A Hybrid Collaboration Tool to Build Knowledge with and for Generation Y
Generation Y have massively embraced new digital technology and are multiplying their multi-screen consumption with computers, mobile phones, tablets, television, etc. This generation was born within a highly technological background and are steadily increasing their digital practices and maintaining a privileged rapport with new media, information and communication systems.
Capable of managing multiple activities simultaneously on multiple screens, the attention of this generation greatly differs from those that came before. This new skill is widespread — over 2/3 of this age bracket consume at least two media types and 1/3 use at least 3 media types simultaneously.
The skill in managing several activities at once would suggest that there is a co-existence between a fleeting attention span and an immediately functioning hyper-selectivity. However, fulfilling tasks remains central and the outline needs to be planned. The “task” concept denotes concentration and fulfilling a purpose. In this way, the “multitasking” activity implies that young people are either consuming different activities at the same time but remain separated, dispersed or repetitive, with each requiring little attention; or that all activities share a common ground in completing a task, and that the cross-channel environment functions as a device that facilitates this.
Accustomed to managing multiple source and contradictory data, these new learners are constructing an aggregation framework for heterogeneous information, whose relevance and critical position vary from one person to another.
Permanently connected to the Internet through mobile phones, these digital natives are key players in social networking and the creation of online content. They seek interactivity, collaborative practices and are accustomed to free content and streamlined communication.
As a learner, digital natives use many resources. However, the behaviour is similar, from school-goers to doctoral students. Internet research is a must and mutually coexists and interacts with the knowledge passed on by teachers. This new learner challenges the teacher's discourse on Wikipedia pages or extremely sophisticated articles available on university databases. This group consults peers and forums for copying or writing, to further his/her understanding or to move on to training or a trade. Often overwhelmed by swathes of indiscriminate information available on the web, from notorious buzz to validating Nobel proposals, and are mostly unaware of market referencing procedures; the user is not always capable of prioritising and identifying the relevance of the information at hand. Between gross plagiarism and building or acquiring a methodology that effectively collects and handles information while adhering to copyright law, the range of practices for these new learners is broad and represents a decisive educational challenge for coordinating the transfer of knowledge and expertise between this information ecosystem and institutions.
Faced with new performances that are emerging, specific skills are being developed that are inevitably and “naturally” being reinvested in behaviour learning patterns.
Changes in content and digital transfer methods:
Changes in teaching content and working methods are two sides of the same coin. However, determining the new content, knowledge and expertise to be transferred, and thinking in a prospective and pragmatic way is complicated. Understanding how to effectively conduct different professions today; how they are evolving and what is a key part of this change; how to shape the business requirements of tomorrow and beyond, which to some extent forms a basis for teaching. Monitoring from activity sectors should be an essential basis for learning: to think in a collaborative manner; to involve learners in deciphering the changes taking place — whether they are scientific, technological, economical or societal changes.
New digital transfer methods are being implemented to sustainably focus on our new learner profiles and our digital natives that are accustomed to multitasking. The learning process from educational schools of thought, including those related to already proven active approaches, whose equivalents are found in interactive procedures. They are suitable for the demands of the public, who wish to be stakeholders in their own learning.
Planning lessons, introducing a outline, attractiveness, playing with learning logic and the interactive potential of NTIC; simulating situations, creating immersive virtual worlds, fostering experimentation within the parameters required for these new programs.
Learning habits on forums were included, tutorials on general transmission techniques for learning software development and programming language were developed and new transmission tools and educational devices for various disciplines and professions are now being set up with the MOOC (Massive Open Online Course) and knowledge co-construction platforms.
In this sense, the "100 notions" collection project (see below) provides teachers, researchers and students with tools for collaboration and knowledge co-creation.
"100 notions"— A Hybrid Tool
The "100 notions" project was conceived as a hybrid tool for scientific and educational co-construction. Structured around a collection of works and an online multilingual platform, this project is mainly aimed at students, professionals and stakeholders in industry development to gain an understanding of changing or emerging phenomena.
It is constructed from a horizontal and end-user approach that facilitates interdisciplinary and international collaboration. It aims to develop and shed light on the multipolar range of viewpoints.
Participants' initial skills are diversified and contribute to a common foundation of transnational knowledge recorded in a pragmatic approach conducive to professional development.
This initiative is organised in a crossmedia sense. Organised as a global training and communication project:
- Collection of interactive books (crossmedia and transmedia "100 notions", digital art "100 notions", etc.) that form the basis of industry knowledge.
- Site that allows content to be updated and the creation of an international network of users, learners and professionals.
- Educational materials drafted in creative workshops.
- Mobile application.
- Active presence on social networks.
The objective of these works and any coordinated digital supplements is to propose scientifically coherent tools with a notional map that corresponds to the realignment of the sector being studied. The aim is to provide an international and cross-sectoral manual for the stakeholders involved.
The enterprise is original as it is collaborative and coherent, as well as historically dated, scalable, scientific and pragmatic.