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The Influence of Generation M on Learning Object Development Denise Stockley, PhD Joy Mighty, PhD.

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Presentation on theme: "The Influence of Generation M on Learning Object Development Denise Stockley, PhD Joy Mighty, PhD."— Presentation transcript:


2 The Influence of Generation M on Learning Object Development Denise Stockley, PhD Joy Mighty, PhD

3 Agenda Generation M Millennial Characteristics Teaching Generation M Learning Objects and Generation M

4 Generation M

5 Generations Birth Cohorts 20-22 years GI’s (WWII) 1901-1924 Silent Generation 1925-1942 Baby Boomer 1943-1960 Generation X 1961-1981 Millennials 1982- Present

6 Generational Differences Baby Boomers TV generation Typewriters Memos Generation X Video games Computers Email Net Gen The Web Mobile devices IM Text Messaging Online communities D. Oblinger


8 For this Generation… Ctrl + Alt + Del is as basic as ABC Computers have always fit in their backpacks The Internet is better than TV Reality is no longer real Doing is more important than knowing Multitasking is a way of life Typing is preferred to handwriting Staying connected is essential There is zero tolerance for delays Consumer and creator are blurring Bert and Ernie are old enough to be their parents

9 Millennial Characteristics “The Top 7 List”  Howe and Straus

10 MILLENIALS ARE SPECIAL Special - Product of a dramatic birth-rate reversal. Older generations have instilled in Millennials that they are vital to the Nation. Generation of “wanted” children Central to their parents’ sense of purpose Many Boomer parents delayed having children until financially secure

11 MILLENIALS ARE SHELTERED Sheltered – Spawned by the youth safety movement after events such as Columbine, child-abuse in the media, child safe devises and rules. Baby on Board signs were created for this generation Their well being has dominated legislation (child restraints, home products, movie/video ratings, campus security) Boomer parents tend to be over-protective


13 MILLENIALS ARE CONFIDENT Optimistic/Confident - Good news for a Millennial = good news for the Nation! 9 in 10 Millennials describe themselves as “confident,” “happy,” and “positive”. Raised by parents believing in the importance of self- esteem Optimistic yet practical Hopeful of the future Enjoy strong connections with their parents

14 MILLENIALS ARE TEAM-ORIENTED Team Oriented - Millennials believe in their “collective power”. Group learning is emphasized in the classroom. They are used to being organized in teams They have spent much of their time working and learning in groups They have established tight peer bonds They are inclusive

15 MILLENIALS ARE ACHIEVING Achieving – Higher school standards and more accountability. They are very much into setting and meeting goals They have the benefit of best-educated parents They are the smartest ever with rising proficiency in math, science and standardized tests They are subject to mandatory testing

16 MILLENIALS ARE PRESSURED Pressured – Parents are pushing them to avoid risks, study hard, and take advantage of opportunities. They are pushed to succeed They are pushed to attend college They are pushed to choose careers that “pay off” nicely


18 MILLENIALS ARE CONVENTIONAL Conventional – Millennials support the idea that rules can help. They take pride in their improving behavior. They identify with their parents’ values They are “rule followers” (if we give them clear rules they can understand) They accept authority “Whatever” – passive approach to dissent They feel close to their parents

19 The Millennial Generation

20 Teaching Generation M

21 Generation M’s Learner Characteristics Rules are perceived without personal or moral commitment leading to “cheating is OK if you don’t get caught’ Learning not for the sake of learning and thrill of knowledge Studying to pass the test, pass the course, and get the degree Easily bored if ‘nothing to do’ More general knowledge but less discipline to explore a subject in depth Experience high levels of stress and anxiety Large career aspirations, but with unrealistic expectations about what is required to reach the goal


23 Generation M: Pedagogical Strategies Collaborative Learning Problem or Case Based Learning Service-Learning - learning must expand beyond classroom walls Learning Communities Learn academic content through real-world examples Learning must be relevant, engaging, and meaningful to their lives Information must be individually tailored Portability of information is critical


25 Learning Objects and Generation M

26 “Based on these perspectives of the new generation of learners, we are faced with a design conundrum where instructional design epistemological traditions may not be consistent with the constructivist, collaborative engagements afforded by online environments. At the same time we have the potential of a new generation of learners for whom technology IS the environment and for whom learning means different things. If we adopt this assumption, then we must re-think the paradigms for conceptualising, creating and implementing online learning environments.” (Sims, 2006)

27 Learning Objects Definition Sample definitions  Interactive computer program  15 minutes to 2 hours  One sitting  Addresses an Instructional Bottleneck Ultimately, learning objects are any digital entity designed to meet a specific learning outcome that can be reused to support learning.

28 CLOE@Queen’s CLOE@Queen’s is our approach for learning object development, which is rooted in the need to build and sustain a learning community. This approach is used in the partnership, hiring of students, and working with faculty. Partnership between the Centre for Teaching and Learning, Information Technology Services, Queen’s Library Team includes: Educational Developer, Technical Staff, Librarian, and 2 senior undergraduate students 

29 Students as Learning Object Developers Actively involved in the design process – not just the consumer of learning objects Participate in Camp CLOE Act as the project manager and worked directly with the faculty Students are recommended to us by our Computing Science faculty  Students felt honored to be asked to be on the project  Students worked more hours than their contractual agreement as they were very involved in the project

30 Design Considerations Expect personalized/individualized needs and preferences to be incorporated Expect immediate gratification/feedback Expect to be challenged Expect to be rewarded Expect teamwork to be built in – not everything is an individual or solo activity Expect multi-user ability - influence of the gaming industry Expect learner-centric vs teacher-centric Expect content to be dynamically generated Expect experiential learning, facilitation, and reflection all in one neat package

31 Accessing Learning Objects Need to run on as many platforms as possible Mobile computing  Tablets  PDAs  IPODS  Cell phones  Etc. Remember the importance of needs analysis and usability testing!


33 Next Steps How can you develop learning objects that are Generation M friendly? For More Information  Denise Stockley

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