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Teaching the 21st Century Learner

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Presentation on theme: "Teaching the 21st Century Learner"— Presentation transcript:

1 Teaching the 21st Century Learner
Darla Runyon Northwest Missouri State University Dave Starrett Southeast Missouri State University Roger Von Holzen

2 Goals Define 21st century learners Discuss how we address their needs

3 Pop Quiz #1 What does this mean? ROTFL
Pneumonic for remembering the 5 plant cell types Reserve Officers Training Florida Record of True Foreign Languages Rolling On The Floor Laughing

4 Bonus 1 What do these chat acronyms stand for? B4 LOL POS GNSTDLTBBB

5 Bonus 2 What do these emoticons mean? ;-) >:-( ^5 (((((name))))
>:-(  ^5 (((((name))))  (::()::) @[_]~~ 

6 Us vs. Them

7 Terminology Chat Blog, Blogging IM Online To Google Text Messaging
Multi-tasking 21st Century Learner

8 Children age 6 and under…
Spend 2:01 hours / day playing outside Spend 1:58 hours using computers Spend 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 Kaiser Family Foundation, 2003

9 By age 21… The average person will have
played 10,000 hours video games sent 200,000 s watched 20,000 hours of TV talked 10,000 hours on a cell phone spent under 5,000 hours reading Prensky, 2003

10 Games & Simulations Marc Prensky – data on learning with games (

11 The Natural Selection Game
Start Game The Embryo Shuffler Game Start Game

12 Technology & the New Learner
Do video games pose a challenge to education? The time and money that students spend on gaming indicates pervasive role of entertainment in our culture Insight into engagement, not entertainment Video games challenge K-12 and higher ed to foster engagement in learning

13 Dependence on Technology
Are students becoming too dependent on technology to do spelling and basic arithmetic? Technology empowers today’s students They can add, subtract, divide, and multiply faster and more accurately than past students

14 Dependence on Technology
If a device can do something better, more efficiently, more accurately, or quicker than we can manually, why not use it? Isn’t that the true purpose of technology (cars and electricity)? Our focus must shift from the tools themselves to the capabilities of these new tools to empower students to do new things

15 The 21st Century Learner…
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; feel close to parents Respectful of social conventions and institutions Fascination for new technologies Racially and ethnically diverse Howe & Strauss, 2003

16 Today’s Learners… Digitally literate Mobile Always on Experiential
Social Oblinger, 2004

17 Hypertext minds: Qualities
Crave interactivity Read visual images Weak reading skills Visual-spatial skills Parallel processing Inductive discovery Fast response time Short attention span Prensky, 2001

18 Learning Preferences Teams, peer-to-peer Structure with flexibility
Engagement & experience Visual & kinesthetic Things that matter Oblinger, 2004

19 Learning Preferences Students want to learn through exploration
Looking for practical applications, real-world context Focus more on applying classroom lessons to real-life problems, institutions, or organizations Students want to be challenged to reach their own conclusions, find their own results

20 Learning Preferences The new technologies can help create a learning culture in which the learner enjoys enhanced interactivity and connections with others Central issue: How can technology be organized around student learning? Use tools to help students think and communicate effectively

21 Students: Multitasking Pictures, sound, video Random access Interactive and networked Faculty: Single or limited tasks Text Linear, logical, sequential Independent and individual

22 Teaching the New Learner
Multimedia format pervades nearly every part of life Television Audio Animation Text Students live in a world of digital, audio, and text They expect a similar approach in classroom Faculty must abandon notion that a lecture and reading assignment are enough to teach a lesson

23 Teaching the New Learner
Teacher’s Role: No longer the professor dispensing facts and theories A participant in the learning process Faculty role will be unbundled--teacher to mentor Facilitate peer-to-peer learning

24 Teaching the New Learner
Must learn to communicate in the language and style of the students going faster less step-by-step, more in parallel more random access

25 Teaching the New Learner
Instructional implications Movement toward blended courses More collaborative learning approaches Continuous and formative assessment Greater customization of course content to meet learner needs Greater flexibility, user customizable materials

26 Teaching the New Learner
Interactive course site features Online quizzes Forms for providing feedback or asking questions Online voting Games Features for sharing pictures or stories Message boards Forums for offering and receiving information Features for creating/adding content

27 Teaching the New Learner
Diversity in structure, content: singular unit should be kept short and alternating Course redesigns must be systematic Avoid incremental add-ons Simply adding a few computer experiences costs more, is more work for the faculty, and adds to the students' burden True innovations change rather than modify systems Jack M. Wilson—Ten IT Commandments

28 Teaching the New Learner
Requires: much less emphasis on the amount of material memorized much more emphasis on making connections, thinking through issues, solving problems Discard notion that schools can teach everything every student will need to know Old model: primary challenge of learning is to absorb specific information

29 Technology & the New Learner
The amount of information grows almost as quickly as the new technologies We process more information in 24-hours than the average person 500 years ago would in a lifetime Oldest universities established by AD 1500

30 Technology & the New Learner
By the time today’s kindergarteners graduate from grade 12 information will have doubled at least seven times technological power will have doubled itself nearly nine times

31 Teaching the New Learner
Learning now a life-long process of coping with change The content of a particular lesson less important than learning how to learn

32 Faculty Training We need to have a new set of expectations of faculty
Foster a technology culture Need for continuous faculty training Reward innovation in technology-rich learning environments

33 What’s Next? More conversation Faculty development and support
A culture change! Darla Runyon: Dave Starrett: Roger Von Holzen:

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