Supported jointly by UUK, Hefce, Hefcw, SFC, DELNI, HEA, JISC, LLUK, LSC

M@1 July 28 2008David Melville

The influence on HE of the ‘Google generation’ in relation to their:◦ Experience and expectations◦ Use of social networking◦ Adoption of new technologies

And its impact on:◦ All aspects of the HE experience

Taking account of◦ Developments in schools, colleges & company training◦ Recent and developing research findings◦ Commissioned studies◦ International comparisons

Prospective students-◦ Had uncertain expectations of ICT at University◦ Are digital natives◦ Make widespread use of social networking and ICT

Only 5% never use , 65% use regularly 62% use wikis, blogs or online networks, 44% maintain their

own web presence Don’t believe in technology for technology’s sake◦ Strongly value face to face interaction in L & T

www.jisc.ac/publications/publications/studentexpec tationsbp.aspx

web 2.0 and social software◦www.jisc.ac.uk/publications/publications/

web2socialsoftwarev1◦www.jisc.ac.uk/publications/publications/

twweb2 web 2.0 for content for L & T in HE

◦www.jisc.ac.uk/publications/publications/web2andpolicyreport

The google generation is wider than we think◦www.jisc.ac.uk/whatwedo/programmes/

resourcediscovery/googlegen

Even greater use of social networking – 80% Still value highly face to face staff contact Feel expectations met of ICT use, access and

support 79% access course material at least weekly and

97% of those find it useful Role of technologies in learning now clearer (eg

WebCT, online administration, emailing staff) Web 2.0 less so (eg social networking, wikis) www.jisc.ac.uk/publications/publications/greatexpectations.aspx

38% thought staff should use social networking 28% felt they definitely should not

Only 25% felt staff encouraged students to use social networking for learning

Still strong feelings that teachers should not impinge on their ‘private’ space

But much evidence of students creating their own (eg Facebook) groups for learning/group work) and occasionally inviting staff in

Review of current and developing international practice to look at

◦Areas of web 2.0 usage◦The institutional drivers◦Issues encountered and responses◦Perceived advantages and disadvantages◦Prospective developments

In the USA; the Netherlands and South Africa as compared to the UK

Practitioners in UniversitiesResearchers looking at Web 2.0 use in HE, FE and schools

Futurologists

Web 2.0 use widespread at least from age 12 New technology different, too early to say

better? Patchy take-up by departments even with a

strong drive from management Students not yet demanding change Critical/evaluative skills a deficit area and likely

to get worse Future workplace will likely demand new

technology skills Staff time and support issues crucial

www.clex.org.uk