This is the most traditional system of the three technologically speaking. The University of Zambia's distance learning facility relies on existing on campus teaching staff to extend their teaching capabilities to people across the country who do not have the means to travel a great distance but can still learn to a university level through the distance learning.
It sounds like this system is a lot more lenient than others as it is solely down to the lecturers themselves. If they receieve a piece of work but have a lot to focus on with their internal students, then the external distance learning student may not receive their work back for some time. This seems rather unfair to me, making this system to be the weakest of the three in my opinion.
What do you think of distance learning?
Monday, 14 April 2008
Week 7: China's TVRU Programme
Again, I find this concept and particular way of distance learning fascinating. China is a country known for its booming population and overcrowded schools, not to mention the sheer volume of competition for places in higher education systems. I think it says a lot about Chinese Culture that such a programme exists, as China is often at the front of the technological market offering advances in such technologies. The presence of a home learning university schedule will not only help to increase the number of people going into a higher education position but offer a much fairer system of learning. Where once only the best students could go onto university and their services would be put to work for the country, a widespread system of learning for the population shows China's development asd a country and their acceptance of equality for the population.
Week 7: Deakin University
Sorry this is way out of order..... I didnt know what the week 7 tasks were, but here they come now!
http://www.deakin.edu.au/online-offcampus/#skipTo
"Deakin students have choices about the way they study. You can study full-time, or part-time, on or off campus, or combine a mix of study modes.
You can attend lectures on campus and receive face-to-face teaching, or study remotely from home or work.
Deakin uses online technologies to enrich learning experiences and prepares its graduates to be confident and competent using online technologies and in online environments.
Our flexible approach means Deakin makes use of technology in the way we deliver our courses.
Deakin University’s lecture streaming service gives you online access to recorded lectures for many units. In addition to video and audio streaming, academic staff can provide their lectures as podcasts and downloadable MP3s.
From 2004, all units had at least a basic online component with facilities for information, resources and communication. All students commencing undergraduate degrees are now to complete at least one wholly online unit."
this is a fine example of how new media technologies are affecting our lives, to the extent that a whole university is already available online. This is similar to the Open University in its content, but different in the way that it actually has the option for students to go into University and still share in the taught at university experience. I think it is really quite fascninating that the lecture materials are available as MP3's, this really will appeal to the student on the go, as they can slap them onto their ipod and still hit town to blow their student loan while learning the day's lessons! Really quite an amazing feat for a whole university to choose to deliver their lectures in such a way.
http://www.deakin.edu.au/online-offcampus/#skipTo
"Deakin students have choices about the way they study. You can study full-time, or part-time, on or off campus, or combine a mix of study modes.
You can attend lectures on campus and receive face-to-face teaching, or study remotely from home or work.
Deakin uses online technologies to enrich learning experiences and prepares its graduates to be confident and competent using online technologies and in online environments.
Our flexible approach means Deakin makes use of technology in the way we deliver our courses.
Deakin University’s lecture streaming service gives you online access to recorded lectures for many units. In addition to video and audio streaming, academic staff can provide their lectures as podcasts and downloadable MP3s.
From 2004, all units had at least a basic online component with facilities for information, resources and communication. All students commencing undergraduate degrees are now to complete at least one wholly online unit."
this is a fine example of how new media technologies are affecting our lives, to the extent that a whole university is already available online. This is similar to the Open University in its content, but different in the way that it actually has the option for students to go into University and still share in the taught at university experience. I think it is really quite fascninating that the lecture materials are available as MP3's, this really will appeal to the student on the go, as they can slap them onto their ipod and still hit town to blow their student loan while learning the day's lessons! Really quite an amazing feat for a whole university to choose to deliver their lectures in such a way.
Week 8 Task 6: Disagreements
Article 1:
I found this article to be more biased in the way of looking at ethnic and social reasons for the dramatic increase in the way yound people use media, instead of looking at the actual technology itself. The article was very long winded and I didnt think he really did anything new with his study, only retreading ground that has been broken by sociologists many times over already.
Article 2:
As this was a section taken from a book rather than an individual article, it was rather vague. It seemed to act more as a breaker paragraph between two issues to summarise the argument so far rather than offer anything new. I think I could have rectified this by choosing another more precise article.
Article 3:
I found this article to be the most interesting as it was published at the time that the blogging boom really took off. People were studying the internet in depth for the first time, and this is reflected in how long the summary of this article I have made is. I also felt it relevant to include some quotes of the article to reinforce that this article has some factual theory behind it with a proper survey. On the other hand, it could be argued that this article is out of date, as it is now 9 years old.
