HOW DIGITAL LITERACIES AFFECT THE COGNITIVE DEVELOPMENT AND THE

LEARNING PARADIGMS Cómo la cultura digital (TICs) afecta

el desarrollo cognitivo y los paradigmas de aprendizaje

Dra Ofelia Veltri MBEVerónica RepettiGabriela Aguilar

Andrea Rodríguez

OBJECTIVES • To analyse existing bibliography on

cognitive development and IT, development of the brain, effects of IT onsocial components.

• To research on the development ofcollaborative knowledge and IT.

• To analyse the importance of CoI(communities of inquiry) as an effective IT strategy to develop collaborativeknowledge.

STAGES OF THE RESEARCH

• Stage 1: Analysis of bibliography• Stage 2: Planning of field work: theme

selection by participants, guidelines, evaluation. Roles.

• Stage 3: Presentation of research to students as potential candidates to join in.

• Stage 4: Selection of participants andcorresponding IT tool.

• Stage 5: Conducting. Evaluation of results.

Stage 1: Analysis of bibliography

• The functions of the brain and cognitivedevelopment.

• Impact of technology: Syndorme ofDivided Attention; social, linguistic andbehavioural components.

• The new form of knowledge: collaborative. Memory and IT.

• The development of CoI (communities ofinquiry). Role of Dewey.

R.Garrison & C.Haythornthwaite

• Learning at the collective /communitylevel does not just create a set ofindividuals with greater knowledge, itcreates a “whole” that is more capableof performing tasks and processgreater knowledge.

• The very act of community learningchanges the social nexus/bonds andprovides a wider response tocontemporary learning needs.

R.Garrison & C.Haythornthwaite

• Creating and supporting e-learning communities ofinquiry requires attention to how people interactand form social bonds. Research on community, collaboration, groups and online communities allprovide an underpinning for understanding thedynamic and emergent aspect of e-learning.

• Categories of social presence: interpersonal communication, open communication, cohesiveresponses, critical collaborative thinking andpractical inquiry.

Planning of field work. Theme selectionby participants, guidelines, evaluation.

Roles.• General guidelines of the research• Instruments• CoI Participant selection. Roles. Selection of theme• Selection of individual for control group• Specific conclusions for CoI groups• Specific conclusions for unitary CoI• General conclusions• Evaluation by researchers to define future work

Edmodo platform

INSTRUMENTS• Questionnaire of interests to select theme• Questions and answers to clarify objectives• Work guidelines• Self-evaluation guidelines• Participation guidelines (for research team)• Guidelines for individual member• Guidelines for Team Leader (Tutor)• Theme chosen: “There's more to TV series

than meets the eye.”

Specific conclusions for CoI groups

• The start-up causes tension and delays. Easily overcome.

• Immediate group consultation, research onInternet, sharing of ideas and groupdecisions. There is also group humour.

• Noticeable gradual loss of interest andtendency to monopolize work by onemember. Too much copy-paste.

• Indifference and delay. They ask forrepeated deadline extensions.

SOME EXCHANGES AND ANALYSIS

• Hello Andrea and Team 1! I have a technical doubt. I wanted see whether it is possible to share all a google doc. I‘m sharing one here just to check how it works. I think it can be very useful when we start writing the text. Let me know if it works and if we are allowed to use this tool. Thank you!

• “I already published what I thought was an adequate introduction, I also made the second paragraph, let me know what you think.”

SOME EXCHANGES AND ANALYSIS

• “I don't know much about UK series either, but i know that they are more serious, more sinister and have more dry humor than American ones, what do u think about doing Sherlock and Elementary? We could show contrast btw these two. they are both based on the Arthur C. Doyle story and set in the modern times...”

SOME EXCHANGES AND ANALYSIS

• “Hi everybody! According to the project schedule the series-selecting part should have been finished by now. Are you having any trouble in using the platform? Anything I can assist you with? Let's have fun working in the project!”

• “I think it okay what you say Lucía, but I don't know if I would talk about racism on the paper. We've been asked to talk about American and British cultures. It would be a quite strong assumption to include racism as part of their cultures.

SOME EXCHANGES AND ANALYSIS

• “What I meant by stereotype was stereotype we, as foreigners, create from what we see: shallow people, competitive, they care too much about success. And specially, we should point out that this can be unreal, since TV does care about reflecting real life but they manipulate their character mostly from "market laws" (I'm not sure this expression exists in English, but you get the point haha). At least this is my point of view. What do you think?”

INDIVIDUAL MEMBER (as Control)

• Quick worker. • Everything is “copy-paste”. Plagiarism.• Uploads work before deadline is over.• Self-sufficiency and resistance to

approach Tutor.• There is no knowledge development /

analysis.• Final product lacks validity.

GENERAL CONCLUSIONS (by Researchers)

• Marked initial interest. Time to produce work: two weeks.

• Deadline not respected. Later lack ofdedication results in constant requests forextension of deadlines.

• Collaborative knowledge is developed. Group consultation and analysis.

• One member tends to monopolize becauseothers do not follow rules/ guidelines.

GENERAL CONCLUSIONS (by Researchers

• CoI is definitely the best strategy to developcollaborative knowledge and consultation.

• Social component is not developed, mainlybecause members belong to the sameUniversity community and are classmates.

• Final work uploaded: does not followguidelines. Incoherent and incomplete.

• Hurry to upload it.

FINAL CONCLUSIONS (forfuture work)

• Give participants some form of reward toensure sustained interest.

• CoI groups to be integrated by members fromdifferent educational communities (bothnational and international). This will contributeto development of social component.

• Ensure members follow guidelines.• Control plagiarism and deadlines.

UNIVERSITY OF BATH UK)

• Visit by Director of Research Group tomeet Director of Postgraduate Schoolof Modern languages.

• Presentation of Research Project toensure future participaton of Bath students.

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SELF-EVALUATION QUESTIONNAIRE

• What have you learnt as regards digitallymediated exchanges of ideas?: “trabajar en conjunto, consultar, corregir ideas y aclarar conceptos.”

• List 3 Pros and 3 Cons of learning as a CoI vsindividually: “consultarnos, trabajar a nuestro tiempo, crear un trabajo” y “falta de tiempo, escasa coordinación y no todos participaron por igual”

• How did you feel? “ cómoda con el grupo, con más confianza, más segura del conocimiento”