Tools for Teaching the "Digital Natives"

Lisbet Pals Svendsen, Margrethe Mondahl

    Research output: Contribution to journalJournal articleResearchpeer-review

    Abstract

    University educators and researchers face new generations of “digitally native” students, who approach academic disciplines in novel ways, thus creating a changed university-learning environment that demands new ways of building knowledge in a bottom-up process. A case in point is the area of corporate communication where we need new methods of approaching adult cultural/communicative learning since these integrated competences are much asked for in the business community. One way of approaching university pedagogy within these fields is asking whether social software could provide better tools that support social, collaborative processes that are fun, motivating and better support learning. The article therefore discusses collaborative and individualized learning processes and how social software platforms may better harness collective and personal knowledge in order to enhance learning outcome. The theoretical foundations of the article have been established at the crossroads between general learning theory, cultural/communicative learning theory and social media applications that facilitate collaborative, synchronous and interactive learning platforms. Data evaluation and comparisons in regard to learning outcomes are based on empirical data from two cases applying different learning platforms used in CBS programme courses involving culture and communication learning elements.
    Original languageEnglish
    JournalLæring og Medier
    Issue number7/8
    Pages (from-to)1-23
    ISSN1903-248X
    Publication statusPublished - 2011

    Keywords

    • Collaboration
    • ICT
    • Learning

    Cite this

    Pals Svendsen, L., & Mondahl, M. (2011). Tools for Teaching the "Digital Natives". Læring og Medier, (7/8), 1-23.
    Pals Svendsen, Lisbet ; Mondahl, Margrethe. / Tools for Teaching the "Digital Natives". In: Læring og Medier. 2011 ; No. 7/8. pp. 1-23.
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    Pals Svendsen, L & Mondahl, M 2011, 'Tools for Teaching the "Digital Natives"', Læring og Medier, no. 7/8, pp. 1-23.

    Tools for Teaching the "Digital Natives". / Pals Svendsen, Lisbet; Mondahl, Margrethe.

    In: Læring og Medier, No. 7/8, 2011, p. 1-23.

    Research output: Contribution to journalJournal articleResearchpeer-review

    TY - JOUR

    T1 - Tools for Teaching the "Digital Natives"

    AU - Pals Svendsen, Lisbet

    AU - Mondahl, Margrethe

    PY - 2011

    Y1 - 2011

    N2 - University educators and researchers face new generations of “digitally native” students, who approach academic disciplines in novel ways, thus creating a changed university-learning environment that demands new ways of building knowledge in a bottom-up process. A case in point is the area of corporate communication where we need new methods of approaching adult cultural/communicative learning since these integrated competences are much asked for in the business community. One way of approaching university pedagogy within these fields is asking whether social software could provide better tools that support social, collaborative processes that are fun, motivating and better support learning. The article therefore discusses collaborative and individualized learning processes and how social software platforms may better harness collective and personal knowledge in order to enhance learning outcome. The theoretical foundations of the article have been established at the crossroads between general learning theory, cultural/communicative learning theory and social media applications that facilitate collaborative, synchronous and interactive learning platforms. Data evaluation and comparisons in regard to learning outcomes are based on empirical data from two cases applying different learning platforms used in CBS programme courses involving culture and communication learning elements.

    AB - University educators and researchers face new generations of “digitally native” students, who approach academic disciplines in novel ways, thus creating a changed university-learning environment that demands new ways of building knowledge in a bottom-up process. A case in point is the area of corporate communication where we need new methods of approaching adult cultural/communicative learning since these integrated competences are much asked for in the business community. One way of approaching university pedagogy within these fields is asking whether social software could provide better tools that support social, collaborative processes that are fun, motivating and better support learning. The article therefore discusses collaborative and individualized learning processes and how social software platforms may better harness collective and personal knowledge in order to enhance learning outcome. The theoretical foundations of the article have been established at the crossroads between general learning theory, cultural/communicative learning theory and social media applications that facilitate collaborative, synchronous and interactive learning platforms. Data evaluation and comparisons in regard to learning outcomes are based on empirical data from two cases applying different learning platforms used in CBS programme courses involving culture and communication learning elements.

    KW - Collaboration

    KW - ICT

    KW - Learning

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    JO - Læring og Medier

    JF - Læring og Medier

    SN - 1903-248X

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    ER -

    Pals Svendsen L, Mondahl M. Tools for Teaching the "Digital Natives". Læring og Medier. 2011;(7/8):1-23.