possibly all of the stats i need

8/9/2019 Possibly All of the Stats i Need

1/56

Educating the NetGeneration

Educating the Net

Generation

Diana G. Oblinger, Ph.D.

Copyright Diana G. Oblinger, 2005. This work is the intellectual property of theauthor. Permission is granted for this material to be shared for non-commercial,educational purposes, provided that this copyright statement appears on thereproduced materials and notice is given that the copying is by permission of theauthor. To disseminate otherwise or to republish requires written permission fromthe author.

Copyright Diana G. Oblinger, 2005. This work is the intellectual property of theauthor. Permission is granted for this material to be shared for non-commercial,educational purposes, provided that this copyright statement appears on thereproduced materials and notice is given that the copying is by permission of theauthor. To disseminate otherwise or to republish requires written permission fromthe author.


2/56

EnvironmentEnvironment


3/56

Product of the environment

GenerationX

GenerationGeneration

XXBaby

BoomersBabyBaby

BoomersBoomersNet GenNet GenNet Gen

Video games

PC

Email

CDs

Individualist

Web

Cell phone

IM

MP3s

Onlinecommunities

TV generation

Typewriters

Telephone

Memos

Family focus


4/56

Children age 6 and under

2:01 hours / day playing outside

1:58hours using screen media 40minutes reading or being read to

48% of children have used acomputer 27% 4-6 year olds use a computer

daily

39% use a computer severaltimes a week

30% have played video games Kaiser Family Foundation, 2003


5/56

Media exposure

By age 21, the average person will

have spent 10,000 hours video games

200,000 emails 20,000 hours TV 10,000 hours

cell phone

Under 5,000 hours reading

Prensky, 2003


6/56

Neuroplasticity

The brain reorganizes itself throughout life:neuroplasticity

Stimulation changes brain structures; the brainchanges and organizes itself based on theinputs it receives

Different developmental experiences impacthow people think For example, language learned

later in life goes into a differentplace in the brain than when

language is learned as a child

Prensk 2001


7/56

Net GenerationNet Generation


8/56

The Net Generation

Born in or after 1982 Gravitate toward group activity

8 out of 10 say its cool to be smart

Focused on grades and performance Busy with extracurricular activities

Identify with parents values;feel close to parents Respectful of social

conventions and institutions Fascination for newtechnologies

Racially and ethnicallydiverse

Howe & Strauss 2003


9/56

Todays learners

Digital Connected Experiential Immediate

Social


10/56

Net gen learning preferences

Teams, peer-to-peer

Engagement & experience Visual & kinesthetic

Things that matter


11/56

Web as a reference library


12/56

Games are a way of life

69% have played games sinceelementary school

77% of students have played gamesby high school

60% of college students are regular game players Games are part of students multitasking environment

Games are integrated into daily life (and studying)

29 is the average age of a game player

$7 billion: Game sales in 2002--Jones, 2003


13/56


14/56

Attitudes TV Generation PCGenerationNet

Generation

Web What is it? Web is a tool Web is oxygen

PersonalExtendedpersonal

Multi-national

Multiple

careers

Self

Unimpressed

Local

Virtual

Global

Multiple

reinvention

Soul

One career

Corporation

Hierarchy Self as expert

Community

Perspective

Career

Loyalty

Authority

Savage, 2003Savage, 2003


15/56

Student in-class preferences

0

20

40

10

30

Limited IT

Moderate IT

No IT

Extensive IT

Online

Percentag

e

Kvavik, 2004Kvavik, 2004


16/56

Age vs. learning preferences

0

20

40

10

30

Percentage

Dziuban, 200Dziuban, 2004

Mature

63%

Boomer

55%

Gen X

38%

Net Gen

26%

Students who were verysatisfied with Web-basedlearning by generation

Students who were verysatisfied with Web-basedlearning by generation60


17/56

Adding not replacing

Face-to-face

Blendedcommunication

Online

Social

networ

ks


18/56

Learner expectations

Noakes 2005

Use of learning aids

Stimulating student interest andthinking

Encouraging active learning

Heart: concern for studentsHelpfulness

Empathy for studentsEnthusiasm for subject and

teachin

Head: knowledge of subject Hands: teaching skills

Clear and systematic presentationTeaching at the right level


19/56

What can you do?