Article 4:
This article seemed rather abrupt, it mentioned the facts that the watchdog had released to the world but didnt go into depth about them or offer reasons as to why. It was more like "oh this is happening in the world. and thats it."
Article 5:
This article was taken from a newspaper with quite strong connections to the new media craze. It was a good in depth examnination of the story it was telling, and took several sources into the article it was making. However, once again it seemed as if it was beating around the bush with regards to the actual point. It explored several factors as to what was happening behind the scenes with the new media craze but didnt look into the young people side of it.
I found this article to be more biased in the way of looking at ethnic and social reasons for the dramatic increase in the way yound people use media, instead of looking at the actual technology itself. The article was very long winded and I didnt think he really did anything new with his study, only retreading ground that has been broken by sociologists many times over already.
Article 2:
As this was a section taken from a book rather than an individual article, it was rather vague. It seemed to act more as a breaker paragraph between two issues to summarise the argument so far rather than offer anything new. I think I could have rectified this by choosing another more precise article.
Article 3:
I found this article to be the most interesting as it was published at the time that the blogging boom really took off. People were studying the internet in depth for the first time, and this is reflected in how long the summary of this article I have made is. I also felt it relevant to include some quotes of the article to reinforce that this article has some factual theory behind it with a proper survey. On the other hand, it could be argued that this article is out of date, as it is now 9 years old.
Article 4:
This article seemed rather abrupt, it mentioned the facts that the watchdog had released to the world but didnt go into depth about them or offer reasons as to why. It was more like "oh this is happening in the world. and thats it."
Article 5:
This article was taken from a newspaper with quite strong connections to the new media craze. It was a good in depth examnination of the story it was telling, and took several sources into the article it was making. However, once again it seemed as if it was beating around the bush with regards to the actual point. It explored several factors as to what was happening behind the scenes with the new media craze but didnt look into the young people side of it.
Week 8, Task 5: Article 5 Summary
This article is based around the increase of Myspace and the blogging facility it allows users to create. A user has free access to the site, creates a profile and can then create a blog. The site is owned by media baron Rupert Murdoch who spent £332.85 million pounds on the site, as he viewed it as "a revolution in the way young people are accessing news".
The survey performed by the Guardian also found that "one in 10 young people used the internet to read the news, with most preferring to use it as a means of expression and communication". Over half preferred to read a newspaper at least once a week, rising to seven in 10 by the age of 21, and that 96% of those questioned owned a mobile phone, and two-thirds had a games console.
The survey performed by the Guardian also found that "one in 10 young people used the internet to read the news, with most preferring to use it as a means of expression and communication". Over half preferred to read a newspaper at least once a week, rising to seven in 10 by the age of 21, and that 96% of those questioned owned a mobile phone, and two-thirds had a games console.
Week 8 Task 5: Article 4 Summary
Young people who use social networking sites were issued a warning on November 23rd 2007 by the Information Commissioner's Office (ICO). The office found that over half of the people it surveyed had put most of their personal details online. Meanwhile, 71 per cent of 14 to 21-year-olds reported that they wouldn't want potential employers to do a search on them. The ICO is concerned that the majority of people don't realise that the information they provide on social networking sites could be traceable in the future.
Weeki 8, Task 5: Article 3
This article is a summary of a book released by the London School of Economics. It provides detail of the way in which young people use the media, and how it affects them and their families, in comparison to children across Europe.
"Parents are concerned for their children's safety outside the home while young people themselves say there is not enough to do in the area where they live. As a result, young people are much more likely to be watching television or playing computer games than their continental counterparts. British children as young as 6 are two or three times more likely to have a television in their bedroom and British children watch an hour a day more than French or German children."
The article also gives several pieces of statistical information on how many parents would or would not let their children be outside, going on to speak about the development of bedroom culture, where equipping the bedroom with TVs, audio and computer equipment represents an ideal compromise between parents and children who want to go outside. "Two in every three children have TVs in their bedroom, including half of 6-7 year olds. As young people spend more time in their own rooms, media become less central to the family but more important among friends, with whom TV is a shared experience."
The study also finds that TV, video, books, computer games, music and personal computersare responsible for young people's exaggerated use of the media for around five hours each day.
"Once children have reached their early teens many parents consider it impracticable for them to attempt restrictions on media use in the home. This may be one of the reasons why they wish strongly to rely on the good judgement of broadcasters and media regulators. This is particularly important to them in relation to television. The knowledge that children are watching television in places which are relatively difficult to supervise may lie behind parents' endorsement of the broadcasting Watershed."
