Transcript The Next Generation Learner - Bucks County Community College

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The Next Generation
Learner
Diana G. Oblinger, Ph.D.
EDUCAUSE Live, July 21 2004
Copyright Diana G. Oblinger, 2004. This work is the intellectual property of the author. Permission is granted for this material to be shared for
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Kids
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Children age 6 and under
• 2.01 hours / day playing outside
• 1.58 hours using computers
• 40 minutes reading or being read to
• 48% of children have used a
computer
• 27% 4-6 year olds use a computer
daily
• 39% use a computer several
times a week
• 30% have played video games
Play
outside
Use
computer
2.0
1.0
Reading
0
– Kaiser Family Foundation, 2003
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Teen’s web use
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100% use the Internet to seek
information on colleges, careers and jobs
94% use the Internet for
school research
41% use email and instant messaging
to contact teachers or schoolmates about
class work
The Internet is their primary
communication tool
― 81% email friends and relatives
― 70% use instant messaging to keep in
touch
― 56% prefer the Internet to the telephone
– Lenhart, Simon & Graziano, 2001; NetDay, 2003
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What kids want from the net
New & exciting
Learn
more/better
Community
Show others
what I can do
Be heard
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Base: Kids 9-17
20
40
60
Percentage
80
100
– Grunwald Associates, 2003
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What would you do without the
Internet?
How would your schoolwork be affected if you
no longer had access to the Internet
anywhere?
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“We could not do any schoolwork”
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“Devastated—everything would be so much harder and
take so much longer to do”
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“We depend upon having the Internet now”
“We have to have the most current, up to date information
to be accurate”
– NetDay, 2003
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College students
The Net Generation
• Born in or after 1982
• Gravitate toward group activity
• 8 out of 10 say “it’s cool to be smart”
• Focused on grades and performance
• Busy with extracurricular activities
• Identify with parents’ values;
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feel close to parents
Respectful of social
conventions and institutions
Fascination for new
technologies
Racially and ethnically
diverse
―Howe & Strauss, 2003
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Freshman experience base
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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
Paul Newman has always
made salad dressing
Bert and Ernie are old
enough to be their parents
Gas has always been
unleaded
--Beloit College, 2003
Today’s learners
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Digitally literate
Mobile
Always on
Experiential
Community-oriented
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Media literacy
By age 21, the average person will
have spent
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10,000 hours video games
25000
200,000 emails
20000
20,000 hours TV
10,000 hours
cell phone
Under 5,000 hours reading
15000
10000
5000
Television
E-mails
Video
Games
Cell
Phone
Reading
0
– Prensky, 2003
Internet: A social technology
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Net Gen’ers use the Internet primarily as
a social technology
While at home, students use the Internet
to maintain multiple lines of
communication with others
―IM used for quick communication (e.g.,
What’s up?)
―Email or phone used for longer
communication
Home computer is repository of important
information; other devices used to
transport the material (laptop, PDA)
--Lextant, 2003
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Out of class experience
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The largest discretionary block of time for students is
outside of class
Students have clearer memories of singing or writing or
volunteering than of a class
4/5th of students said the
specific incident that changed
them profoundly took place
outside of the
classroom
Learners construct their own
courses of learning, often
facilitated by technology
―Kuh, et al.,1994 & Light, 2001
NetGen learning preferences
• Teams, peer-to-peer
• Structure
• Engagement & experience
• Visual & kinesthetic
• Things that matter
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Net Gen strengths
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• Multitasking
• Goal orientation
• Positive attitudes
• Collaborative style
• Technology savvy
―Raines, 2002
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College Internet use
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79% Internet has a positive impact on academic
experience
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73% Use the Internet more than the library for research
72% Check email every day
60% believe the Internet has improved relationships with
classmates
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56% believe the Internet has improved relationship with
professors
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46% Allows them to express ideas that they would not
have expressed in class
– Jones, 2002
Rising expectations
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The rising expectations of computer-literate constituents
are difficult to meet
Service expectations
―Self-service
―Customer-service
―Immediacy
―Customization
―Choice
Students want customizable
learning experiences
They are more vocal in
expressing their opinions
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Non-traditional becomes traditional
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More than half of undergraduates are women
One-third are other than white
43% are 24 or older (i.e., of non-traditional college
age)
80% are employed
39% are employed full-time
10% or undergraduates have a disability
Number of students (ages 5-24) who speak a
language other than English at home more than
doubled from 1979 to 1999
―NCES, 2003
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Adult learners
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35% of undergraduates are adult learners
70% of all adult learners are female
38 is the median age of undergraduate adult learners
45% of adult learners are
over years of age
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80% of adult learners
are employed
– Swail, 2002 citing NCES, 2002
Risk factors
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Risk factors associated with not
completing a degree
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Part-time enrollment
Delaying entry into post-secondary ed
Lack of high school diploma
Having children
Being a single parent
Financially independent
Working full time while enrolled
--NCES, 2003
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Generational comparison
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Product of the environment
Baby
Boomers
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
TV generation
Typewriters
Memos
Generation
X
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Video games
Computers
Net Gen
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The Web
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Instant
messaging
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Online
communities
Email
Multiple,
mobile
devices
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Attitudes
TV Generation
PC
Generation
Net
Generation
What is it?