Make learning interactive and experiential Consider peer-to-peer approaches

Utilize real-world applications Emphasize information literacy in courses

Mix online andface-to-face Encourage reflection

Create opportunities forsynthesis

Use informal learning opportunities


20/56

Nontraditionallearners

Nontraditional

learners


21/56

Time-constrained learners

35% of undergraduates are adult learners 87% commute 80% work At risk:

Part-time enrollment Delaying entry into post-

secondary ed

Lack of high school diploma Having children

Being a single parent Working full time NCES, 2003


22/56

Traditional targets of blame

7% academic difficulties 3% academic load too heavy 1% poor advisement

Bleed, 2005


23/56

Limitations to learning

46% class schedules 39% number of classes 30% course options

30% access to library 80% participation in

extracurricular activities

Work limits:

AACC, 2004

Lif i i


24/56

Life interruptions

Health issues

Financial problems Familyresponsibilities

Limited time

Work

responsibilitiesJob shift

Transportationproblems

Bleed, 2005


25/56

What can you do?

Make classes flexible

Provide online options Tailor support systems to

the students needs

Get data about what works

Nontraditional learners have unique needs


26/56

Engagement &

interaction

Engagement &

interaction


27/56

Questions that count

Conceptinventories

Student responseunits

Immediate resultskeep students

engaged

Allows real-timemodification of

instruction

A. About half as long for the heavier ball

B. About half as long for the lighter ball

C. About the same time for both balls

D. Considerably less for the lighter ball,but not necessarily half as long

E. Considerably less for the heavier ball,but not necessarily half as long

Two metal balls are the same size, but oneweighs twice as much as the other. The ballsare dropped from the top of a two storybuilding at the same instant of time. The timeit takes the balls to reach the ground below

will be:

C ll b ti


28/56

Collaborative

projects

Ancient Spaces: Developed by the Faculty of the Arts, University of British Columbia


29/56

Historical simulation

Players choose leadership of a country Interaction with variables on the economy,

policy, military, natural resources

In multiplayermode, players canIM each other

A t d lit


30/56

Augmented reality

Players briefed about rash of local healthproblems linked to the environment Provided with background information

and budget

Need to determine source of pollution bydrilling sampling wells and ultimately

remediate with pumping wells

Work in teams representing differentinterests (EPA, industry, etc.)

Klopfer & Squire, 2003

Alt ti i t ti l t t i


31/56

Alternative instructional strategies

Improvement compared with traditional methodsImprovement compared with traditional methods

Net effect(std. dev.)Pedagogical approach

Active learning 0.25

Computer-assisted 0.31

Cooperative learning 0.51

0.51Small group learning

Pascaralla & Terenzini 2005

R d fi i


32/56

Redefining space

Social

Interactive

Flexible

Multipurpose Reconfigurable

Open

R fi i ti iti d


33/56

Reconfiguring activities and space

SCALE-UP: Student Centered Activities for LargeEnrollment Undergraduate Programs

Class time spent on tangibles and ponderables Problem solving, conceptual

understanding and attitudes

are improved Failure rates are

reduced

dramatically The job is not to

teach physics but

to teach thinking.

--Beichner & Saul, 2003

Infor al spaces


34/56

Informal spaces

Students spend more time out of class than in it Capture time is particularly important for non-residential