The Internet has many up and downs for parents looking to allow their children to use it. The most positive aspects were thought to be the internet's wide range of communicational ability, as childre are able to form friendships with children worldwide. The major downside is the cost.
On the other hand, The place of books in young people's lives is in serious decline, as lots of children would rather watch a television or film adaptation of a book. "Those who have access to a PC are twice as likely to use that as a source of information than turn to a book. With the possible exception of young girls, most children turn to television or a computer game for their narrative appeal. Books are most positively viewed when the child is interested in a particular type of content, for example horror. Overall the image of books is poor."
"Parents are concerned for their children's safety outside the home while young people themselves say there is not enough to do in the area where they live. As a result, young people are much more likely to be watching television or playing computer games than their continental counterparts. British children as young as 6 are two or three times more likely to have a television in their bedroom and British children watch an hour a day more than French or German children."
The article also gives several pieces of statistical information on how many parents would or would not let their children be outside, going on to speak about the development of bedroom culture, where equipping the bedroom with TVs, audio and computer equipment represents an ideal compromise between parents and children who want to go outside. "Two in every three children have TVs in their bedroom, including half of 6-7 year olds. As young people spend more time in their own rooms, media become less central to the family but more important among friends, with whom TV is a shared experience."
The study also finds that TV, video, books, computer games, music and personal computersare responsible for young people's exaggerated use of the media for around five hours each day.
"Once children have reached their early teens many parents consider it impracticable for them to attempt restrictions on media use in the home. This may be one of the reasons why they wish strongly to rely on the good judgement of broadcasters and media regulators. This is particularly important to them in relation to television. The knowledge that children are watching television in places which are relatively difficult to supervise may lie behind parents' endorsement of the broadcasting Watershed."
The Internet has many up and downs for parents looking to allow their children to use it. The most positive aspects were thought to be the internet's wide range of communicational ability, as childre are able to form friendships with children worldwide. The major downside is the cost.
On the other hand, The place of books in young people's lives is in serious decline, as lots of children would rather watch a television or film adaptation of a book. "Those who have access to a PC are twice as likely to use that as a source of information than turn to a book. With the possible exception of young girls, most children turn to television or a computer game for their narrative appeal. Books are most positively viewed when the child is interested in a particular type of content, for example horror. Overall the image of books is poor."
Week 8, Task 5: Article 1
Just realised I put the wrong number on the previous article, so the order will be wrong! This is article 1, the previous is article 2.
I found this subsection in Lister and thought it relevant to the task, I know its not exactly an article but I still found it useful.
This section highlights what parents think are the dangers to their children online and why they would restrict their child's time online. The article says that constraints of time, space, access and resources available online can be more restrictive online than just on using a computer. This is because there is the constant threat of paedophilia occurring through children stumbling across a chat room and pretending to be older than they really are. This is a spin on the older notion that it was dangerous for children to play outside, prompting many parents to buy computers for their children in the first place, providing a scapegoat for outside play. It is now reversed that the internet allows children access to most of the vices the world holds, whether that be the threat of paedophilia or accidentally stumbling across pornographic materials.
So parents learn to use new security protocols to make the internet child proof, either through the use of firewalls and filtering systems or the creation of restrictive passwords or adult supervision. Therefore, the children are monitored just as much online as they would be in the physical realm outside the front door.
I found this subsection in Lister and thought it relevant to the task, I know its not exactly an article but I still found it useful.
This section highlights what parents think are the dangers to their children online and why they would restrict their child's time online. The article says that constraints of time, space, access and resources available online can be more restrictive online than just on using a computer. This is because there is the constant threat of paedophilia occurring through children stumbling across a chat room and pretending to be older than they really are. This is a spin on the older notion that it was dangerous for children to play outside, prompting many parents to buy computers for their children in the first place, providing a scapegoat for outside play. It is now reversed that the internet allows children access to most of the vices the world holds, whether that be the threat of paedophilia or accidentally stumbling across pornographic materials.
So parents learn to use new security protocols to make the internet child proof, either through the use of firewalls and filtering systems or the creation of restrictive passwords or adult supervision. Therefore, the children are monitored just as much online as they would be in the physical realm outside the front door.
Week 8, Task 5: Article 2 Summary
This article investigates young people's perceptions of their own identities and how the media is used to shape their "self". The interlinking ideas of media and identity are explored through an in-depth look at ethnic minority media representation, and how this affects the audience.
