New Learning Ecosystems Diana G. Oblinger, Ph.D.

The Net Generation Born in or after 1982 Born in or after 1982 Gravitate toward group activity Gravitate toward group activity Identify with parents’ values; feel close to parents Identify with parents’ values; feel close to parents 8 out of 10 say “it’s cool to be smart” 8 out of 10 say “it’s cool to be smart” Fascination for new technologies Fascination for new technologies Racially and ethnically diverse Racially and ethnically diverse Examples: Jessica Lynch; Sarah Hughes Examples: Jessica Lynch; Sarah Hughes ―Howe & Strauss, 2000

Today’s learners Digitally literate Digitally literate Always on Always on Mobile Mobile Experiential Experiential Community-oriented Community-oriented

Teen’s web use 100% use the Internet to seek information on colleges, careers and jobs 100% use the Internet to seek information on colleges, careers and jobs 94% use the Internet for school research 94% use the Internet for school research ― Textbooks and reference library ― Virtual tutor ― Virtual study group ― Virtual guidance counselor ― Virtual locker, backpack and notebook 41% use and instant messaging to contact teachers or schoolmates about class work 41% use and instant messaging to contact teachers or schoolmates about class work The Internet is their primary communication tool The Internet is their primary communication tool ― 81% friends and relatives ― 70% use instant messaging to keep in touch ― 56% prefer the Internet to the telephone – Lenhart, Simon & Graziano, 2001; NetDay, 2003

Media literacy 10,000 hours video games 10,000 hours video games 200,000 s 200,000 s 20,000 hours TV 20,000 hours TV 10,000 hours cell phone 10,000 hours cell phone Under 5,000 hours reading Under 5,000 hours reading By age 21, the average person will have spent – Prensky, 2003

Games are a way of life 69% have played games since elementary school 69% have played games since elementary school By high school, 77% of students have played games By high school, 77% of students have played games By college, nearly all students have experienced games By college, nearly all students have experienced games 60% of college students are regular game players 60% of college students are regular game players Games are part of students’ multitasking environment Games are part of students’ multitasking environment Games are integrated into daily life (and studying) Games are integrated into daily life (and studying) Game sales nearly $7 billion (in 2002) Game sales nearly $7 billion (in 2002) --Jones, 2003

NetGen learning preferences Teams Teams Technology Technology Structure Structure Engagement Engagement Experience Experience Things that matter Things that matter

Non-traditional becomes traditional More than half of undergraduates are women More than half of undergraduates are women One-third are other than white One-third are other than white 43% are 24 or older (i.e., of non-traditional college age) 43% are 24 or older (i.e., of non-traditional college age) 80% are employed 80% are employed 39% are employed full-time 39% are employed full-time 9% of undergraduates have a disability 9% of 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 Number of students (ages 5-24) who speak a language other than English at home more than doubled from 1979 to NCES, 2003

Adult learners 35% of undergraduates are adult learners 35% of undergraduates are adult learners 70% of all adult learners are female 70% of all adult learners are female 38 is the median age of undergraduate adult learners 38 is the median age of undergraduate adult learners 45% of adult learners are over 40 years of age 45% of adult learners are over 40 years of age 80% of adult learners are employed 80% of adult learners are employed – Swail, 2002 citing NCES, 2002

Informal learners Largely self-directed, internally motivated Largely self-directed, internally motivated 21 st century learners construct their own courses of learning 21 st century learners construct their own courses of learning Learning is facilitated by technology Learning is facilitated by technology Learning is unconstrained by time, place or formal learning structures Learning is unconstrained by time, place or formal learning structures Conducted in many styles, for many reasons Conducted in many styles, for many reasons ―Sheppard, 2000

© 2004 Microsoft Corporation. All rights reserved. This presentation is for informational purposes only. MICROSOFT MAKES NO WARRANTIES, EXPRESS OR IMPLIED, IN THIS SUMMARY.