students

Learning occurs through conversations, web surfing,social interactions

Team projects Spontaneous interactions

Mingle, share, make connections


35/56

KidsKids

Intuitive understanding


36/56

Intuitive understanding

Began with children in New Delhi slum Children taught themselves to surf the

Net, read news, download games Replicated in many locations: children

learn to browse the Internet without

instruction

www.hole-in-the-wall.comwww.hole-in-the-wall.com

Growth in Internet use


37/56

Growth in Internet use

2005

Growth

since

2000

Use the Internet 87% 73%

Go online daily 51% 42%

Play games online 81% 52%

Get news online 76% 38%

Lenhart, et al. 2005

Teens and technology


38/56

Teens and technology

84% Own 1+ personal media device

45% Have own cell phone

75%Use IM

57% Get college information online

38% Send text messages via cell phone

Lenhart, et al. 2005

What kids want from the net


39/56

What kids want from the net

New & exciting

0 80604020

Learnmore/better

Community

Show others

what I can do

Be heard

100

Base: Kids 9-17 Percentage Grunwald, 2003

Multitasking while online


40/56

Multitasking while onlineListen to

radio whileonline

Watch TVwhile online

Talk onphone while

online

Visit a site mentioned bysomeone on the phone

Send an IM toperson youre

talking to

Visit websiteseen on TV

Visit websitementioned on

radio

Grunwald, 2004

Media saturated lives


41/56

Media saturated lives

6:21 hours watching TV 26% of the time kids use more than 2

media simultaneously

8:33 of media messages

1:02using computer other than forschool work

49 minutes playing video games 43 minutes of recreational reading

(Children ages 8-18) Kaiser Family Foundation, 2005

The next generation


42/56

The next generation

Represents a new set of characteristics Not expert users; laptop as a tool

Speed-dominated culture Screen culture

Independence from parents;dependence on peers

Spatial flexibility (real & virtual) Culture of childhood being replaced by

adult created toys and games Backon, et al. 2003; Elkind, 2003


43/56

Net Gen experience base


44/56

Net Gen experience base

Ctrl + Alt + Del is as basic as ABC They have never been able to find the return key

Computers have always fit in their backpacks

They have always had a personal identification number

--Beloit College, 2003, 2004

Photographs have alwaysbeen processed in an houror less

Bert and Ernie are oldenough to be their parents

Gas has always beenunleaded Rogaine has always been

available for the follicularlychallenged

Text vs. visual


45/56

Text vs. visual

Not an age phenomenon


46/56

Not an age phenomenon

Are you more comfortable composing documents onlinethan long-hand?

Have you turned your remembering over to a technologydevice (phone numbers, meetings, etc.)? Do you go to meetings with your laptop or PDA?

Are you constantly connected? (The Internet is always onwhether you are at home or work? Your cell phone is

always with you?)

How many different activities can you effectively engagein at one time?

Do you play video or computer games?

Suter, 2001Suter, 2001

Comfort zones differ


47/56

Comfort zones differ

StudentsStudents FacultyFaculty

Multitasking Single or limited tasks

TextPictures, sound, video

Linear, logical, sequentialRandom access

Interactive and networked Independent and individual

Engaging Disciplined

Spontaneous Deliberate

adapted from Himes, 2004

Student advice


48/56

Student advice

Be engaging; challenge us Be responsive: answer voice mails and emails; office hours still

matter Be seen: wed like to see you and get to know you outside of class Set boundaries: tell us when youre available

Use technology appropriately: dont bePower Pointless

Use real world, relevant examples

Be an active participant in class; showyou are excited about the subject

Ask students what they think Not everything needs to be on the Web

Windham 2005


49/56

Steps to takeSteps to take

1. Decide what is important


50/56

p

Its not technology alone: Technology does not dazzle thisgeneration; they are interested in function/activity

Knowledge construction: Reasoning is not linear, deductive or

abstract but begins from the concrete and assembles a mosaic

Interactivity: This is a connected, interactive generation;collaboration and interaction are important learning principles

Formal & informal: Learning canoccur anywhere, anytime

Adaptation: It is not aboutwhether you are a digital native

but whether you can adapt to

those whose style does not

match your own

Dede, 2005

2. Determine which learner


51/56

characteristics are important

ExperientialDesire to do it for themselves and to make it their

own is strong

Non-textReadily absorb and convey information in non-text

formats

Limited time Large percentage of students working more than 30hours per week; commuting population

Opportunistic

style

If there is something of interest, or a question,

learners will look it up on the web

Desire forpersonal touch

Being connected with peers is important; interaction

with faculty remains a key satisfier

3. Involve students


52/56

Students as consumers with a choice They have a unique perspective on their

learning environment Input ranges from opinion to action

Language and perspectives differ;not all students are alike Spend a day in their shoes

4. Find the right balance


53/56

g

Action Reflection

TextVisual

Social Individual

Process Content

Speed Deliberation

Peer-to-peer Peer review

5. Evaluate and modify


54/56

y

Knowledge building Organizational change

Decision-making Program development

Infrastructure development

Olds 2005

Qualitative and quantitative measures


55/56

The goal is an organization that is

constantly making its future ratherthan defending its past.

The goal is an organization that is

constantly making its future ratherthan defending its past.

Hamel & Valiksngas, 2003


56/56

[email protected]@educause.eduwww.educause.edu/educatingthenetgen

2005 All rights reserved

www.educause.edu/educatingthenetgen
http://www.educause.edu/educatingthenetgenhttp://www.educause.edu/educatingthenetgenhttp://www.educause.edu/educatingthenetgenhttp://www.educause.edu/educatingthenetgen

possibly all of the stats i need

Documents