1. Learning and Knowledge The Digital Mindset
Homo Zappiens
Learning and Knowledge
The Digital Mindset
Prof. Wim Veen
1 - 47
Faculty of Technology, Policy and Management

2. Being in control of information flows
Homo Zappiens
Being in control of
information flows
2 - 47

3. Daily Media Uses
3 - 47

4. Homo Zappiens The generation Playing Games
Grand Theft Auto, World of Warcraft, PS2, Xbox, LAN Parties
Communicating 24/7
Via SMS, MSN, chatrooms, mobile phones
Integrating f2f and virtual friends
Never reading a manual
Preferring a cell phone rather than a newspaper
4 – 47

5. The generation for whom learning is playing
Homo Zappiens
The generation for whom
learning is playing
5 - 47

6. Homo Zappiens The generation inventing games
Without winners or losers, without start or end, and changing the rules continuously….
6 - 47

7. Games sites for communicating with others
7 - 47

8. Worldwide Multi Player Games on the Internet
8 - 47

9. Second Life: Learning in Virtual Worlds with Virtual Identities
Uit Second Life een nieuw screen grabben
Second Life: Learning in Virtual Worlds with Virtual Identities
9 - 47

10. Multiple virtual identities

11. Pandora Music: Mass Customization
Te hoge resolutie zodat je pandora niet meer ziet. Ander formaat invoegen
Pandora Music: Mass Customization

12. Using video clips for communication

13. Sharing and manipulating files for free

14. MSN is on 24/7: 10 simultaneous communications More than 150 contacts
Tekst anders uitlijnen in groene box
MSN is on 24/7: 10 simultaneous communications More than 150 contacts

15. Tagclouds: Reaching out Globally
Nieuwe screendump invoegen
Tagclouds: Reaching out Globally

16. Tagging and Sharing Images: a Participatory Culture

17. Homo Zappiens’ writing
My Space, My language

18. Skateboarding up the stairs
Homo Zappiens is
Skateboarding up the stairs
Surfing and snowboarding
Searching for extremes

19. School is for meeting friends rather than for learning
Homo Zappiens is
School is for meeting friends
rather than for learning

20. Homo Zappiens is

21. Homo Zappiens is

22. Homo Zappiens at Work Iconic Skills Multi-Tasking Proces -sing
Discontinued Information
Non-Linear Approach

23. Scanning icons, sound, colours, movements and images

24. Listening to favorite music
Multi-Tasking
Calling a friend
Listening to favorite music
Surfing or
MSN
Doing Math homework

25. Processing Discontinued Information
Zapping is the skill to construct meaningful knowledge from discontinued audio-visual and textual information flows

26. Non-linear learning strategies demand a redesign
Non Linear Approach
Non-linear learning strategies demand a redesign
of content: learning assets, objects to be accessed just-in-time
Non-linear A B C D E F
Linear A B C D E F

27. Mind Mapping

28. Everything is of same importance Object Book is static Always same end
Interpreting
Everything is of same importance
Object
Book is static
Always same end
One way communication
Reader is spectator
Configuring
Choosing different paths, opportunities
Object and process
Game is dynamic
Multiple ends
Games are communities
Player is immersed
Transportation of person
Plaatjes afronden en in juiste formaat er boven zetten

29. Different media lead to…
…different skills

30. Parents are good at reading…
Aoccdrnig to a rscheearch at an Elingsh uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer is at the rghit pclae.
The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.

31. …but less good at visual cues
Look at the chart and say the COLOUR not the word
YELLOW BLUE ORANGE
BLACK RED GREEN
PURPLE YELLOW RED
ORANGE GREEN BLACK
BLUE RED PURPLE
GREEN BLUE ORANGE
Left - Right Conflict
Your right brain tries to say the colour but
your left brain insists on reading the word

32. Homo Zappiens learns differently...
high speed <
multi tasking <
non linear approaches <
iconic skills first <
connected <
collaborative <
learning by searching <
learning by playing <
learning by externalizing <
fantasy <
Homo Sapiens
> conventional speed
> mono tasking
> linear approaches
> reading skills first
> stand alone
> competitive
> learning by absorbing
> separating learning and playing
> learning by internalizing
> reality

33. Homo Zappiens Develops Meta Cognitive Skills
Enquiry based approaches
Networked learning
Experiential learning
Collaborative learning
Active learning
Self organisation
Problem solving strategies
Expliciting knowledge to others
33- 47

34. Homo Zappiens’ Reference Framework
Is digital and multimedia oriented
Is menu, keywords, and tags oriented
Relies on challenge, creativity, and self-esteem

35. For Homo Zappiens The Net is an extension of self Sharing is winning
Profiling is expressing yourself
Services are personalized
Peers are your references
You matter in an organization

36. YouTube: Winning by Sharing
Nieuwe grab maken
YouTube: Winning by Sharing

37. …Learning is the interactive process of searching for meaning
…Knowledge is communication
about meaning

38. Learning by aggregation
Learning digitally is
aggregating distributed and discontinued information
stay current with peers in networks where each hold a part
sharing knowledge
prosumption
Zelfde kleurprincipe doorvoeren

39. Screendump aanpassen en titel in rood zetten
Content is for free

40. Content is User Generated
Nieuwe screendump maken
Content is User Generated

41. ZEKER nieuw screendump invoeren
Peers as Reference

42. Ook hier een nieuwe grab pakken. En hogere rode balk
Everyone a publisher

43. Sharing content on the net
Nieuwe grab pakken. En hogere rode balk
Sharing content on the net

44. New Models for Content Development and Distribution
Hogere rode balk
In current practice, a learning object might teach a single idea or it might cluster several concepts to deliver a more substantial chunk of learning. While there many interpretations, most educators would agree that learning objects have the following characteristics
Smaller units of learning: Learning objects usually comprise a smaller unit of learning than a course, typically ranging from two to 15 minutes.
Self contained: Each learning object is self-contained and can be used independently of other learning objects.
Reusable: Learning objects are reusable. The same learning object can be used in multiple contexts for multiple purposes.
Can be aggregated: Learning objects can be grouped into larger collections of content to create more substantial units of learning.
Tagged with metadata: All learning objects are tagged with metadata that describes the learning object and allows it to be easily retrieved in a search.
New Models for Content Development and Distribution

45. Innovating Learning at the Workplace
Digital Me
Content
Learning
© Wim Veen
Hogere rode balk
Digital Us
Company
Innovating Learning at the Workplace

46. Hogere rode balk
Further Readings

47. Is there time left for questions?