2. Session Objectives
1. Define and discuss competency and expertise
development
2. Synthesize and apply the concepts of
competency and expertise development to your
educational context.
3. Construct digital content based on the
principles of expertise development, and with
appropriate metrics to measure competency.
4. Author Generation Name Evidence
Birth Years
Tapscott, 1997 1977-1997 Media Online chat with 28 teens
Generation
Howe, 2000 1982 - 2000 Millenials 500 high school seniors in southeastern U.S.
Prensky, 2001 unspecified Digital Natives Exposure to media
Beck and Wade, 1975 - 2004 Gaming Playing video games
2004 Generation Survey business leaders
Rideout et al., “young Gen M 1999 report: 2,065 children aged 8-18
1999, Rideout et people aged 2004 report: 2,032 students ages 8-18
al., 2005, Rideout 8 to 18” 2009 report: 2002 students ages 8–18
et al., 2010
Dede, 2005 unspecified Neomillenials Exposure to media
Oblinger and 1982–1991 Net Generation Exposure to media
Oblinger, 2005
Ito, M. 2009 “Under the Digital Youth 659 semi-structured interviews, 28 diary studies, focus
age of 25” group
in 2005 interviews with 67 participants; 78 interviews; 363 survey
respondents; 5,194 observation hours;
10,468 profiles on social sites; 15 online discussion group
forums, and more than 389 videos.
Kent, 2004 “young Young people Survey in 2001: n=1818
people ages Survey in 2003: n= 1471
9 – 18” Group semi-structured interviews: n=192
Family interviews: n=19 (representing 11 families)
5.
6.
7. • Attitudes
• Career cycle
• Gender
• Geographic location
• Educational achievement
• Economic (“digital divide”)
• Net Neutrality
Barron, 2004; Caison et al, 2008; Hargittai, 2008; DiMaggio, Hargittai, Celeste, and Shafer,
2004; Meng et al, 2010; Parasuraman, 2001; Slater, Crichton and Pegler, 2010; Statistics
Canada, 2009; US Bureau of Commerce, 2010; US Statistics Branch, 2010; Warschauer,
2000
9. Message #2: Knowing isn’t enough
“There’s no competitive
advantage today in
knowing more than the
person next to you.
The world doesn’t care
what you know.
What the world cares
about is what you can
do.”
- Tom Wagner
10. Knows
Knows How
Shows How
Does
Synthesizes
Applies
An educated and skilled population
that can create, share, and use
knowledge well.
- The Knowledge Economy Innovate
Framework, World Bank, 2009
11. “We can teach new hires
the content, and we will
have to because it
continues to change, but we
can’t teach them how to
think — to ask the right
questions — and to take
initiative.”
- Thomas L Friedman, New York
Times, March 30, 2013
12. Message #3: We need to help students
build expertise.
Klein, 1999
13. Expertise follows a developmental curve
Master
Expert
Proficient
Competent
Novice
Dreyfus and Dreyfus, 1980
17. Adaptive Learning - Benefits
Adaptive Learning - Benefits
• feel more confident in class discussions and on
exams
• helps them learn lessons faster
• understand difficult concepts
• get better grades.
18. Adaptive Learning Needs to be Tailored
Adaptive Learning - Benefits
“Benefits of the system tested only accrue
when the course learning objectives closely
match those of the textbook and adaptive
learning system.”
Griff, E. R., & Matter, S. F. (2013). Evaluation of an adaptive online
learning system. British Journal of Educational Technology, 44(1), 170-
176.
19. Adaptive Learning Needs to be Tailored
Missing and poorly developed knowledge
construction processes impair students’ ability
to transfer to new situations, and to problem
solve.
Names: not the same. To those that “what’s in a name” matters, you can appreciate there is variability in the literature that has not been reconciled. For those who are not sticky on the name, let’s move on to this idea that exposure to media matters. Just by having technology, I’m different than you. This is based on the assumption that more technology is related to your birth year, ergo you are digitally savvy. This is problmeatic: it assumes the whole generation is the same, it assumes an end to the generation. But let’s be good critical appraisers of research and look at the evidence. Some is opinion. Notably, Prensky – video game company owner. Some is research –based. Variety of results. Focus in on big studies – even big studies don’t say “media = media savvy user”
But this lit only looks at part of the picture
There is a bigger picture
Technology use is actually complexLet’s widen gaze, look at other researchCitations at bottom relate to various areas of research – business, education, economics, population statisticsShows that there are multiple factors in media adoption that cut across populations and generations – not just a generation issue!
acquire content knowledge and achieve proficiency with its use