An examination of creative and visual methods within social research introduces the methodology used in the study. Young people aged 13 to 14, of varying social and ethnic backgrounds from schools in Dorset, Hampshire and London created collages using media materials to show 'how I see myself' and 'how I think other people see me'. The researcher also used open questions in one on one interviews. 111 identity collages were produced to form upon which the findings of the researcher's theory are based.
The analysis revealed that young people view their identities as complex and diverse, whilst understanding that there are factors that contribute to the formation of their identity which are changed constantly.
I think the study shows how important role models are to impressionable young minds, and how individuals carry their identities. The researcher also suggests that the media functions as a to help young people form their present identities, and have an influence on their future self.
An examination of creative and visual methods within social research introduces the methodology used in the study. Young people aged 13 to 14, of varying social and ethnic backgrounds from schools in Dorset, Hampshire and London created collages using media materials to show 'how I see myself' and 'how I think other people see me'. The researcher also used open questions in one on one interviews. 111 identity collages were produced to form upon which the findings of the researcher's theory are based.
The analysis revealed that young people view their identities as complex and diverse, whilst understanding that there are factors that contribute to the formation of their identity which are changed constantly.
I think the study shows how important role models are to impressionable young minds, and how individuals carry their identities. The researcher also suggests that the media functions as a to help young people form their present identities, and have an influence on their future self.
Week 8, Task 4: Academic Articles
Article 1:
Lister, M. et al. (2003) New Media: A Critical Introduction, Section Titled The Domestic Shaping of New Media, Subheading The Networked Home, page 239, Routledge, New York.
Article 2:
Artlab (2007) Young People, Identity and the Media by Fatimah Awan, available at http://www.artlab.org.uk/fatimah-awan-phd.htm
Article 3:
London School Of Economics (1999) Young People, New Media by Moira Bovill, available at http://www.psych.lse.ac.uk/young_people/press.html
Article 4:
Big Mouth Media (2007) Young people warned over social networking, Unknown author, available at http://www.bigmouthmedia.com/live/articles/young-people-warned-over-social-networking.asp/4254/
Article 5:
The Guardian (2005) Young blog their way to a publishing revolution, Owen Gibson, available at http://www.guardian.co.uk/technology/2005/oct/07/media.pressandpublishing
Lister, M. et al. (2003) New Media: A Critical Introduction, Section Titled The Domestic Shaping of New Media, Subheading The Networked Home, page 239, Routledge, New York.
Article 2:
Artlab (2007) Young People, Identity and the Media by Fatimah Awan, available at http://www.artlab.org.uk/fatimah-awan-phd.htm
Article 3:
London School Of Economics (1999) Young People, New Media by Moira Bovill, available at http://www.psych.lse.ac.uk/young_people/press.html
Article 4:
Big Mouth Media (2007) Young people warned over social networking, Unknown author, available at http://www.bigmouthmedia.com/live/articles/young-people-warned-over-social-networking.asp/4254/
Article 5:
The Guardian (2005) Young blog their way to a publishing revolution, Owen Gibson, available at http://www.guardian.co.uk/technology/2005/oct/07/media.pressandpublishing
The technophile student...
begins his/her day in bed, as most students do. S/he rolls over to discover their holographic alarm clock come MP3 Player dock says it is 12.35 in the afternoon. This is not good, as student has a large assignment to send in today and shouldnt have spent so long out last night. So dragging his/herself out of bed, student hobbles over to the laptop on his/her desk and touches the screen to turn it on. Several hours later, after getting increasingly bored with said assignment student decides to see what games are available on the internet using his/her new touch screen laptop. Another two hours of touch screen tetris later, student finishes the essay and emails it off to the campus's main online office.
A week later, when student is wondering why they havent received feedback on their assignment from Mother Brain at the university, s/he checks their email outbox. Student forgot to attach the assignment to the email and is now failing the course.
ANother week later student receives another email saying that because the assignment was late s/he has received a 50% mark deduction and the essay is still a fail.
A week later, when student is wondering why they havent received feedback on their assignment from Mother Brain at the university, s/he checks their email outbox. Student forgot to attach the assignment to the email and is now failing the course.
ANother week later student receives another email saying that because the assignment was late s/he has received a 50% mark deduction and the essay is still a fail.
The Daily frustrations of a neo-luddite....
Begin when they wake up and fight to turn the alarm clock off. They turn the light on, they get ready for work, and they step outside, where they must navigate the streets to work after the train system made them late, due to the lack of clarity on the screens for which platform the train would arrive at. At work, their boss informs them that the whole system of categorising stock will be upgraded to an electronic system, so over the next few weeks everyone will be required to attend a mandatory basic computing course to prepare them for the changeover.
