The Smith and Caruso (2010) ‘The ECAR study of undergraduate students and information technology, 2010’ is on objective report, a snap shot in time, professionally executed and commented upon objectively.
Kennedy's survey (2006) ‘Questioning the net generation: a collaborative project in Australian higher education’of the same cohort of undergraduate students from three Australian Universities had an objective, a problem to solve i.e. is there any foundation for the idea of a 'Net Generation', or 'Digital Natives'.
The third type of presentation Conole et al. (2008) ‘“Disruptive technologies”, “pedagogical innovation”: What’s new? is an easy read the style is lucid, persuasive and conversational, as you'd expect from a seasoned speaker.
Each is different and ought to be commented upon for what it purports to be.
The insight here is three fold:
- the different ways information is presented,
- how all three approaches offer valid course materials or assets
- and because of their differences will evoke and expect a correspondingly different kind of comment.
You could say that with each of these in turn presentation style, and the skills at the presentation technique increase, while the academic content becomes diluted, more fluid and conversational. When in comes to comment or critique this should be born in mind; Grainne Conole's presentation would not warrant the kind of scrutiny you'd give a report.
The final step would be an eight minute professional video, or covering all three, drawing in further reports and interviews with the experts and students, a documentary.
Though informative, I'd consider the first and second papers to offer the most calories to a student. The choice is down to the academic team: dean, academic expert and learning designer.
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