How We Learn (Media & Technology Across the Lifespan)
SSHRC Fund (2009-2012): How We Learn (Technology Across the Lifespan) (Stephen Petrina, Principal Investigator, Franc Feng, Co-Investigator) $139,900
The primary objective of this project is to investigate how properties of new technologies and new modes of engagement interact to affect learning across the lifespan. Whereas in the not too distant past Canadians could draw lines between how, when and where they were learning and not learning, nowadays flexible or mobile devices offer the potential for learning virtually anything, anywhere at any time. One implication is that the “basic” skill set of competencies and literacies required by a capable student or citizen is evolving. Another implication is that emphases are shifting in business and education to the process of learning, or meta-learning. Commentators increasingly identify various activities outside classrooms (e.g., gaming, mobile device texting and recording) as indicative that the properties of new technologies (e.g., flexibility, interactivity, mobility, modularity) and new modes of engagement (e.g., continuous partial attention, asynchronous, synchronous, semi-synchronous) are changing the process of learning (Jenkins et al., 2006), but there is little empirical evidence. The interaction of these two primary variables is fundamental to the learning sciences but is poorly understood, and field and laboratory-based research is urgently needed to help educators and managers take advantage of new media and technologies.
b. How we learn technology
a. Intergenerational learning
b. Attention & properties of new technologies