Over the next few weeks the luddite becomes increasingly frustrated with this idiot box they call a computer as it contatins more commands than Paris Hilton's handbag does accessories. (Not that the luddite knows who this is as s/he is way too practical and hardworking to find time for Heat magazine.) After taking two weeks to try and find his/her way around the desktop of a pc and only just able to print something from Microsoft Word, the luddite makes it his/her priority to print off his/her letter of resignation, choosing to leave this job to work on a farm, where the work is far more physical and traditional than this computing lark.
Over the next few weeks the luddite becomes increasingly frustrated with this idiot box they call a computer as it contatins more commands than Paris Hilton's handbag does accessories. (Not that the luddite knows who this is as s/he is way too practical and hardworking to find time for Heat magazine.) After taking two weeks to try and find his/her way around the desktop of a pc and only just able to print something from Microsoft Word, the luddite makes it his/her priority to print off his/her letter of resignation, choosing to leave this job to work on a farm, where the work is far more physical and traditional than this computing lark.
The person who most threatens the notion of native/immigrant in digital culture would be...
My Dad i think. Like my grandad, he wasnt brought up with computers etc but they did come to exist within his lifetime. He is 41 and manages several depots for M&G Vehicle Hire, so he needs to constantly keep updated with what vehicle is where, who has rented it, if it needs any repairs etc through a complicated computer system. He is constantly asked to rectify problems within the system as he has a firmer understanding of it than most, the same going for computers in general.
I would brand myself a digital native, yet my father who I would have first thought of as a digital immigrant knows more about computers than I do. He is the one I look to when my laptop deicdes to crash, needs formatting or I need a new programme installing and I dont understand how to do it or how to operate it. Our first home PC was bought around 9 years ago, and he set it up from scratch and kept it in optimum running condition, whilst me and my sister used it for games and the internet, and later our schoolwork, he worked to make it run at optimum efficiency.
Aside from PC's my Dad also likes to have the latest in Home Entertainment. He has a 36" high definition plasma TV mounted on the wall, a surround system placed around the living room where the system decides it would be best and a DVD player capable of upscaling standard definition into high definition. Some of this still seems foreign to me, all I know is that it makes the actors and actresses faces much more detailed so we can see all of their faults, I wouldnt know what resolution it is running in and how we could remove the ghosting effect from the edge of the screen, as a lot of this is jargon to me. Everyone specialises in something and I would say my dad specialises in technology more than I do, who would call himself a digital native.
Therefore I think he most challenges the concept by being more well versed in the world of technology than a 19 year old young man.
I would brand myself a digital native, yet my father who I would have first thought of as a digital immigrant knows more about computers than I do. He is the one I look to when my laptop deicdes to crash, needs formatting or I need a new programme installing and I dont understand how to do it or how to operate it. Our first home PC was bought around 9 years ago, and he set it up from scratch and kept it in optimum running condition, whilst me and my sister used it for games and the internet, and later our schoolwork, he worked to make it run at optimum efficiency.
Aside from PC's my Dad also likes to have the latest in Home Entertainment. He has a 36" high definition plasma TV mounted on the wall, a surround system placed around the living room where the system decides it would be best and a DVD player capable of upscaling standard definition into high definition. Some of this still seems foreign to me, all I know is that it makes the actors and actresses faces much more detailed so we can see all of their faults, I wouldnt know what resolution it is running in and how we could remove the ghosting effect from the edge of the screen, as a lot of this is jargon to me. Everyone specialises in something and I would say my dad specialises in technology more than I do, who would call himself a digital native.
Therefore I think he most challenges the concept by being more well versed in the world of technology than a 19 year old young man.
Saturday, 12 April 2008
The youngest digital immigrant I know...
would be my mum. She is 39, and grew up without computers and various instances of new technology because in her generation, it wasnt always about having a computer or a video player as these were new expensive technologies that werent practically compulsory to own, like they are now. She has learned to use a computer very efficiently and works on one at her occupation regularly, utilising the internet and various programmes to collect and type up data. She has her own ebay account and regularly sends emails when she can kick my sister off the computer. Im not entirely sure if she would still use the computer if she didnt have to, as whilst she has her own mobile phone and Nintendo DS as new technologies, she doesnt seem to feel the urge to frequent the computer as often as my sister and I do.
