualitative, professional in pedagogical sense and would form a virtual learning environment, implementing horizontal learning with the use of group knowledge construction (Dron, 2007)
The research idea came when analyzing the learning achievements of first year students for the study subject “Study introduction”. Students were reluctant to communicate in the university intranet space, often "got lost" - couldn't follow the requirements for submitting their reports, missed calendar events, were several days late in their reaction to teacher's messages in the group virtual discussion space, etc.
Davidson and Waddington, (2010) state, that technologies used in everyday life by a modern typical student and his experience discord with learning platforms and virtual environment offered by the university.
Gros & all. (2012) conducted a research, showing that: “students perceive themselves as fairly competent in most areas (communication, creation, etc.), although the data does not indicate that these competences are necessarily reflected in the normal performance of academic tasks” (207 p.); “create their own groups independent of the “official” communication spaces in the virtual campus” (203 p.).
Margaryan & all. (2008) presents a research, disclosing „low level of use of and familiarity with collaborative knowledge creation tools, virtual worlds, personal web publishing, and other emergent social technologies“.
Problem question of the research: are digital native students, that are eagerly using ICT technologies in everyday life, offered attractive ICT-based tools for learning.
The research aim: to disclose the attitude of digital native students of the University of Health Sciences to ICT-based tools used in leisure time as well as their attitude towards virtual collaboration, communication and teamwork environment used for learning purposes at the university.
The subject of the research is virtual collaboration, communication and teamwork environment in the of the University of Health Sciences.
Davidson A., L., Waddington, D. 2010. E-Learning in the university: When will it really happen? eLearning Papers. Nº 21 September 2010. ISSN 1887-1542. Retrieved from: http://www.elearningeuropa.info/files/media/media23710.pdf (September 30th, 2010). Dron J. 2007. Designing the Undesignable: Social Software and Control. Educational Technology & Society, 10 (3), 60-71. Retrieved from: http://www.ifets.info/journals/10_3/5.pdf (May 5th, 2010). Gros, B., Garcia, I., Escofet, A. 2012. Beyond the Net Generation Debate: A Comparison of Digital Learners in Face-to-Face and Virtual Universities. International Review of Research in Open & Distance Learning; 2012, Vol. 13 Issue 4, 190-210 p. Retrieved from: http://connection.ebscohost.com/c/articles/87367920/beyond-net-generation-debate-comparison-digital-learners-face-to-face-virtual-universities (January 23 th, 2014). Margaryan, A., Littlejohn, A., Vojt, G. (2011). Are Digital Natives a myth or a reality? University student’s use of digital technologies. Computers & Education. 56 (e.g. 2), pp.429-440. Retrieved from: (January 23 th, 2014). McLoughlin C., Lee M., J., W. 2008. Future Learning Landscapes: Transforming Pedagogy through Social Software. Innovate. Journal of Online Education. Volume 4, Issue 5. Fischler School of Education and Human Services at Nova Southeastern University. Retrieved from: http://innovateonline.info/pdf/vol4_issue5/Future_Learning_Landscapes-__Transforming_Pedagogy_through_Social_Software.pdf (July 5 th, 2010). Oblinger, D., Oblinger, J. 2005. Is It Age or IT: First Steps Toward Understanding the Net Generation. In D.G.Oblinger, J.L.Oblinger (Ed.). Educating the Net Generation. Publisher: EDUCAUSE. P. 264. ISBN 0-9672853-2-1. Retrieved from: www.educause.edu/educatingthenetgen/ (January 5 th, 2009) Palfrey J., Gasser U. 2010. Born Digital: Understanding the First Generation of Digital Natives. Basic Books. New York. 381 p. ISBN 978-0-465-00515-4. Prensky M. 2001. Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently? MCB University Press, Vol. 9 No. 6, December 2001. Retrieved from: www.marcprensky.com/writing/default.asp (May 5 th, 2010). Talbot M. 2007. Media Discourse: Representation and Interaction. Edinburgh University Press. Edinburgh. 198 p. ISBN 978 07486 23471. Retrieved from: http://www.questia.com/PM.qst?a=o&d=116036499&CRID=nullCRnull&OFFID=onq_20100411j (April 11 th, 2010). Tapscott, D. (1998). Growing up digital: The rise of the Net Generation. Toronto: McGraw-Hill.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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