Edited by Jonathan Vernon, Wednesday, 31 Aug 2011, 12:46
I admire the way Richardson picks his way through the CIBER/UCL document and then presents his own reports as a model of social science excellence. He has a valid point, even if I find the stats themselves impossible to decipher. I recognise the research methodology and hope to reach this standard eventually - perhaps with the MRes after the MA?
Ciber/UCL presumes that Google generation is a fact for others to disprove.
I don't support the all lower case choices for the contents – as if written on a Blackberry. Upper and Lower case serve a purpose that aids reading, even more than say choosing between serif and sans serif.
‘The untested assumption is that this generation is somehow qualitatively ‘different’ from what went before: that they have different aptitudes, attitudes, expectations and even different communication and information ‘literacies’ and that these will somehow transfer to their use of libraries and information services.’ p5
The longitudinal study sounds like guesswork. p6
Look at a Population Pyramid.
Which part of it is unequivocally Generation X or Y?
Do you look at a ward, a town, a region, a country or a continent?
When ‘Generation X’ or the ‘Google Generation’ is applied to people its said as if it applies to the entire population.
Perhaps there’s a state in California where every child is born with an iPad in their hands.
We are told that the ‘Google Generation’ are those born after 1993. Google launched in 1996. It came to prominence, six years later? Who might I ask were the first to exploit Google? Not this age group. And just because they were born in the era of the search engine super powers does not make them ignorant of books (or libraries). Regarding these in relation to learning, here again we should challenge the term. Did we not, as children, learn far more from our mother, and parents, and our immediate family. Even once at school, what fraction of teaching here compares to the great period of time we spend away from school.
The language used, as Richardson advises us, could warn of a weakness in the factual nature of the report, ‘raises enormous issues for information providers’ hints of the scaremongering you get in the press. In any case, this could only be the outcome if nothing changes but a) the technology constantly strains to find a market by serving a valuable purpose and b) people catch up, they learn new things sooner.
‘The fact is, the human race got to where it is by being the most adaptive, flexible, innovative and quick learning species on the planet’ says Brian Christian in his 2011 book ‘The most human human. A defence of humanity in the age of the computer.’
This could be applied equally well in relation to the narrative across the Richardson papers, that the differences and difficulties between face-to-face and online learning have largely been overcome. We’re getting better at it, as his research shows. Online learning is becoming more face-to-face in its nature, but also plays to its strengths and differences with technology that is common place, inexpensive and intuitive.
I wonder how much of this I can relate back to weeks 8 & 9 though ... let's go and take a look.
H800: 57 Week 12. Activity 2+ Richardson
I admire the way Richardson picks his way through the CIBER/UCL document and then presents his own reports as a model of social science excellence. He has a valid point, even if I find the stats themselves impossible to decipher. I recognise the research methodology and hope to reach this standard eventually - perhaps with the MRes after the MA?
Ciber/UCL presumes that Google generation is a fact for others to disprove.
I don't support the all lower case choices for the contents – as if written on a Blackberry. Upper and Lower case serve a purpose that aids reading, even more than say choosing between serif and sans serif.
‘The untested assumption is that this generation is somehow qualitatively ‘different’ from what went before: that they have different aptitudes, attitudes, expectations and even different communication and information ‘literacies’ and that these will somehow transfer to their use of libraries and information services.’ p5
The longitudinal study sounds like guesswork. p6
Look at a Population Pyramid.
Which part of it is unequivocally Generation X or Y?
Do you look at a ward, a town, a region, a country or a continent?
When ‘Generation X’ or the ‘Google Generation’ is applied to people its said as if it applies to the entire population.
Perhaps there’s a state in California where every child is born with an iPad in their hands.
http://www.theatlantic.com/magazine/archive/2011/03/mind-vs-machine/8386/ Christian, Brian (2011) The Most Human HumanWe are told that the ‘Google Generation’ are those born after 1993. Google launched in 1996. It came to prominence, six years later? Who might I ask were the first to exploit Google? Not this age group. And just because they were born in the era of the search engine super powers does not make them ignorant of books (or libraries). Regarding these in relation to learning, here again we should challenge the term. Did we not, as children, learn far more from our mother, and parents, and our immediate family. Even once at school, what fraction of teaching here compares to the great period of time we spend away from school.
The language used, as Richardson advises us, could warn of a weakness in the factual nature of the report, ‘raises enormous issues for information providers’ hints of the scaremongering you get in the press. In any case, this could only be the outcome if nothing changes but a) the technology constantly strains to find a market by serving a valuable purpose and b) people catch up, they learn new things sooner.
‘The fact is, the human race got to where it is by being the most adaptive, flexible, innovative and quick learning species on the planet’ says Brian Christian in his 2011 book ‘The most human human. A defence of humanity in the age of the computer.’
This could be applied equally well in relation to the narrative across the Richardson papers, that the differences and difficulties between face-to-face and online learning have largely been overcome. We’re getting better at it, as his research shows. Online learning is becoming more face-to-face in its nature, but also plays to its strengths and differences with technology that is common place, inexpensive and intuitive.
I wonder how much of this I can relate back to weeks 8 & 9 though ... let's go and take a look.
Also here 'My mind bursts'
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