The oldest digital native I know....
would be my Grandad. He is 65, and will be retiring later this month. I would call him the oldest digital native I know because he has grown up with various kinds of technology and has been in the army, as well as various emergency services, and therefore has to be kept up to date with the latest technology in order to do his job effectively. He has his own mobile phone, a DVD collection and a home PC which he is learning to use rather effectively, from emails to his own Ebay account!
Week 9, Task 6: Web 3.0
Web 2.0 is the "current generation" of internet technology that we are using. With it, we can perform all of the tasks we associate with the internet: working, shopping, communicating, researching, but there is a limit to it, and to how much a computer understands. Web 3.0 is the next patch, or upgrade that is predicted to happen to the internet. It will stem from things such as the semantic web, where a computer can read items designed for humans, and reaches towards the first artificial intelligence is expected. It will give us a much wider understanding of the internet through direct communications with other machines, rather than the pages they hold within them.
Week 9, Task 5: The semantic web
The Semantic Web is a sort of upgrade of the internet, as the semantics of information and services on the web is outlined and defined. This makes it possible for the internet to understand the requests of people and machines who use web based content.
Semantics is the study of meaning within conversation by analysing how the speakers talk to each other and what their speech means. Usually we have to take into account a speaker's expression and their tone of voice in order to understand the full meaning of what it is that they are trying to convey. Obviously this is difficult with written texts, so the semantic web was designed with the purpose of a machine being able to read a text designed for a human. The creator of the programme, Tim Berners-Lee, said that "I have a dream for the Web [in which computers] become capable of analyzing all the data on the Web – the content, links, and transactions between people and computers. A ‘Semantic Web’, which should make this possible, has yet to emerge, but when it does, the day-to-day mechanisms of trade, bureaucracy and our daily lives will be handled by machines talking to machines. The 'intelligent agents' people have touted for ages will finally materialize."
But within this, a crisis emerges. If we create a computer that is able to read human texts, what ramifications for humanity could this have? It is like every science fiction technophobe's worst nightmare.
Semantics is the study of meaning within conversation by analysing how the speakers talk to each other and what their speech means. Usually we have to take into account a speaker's expression and their tone of voice in order to understand the full meaning of what it is that they are trying to convey. Obviously this is difficult with written texts, so the semantic web was designed with the purpose of a machine being able to read a text designed for a human. The creator of the programme, Tim Berners-Lee, said that "I have a dream for the Web [in which computers] become capable of analyzing all the data on the Web – the content, links, and transactions between people and computers. A ‘Semantic Web’, which should make this possible, has yet to emerge, but when it does, the day-to-day mechanisms of trade, bureaucracy and our daily lives will be handled by machines talking to machines. The 'intelligent agents' people have touted for ages will finally materialize."
But within this, a crisis emerges. If we create a computer that is able to read human texts, what ramifications for humanity could this have? It is like every science fiction technophobe's worst nightmare.
Week 9, Task 4: Tailor made education?
I think that tailor made education is definitely a bad thing, and extremely impractical. Besides educators having to create individual lesson plans for every student as opposed to a single class plan, if a student is having a problem with their work, the teacher has to familiarise themselves with what it is the student is studying in order to be able to offer practical, helpful advice. I don't really see how an individual tailor made system of education will help students to better themselves. The system we have in place at university seems so much more efficient to me, as we have a set work plan to do with specific guidelines to follow, but we have enough free time to read as much into the topic as we like individually. The process of individual research is much more practical when working from a set topic than deciding your own topic and stringing the teacher along. It is different when we are set an essay as we choose which way to approach the topic, not the topic we do in the first place.
I think as well that individual education would make humans very indifferent to one another and would hinder socialisation greatly. Children have enough trouble at school learning to fit in and make friends without having to worry about making their own choices of work to do. When a task has been set by a teacher it is very similar to a community of practice, as the members of the class are working to the same goal set by the teacher. If we had individual learning then there would scarcely be a community of practice to seek help from.
What is your opinion on Individual tailor made education?
I think as well that individual education would make humans very indifferent to one another and would hinder socialisation greatly. Children have enough trouble at school learning to fit in and make friends without having to worry about making their own choices of work to do. When a task has been set by a teacher it is very similar to a community of practice, as the members of the class are working to the same goal set by the teacher. If we had individual learning then there would scarcely be a community of practice to seek help from.
What is your opinion on Individual tailor made education?
Week 9, Task 3: Should Education Stretch a person?
To stretch a person, I think it should be tasking and both mentally and physically draining. I am a firm believer that education should do this, as if it is not stretching you to learn something new and explore your limits, how are you really learning anything? Education should be an expansive experience, broadening your horizons, your scope on life and at the same time allow you to form an opinion of your own on topics.