Web is a tool
Web is oxygen
Community
Personal
Extended
personal
Virtual
Perspective
Local
Multi-national
Global
Career
One career
Multiple
careers
Multiple
reinvention
Loyalty
Corporation
Self
Soul
Hierarchy
Unimpressed
Self as expert
Web
Authority
―Savage, 2003
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Age vs. online preferences
70
63%
55%
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Students who were very
satisfied with Web-based
learning by generation
50
38%
40
26%
30
20
10
0
Mature
(N = 27)
Boomer
(N = 324)
Gen X
(N = 814)
Millenial
(N = 344)
―Dzuiban, 2004
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Implications
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Infrastructure
Pervasive learning
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Mobile
Federated devices
Ubiquitous Internet
Presence aware
Integrated & aggregated
Interactive
Social
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Digital archives
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http://valley.vcdh.virginia.edu/
Learning objects
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Any digital resource that can be reused to support
learning
Customizes learning experiences
Fosters new relationships through sharing content
Streamlines course development
―Metros, 2003
Cyberinfrastructure
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Remote data
collection
First-person learning
Development of
expertise
NSF IIS-0329837
--Sanderson, 2004
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Pedagogy
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Interaction
• Concept
inventories
• Student response
units
• Immediate results
keep students
engaged
• Allows real-time
modification of
instruction
Two metal balls are the same size, but one
weighs twice as much as the other. The balls
are dropped from the top of a two story
building at the same instant of time. The time
it takes the balls to reach the ground below
will be:
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
Simulations
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http://workbench.concord.org/modeler/ss3.html
Visualizing problems
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SCALE-UP
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Student Centered Activities for Large Enrollment
Undergraduate Programs
Class time spent on tangibles and ponderables
Problem solving, conceptual
understanding and attitudes
are improved
Failure rates are reduced
dramatically
--Beichner & Saul, 2003
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Augmented reality
Computer simulation on handheld
computer triggered by real world location
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Combines physical world and
virtual world contexts
Embeds learners in authentic
situations
Engages users in a socially
facilitated context
―Klopfer & Squire, 2003
Environmental detectives
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Players briefed about rash of local
health problems linked to the
environment
Provided with background information
and “budget”
Need to determine source of pollution
by drilling sampling wells and
ultimately remediate with pumping
wells
Work in teams representing different
interests (EPA, industry, etc.)
―Klopfer & Squire, 2003
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Results
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Augmented reality: engaging and easy
Cooperation and competition in game play
Gender patterns appear (males are number driven;
females are interpersonally driven)
―Klopfer & Squire, 2003
Questions to ask
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How well do we understand our students?
Do we have an infrastructure that enables ubiquitous
access?
How interactive are our learning environments? Are there
ways that technology could increase that interaction?
What types of physical spaces will lead to greater
learning? to greater community?
Do we meet student expectations for service and
convenience?
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