This unit has been quite educational in the way that new media works. At first I didnt see its relevance to the rest of the course, apart from the fact that it is about new media technology, but through the keeping of this blog I have been stretched to answer questions and complete tasks in a new way, allowing me to see its purpose more clearly and understanding its inclusion to this course.
This unit has been quite educational in the way that new media works. At first I didnt see its relevance to the rest of the course, apart from the fact that it is about new media technology, but through the keeping of this blog I have been stretched to answer questions and complete tasks in a new way, allowing me to see its purpose more clearly and understanding its inclusion to this course.
Week 9, Task 2: The Digital Divide
I don't think the existence of Wenger or Prensky's theories will affect the digital divide. If people do not have access to the technology needed in order to access the internet etc, then it is impossible to know how much of a difference this will make to the digital divide, if any at all. In third world countries for example, there are a lot less computers and facilities that will allow users access to the internet in the first place, let alone teach them how to use it effectively. These countries simply do not have the economy or government funds to set up a better educational system that is available to all of the population when compared to the majority of the western world.
The same problem exists across the world. Whilst the internet is globally available, you still need to be in an area that receives internet coverage and have a pc and network connection in order to use it. The introduction of wireless technology would allow access a little easier but it still requires a signal nearby to be used for the service. So overall I think before we look at how much these issues affect the digital divide we should look at how much of the world is actually able to access these technologies.
The same problem exists across the world. Whilst the internet is globally available, you still need to be in an area that receives internet coverage and have a pc and network connection in order to use it. The introduction of wireless technology would allow access a little easier but it still requires a signal nearby to be used for the service. So overall I think before we look at how much these issues affect the digital divide we should look at how much of the world is actually able to access these technologies.
Week 9, Task 1: Wenger and Prensky
I think these two theories go hand in hand rather well. Wenger talks about Communities of Practice existing as a helpful community allowing users to reach a common goal through shared values, meaning that they will work together to reach a goal. Prensky's digital immigrant/native debate links in well with this theory as he argues that there is a specific divide between the two. Digital natives are well versed with technology and understand how to use it, whereas digital immigrants are new to technology and are learning to use it.
Therefore I think it makes sense to say that a community of practice could exist here, as new users to the computing world would be looking for a way to better their skills at the technology they are using. On the internet this could take the form of a blog, posts in a forum or emailing a fellow user to seek their advice. There are so many options for a new user to take in any form of new technology that its use is easier than ever. The two theories link in so well because of their reliance on people as the basis for study. By this I mean that they compliment each other well, as Wenger understands the importance of interaction between people to better themselves and Prensky understands that when someone is new to an activity they seek ways to better themselves at it, possibly forming a Community Of Practice.
Therefore I think it makes sense to say that a community of practice could exist here, as new users to the computing world would be looking for a way to better their skills at the technology they are using. On the internet this could take the form of a blog, posts in a forum or emailing a fellow user to seek their advice. There are so many options for a new user to take in any form of new technology that its use is easier than ever. The two theories link in so well because of their reliance on people as the basis for study. By this I mean that they compliment each other well, as Wenger understands the importance of interaction between people to better themselves and Prensky understands that when someone is new to an activity they seek ways to better themselves at it, possibly forming a Community Of Practice.
Wednesday, 2 April 2008
Week 8, Task 3: Criticisms of Websites in Task 2
Website 1:
This was the first website I found and it seems to me that this was the first study to actually examine the digital immigration phenomena. It can be argued that this site is out of date as it was created in October 2001, almost seven years ago, and it would be interesting to note how much the author's thought on these theories has changed. However its usability is rather good as it is constructed like an article and broken down into reasonably sized paragraphs, so that the user is not quickly bored by the reading. I found it quite easy to get into and the author doesnt use too much jargon so as to alienate the audience. As for practising what it preaches this could be examined in further detail by reading any follow up articles by the same author, if they exist.
Website 2:
This website was last edited on July 11th, 2003. It gives an outline of Prensky's argument and goes on to examine if it is really valid or not. Again, this website could be out of date as it is almost five years old now, and harder to read than the original. I found it rather boring compared to the original article as it just seemed to rehash Prensky's ideas and not really introduce anything new to the debate.
Website 3:
This was my favourite website of the five. It took a concept that was pretty straight forward and dumbed it down a little more through the use of diagrams, which i just found to be kinda funny... It was posted on 21st October 2006 and explores the digital native/immigrant debate in further detail than the previous site. The author has also created a diagram to explain what he has said and is much more in depth than the other websites i came across.
Website 4:
This site was created in June 2003. It gives a summary of Prensky's argument and offers a counter argument exploring the idea that to call past ways of doing things, eg writing something down on paper rather than typing it up on a computer, is silly and outdated. The author's counterargument states that it is stupid to think in such a way, as computers break and lose their data as much as a piece of paper can be torn or burnt. Nothing is indestructible.
Website 5:
This site is the most modern, having being published on December 5th 2007. I found the most interesting point raised in this article, was that after the author has followed the digital native/immigrant debate since its birth he has objectively observed it and raised a few critical points of his own, my favourite of which was this.
This was the first website I found and it seems to me that this was the first study to actually examine the digital immigration phenomena. It can be argued that this site is out of date as it was created in October 2001, almost seven years ago, and it would be interesting to note how much the author's thought on these theories has changed. However its usability is rather good as it is constructed like an article and broken down into reasonably sized paragraphs, so that the user is not quickly bored by the reading. I found it quite easy to get into and the author doesnt use too much jargon so as to alienate the audience. As for practising what it preaches this could be examined in further detail by reading any follow up articles by the same author, if they exist.
Website 2:
This website was last edited on July 11th, 2003. It gives an outline of Prensky's argument and goes on to examine if it is really valid or not. Again, this website could be out of date as it is almost five years old now, and harder to read than the original. I found it rather boring compared to the original article as it just seemed to rehash Prensky's ideas and not really introduce anything new to the debate.
Website 3:
This was my favourite website of the five. It took a concept that was pretty straight forward and dumbed it down a little more through the use of diagrams, which i just found to be kinda funny... It was posted on 21st October 2006 and explores the digital native/immigrant debate in further detail than the previous site. The author has also created a diagram to explain what he has said and is much more in depth than the other websites i came across.
Website 4:
This site was created in June 2003. It gives a summary of Prensky's argument and offers a counter argument exploring the idea that to call past ways of doing things, eg writing something down on paper rather than typing it up on a computer, is silly and outdated. The author's counterargument states that it is stupid to think in such a way, as computers break and lose their data as much as a piece of paper can be torn or burnt. Nothing is indestructible.
Website 5:
This site is the most modern, having being published on December 5th 2007. I found the most interesting point raised in this article, was that after the author has followed the digital native/immigrant debate since its birth he has objectively observed it and raised a few critical points of his own, my favourite of which was this.
"Digital immigrants compute with an accent: they talk funny.
Digital immigrants are being defined by what they lack with cultural difference seen as an obstacle they must overcome if they are going to fully assimilate into the modern age.
Digital immigrants are seen as imposing old world standards on the inhabitants of a new world and of getting in the way of their sons and daughter's opportunities to achieve."
I found this point rather interesting and rather valid to today's world. Where we are becoming a "politically correct" society, is it really fair to label people according to their familiarity with today's technology? Or is this a new kind of discrimination, which could be dubbed digital ageism?
Week 8, Task 2: Digital Immigrants vs Digital Natives: Websites.
Website 1:
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
From On the Horizon (NCB University Press, Vol. 9 No. 5, October 2001)
© 2001 Marc Prensky
Website 2:
http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm
A PUBLICATION OF
THE MICHIGAN VIRTUAL UNIVERSITY
Unless otherwise noted, all material within the Technology Source may be distributed freely for educational purposes. If you do redistribute any of this material, it must retain this copyright notice and you must use appropriate citation including the URL. Also, we would appreciate your sending James L. Morrison a note as to how you are using it. HTML and design by Noel Fiser, ©2005 Michigan Virtual University. Information last modified July 11, 2003 10:13 AM.
Website 3:
http://www.speedofcreativity.org/2006/10/21/beyond-the-digital-native-immigrant-dichotomy/
Website 4:
http://technologysource.org/article/digital_natives_digital_immigrants/
Website 5:
http://www.henryjenkins.org/2007/12/reconsidering_digital_immigran.html
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
From On the Horizon (NCB University Press, Vol. 9 No. 5, October 2001)
© 2001 Marc Prensky
Website 2:
http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm
THE MICHIGAN VIRTUAL UNIVERSITY
Website 3:
http://www.speedofcreativity.org/2006/10/21/beyond-the-digital-native-immigrant-dichotomy/
Website 4:
http://technologysource.org/article/digital_natives_digital_immigrants/
Website 5:
http://www.henryjenkins.org/2007/12/reconsidering_digital_immigran.html
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