1. Are the Natives Restless? Meeting the needs of the 21 st century student Heartland Community College, Jan 08 Dr. Eli Collins-Brown

2. YouTube Video A Vision of Students Today This is Part 2 of a 3-part project To get the context of the project, go to http://mediatedcultures.net/ksudigg/?p=1 24 http://mediatedcultures.net/ksudigg/?p=1 24 http://mediatedcultures.net/ksudigg/?p=1 24

3. YouTube Video First reaction? First reaction? Agree Agree Disagree Disagree Angry Angry Excited Excited Sad Sad Disappointed Disappointed Unsettled? Unsettled?

4. Comments Blame the student Blame the student this is a student rant against what they dont like or want to do this is a student rant against what they dont like or want to do A person who buys but never opens a $100 book, or … pays tuition but never goes to class, or … spends all class looking at YouTube, has no one to blame but him/herself. A person who buys but never opens a $100 book, or … pays tuition but never goes to class, or … spends all class looking at YouTube, has no one to blame but him/herself.

5. Comments Blame the source Blame the source I question whether or not he (Michael Wesch) has the background in mass media, digital media, and/or educational theory to fully credential him across the breath of material he takes on. I question whether or not he (Michael Wesch) has the background in mass media, digital media, and/or educational theory to fully credential him across the breath of material he takes on.

6. Reflective Comments The faculty? The faculty? sometimes [we take things like this too literally]. I suspect our responses often reveal as much about our own hurt and frustration with the system as the topic at hand. sometimes [we take things like this too literally]. I suspect our responses often reveal as much about our own hurt and frustration with the system as the topic at hand.

7. Reflective Comments Isnt the films basic message from the students - We feel ignored! To help us learn, pay attention to us, and how we live in our world. Isnt the films basic message from the students - We feel ignored! To help us learn, pay attention to us, and how we live in our world.

8. Last Comment Many of our deep-rooted assumptions are enshrined in material forms, class rooms, whiteboards, lecturers and the like. So, what do we do to change how we are teaching? Many of our deep-rooted assumptions are enshrined in material forms, class rooms, whiteboards, lecturers and the like. So, what do we do to change how we are teaching? Michael W. asks What are we DOING to change how we are teaching? Michael W. asks What are we DOING to change how we are teaching? Part 3 - http://mediatedcultures.net/ksudigg/ Part 3 - http://mediatedcultures.net/ksudigg/ http://mediatedcultures.net/ksudigg/

9. Questions? What questions come up? What questions come up? What questions are worth thinking about? What questions are worth thinking about? Where do we start? Where do we start? Do we need to change how we teach? Do we need to change how we teach? Ditch lecture? Ditch lecture? Add media? Add media? Do more group work? Do more group work? Put stuff on the Web? Put stuff on the Web?

10. Instructional Design Who are our students (really)? Who are our students (really)? What is the context in which we are teaching? What is the context in which we are teaching? What is the content we are teaching? What is the content we are teaching?

11. Assumptions That our students learn like we do That our students learn like we do False: False: Learning preferences Learning preferences Background Background World view World view We teach as we were taught We teach as we were taught True True Good Good Bad Bad

12. Who are our Students?

13. Net Generation 97% own a computer 97% own a computer 94% own a cell phone 94% own a cell phone 76% use Instant Messaging 76% use Instant Messaging 15% of IM users are logged on 24/7 15% of IM users are logged on 24/7 34% use websites as their primary source of news 34% use websites as their primary source of news 28% own a blog and 44% read blogs 28% own a blog and 44% read blogs 49% download music using peer-to-peer file sharing 49% download music using peer-to-peer file sharing 75% of college students have a Facebook account 75% of college students have a Facebook account 60% own some type of portable music and/or video device such as an iPod 60% own some type of portable music and/or video device such as an iPod

14. Millennials Display a great deal of self-confidence, appear cocky Display a great deal of self-confidence, appear cocky Technically literate practically from birth Technically literate practically from birth Typically team-oriented, work well in groups, preferring this to individual endeavors. Typically team-oriented, work well in groups, preferring this to individual endeavors. Good multitaskers, having juggled sports, school, and social interests as children so expect them to work hard. Good multitaskers, having juggled sports, school, and social interests as children so expect them to work hard. Expect structure in the workplace. Expect structure in the workplace. They acknowledge and respect positions and titles, and want a relationship with their boss. They acknowledge and respect positions and titles, and want a relationship with their boss. This doesn't always mesh with Generation X's love of independence and hands-off style. This doesn't always mesh with Generation X's love of independence and hands-off style.

15. 21 st Century Student

16. Digital Native, Digital Immigrant Digital Natives: Receive information really fast Receive information really fast Parallel process and multitask Parallel process and multitask Graphics before text Graphics before text Random access (hypertext) Random access (hypertext) Networked, connected Networked, connected Instant gratification, frequent rewards Instant gratification, frequent rewards Prefer games to serious work Prefer games to serious work

17. Digital Natives I roll out of bed, check my facebook account, my email, and print of any assignments for the day. I roll out of bed, check my facebook account, my email, and print of any assignments for the day. Online application, registration, advising, library Online application, registration, advising, library Wireless on buses Wireless on buses Wireless laundry facilities Wireless laundry facilities

18. Digital Immigrant Turn to Internet as second source Turn to Internet as second source Read a manual to learn a program Read a manual to learn a program Print out email (or have their secretaries do it) Print out email (or have their secretaries do it) Print out documents to edit Print out documents to edit Pull people in to your office to look at a cool website Pull people in to your office to look at a cool website The Did you get my email phone call The Did you get my email phone call

19. Digital Native, Digital Immigrant Digital Immigrants dont believe their students can learn successfully while watching TV or listening to music, because they (the Immigrants) cant. Of course not – they didnt practice this skill constantly for all of their formative years. Digital Immigrants think learning cant (or shouldnt) be fun. Why should they – they didnt spend their formative years learning with Sesame Street. - Mark Prensky, - Mark Prensky, Digital Natives Digital Immigrants (2001)

20. Other Ways of Seeing Students Other ways to see your students: Other ways to see your students: Personality type – A or B? Personality type – A or B? Learning Style – visual, tactile, sensory, linear, big picture, anal-retentive… Learning Style – visual, tactile, sensory, linear, big picture, anal-retentive… UCF studies UCF studies AggressiveDependent PassiveIndependent

21. Your Students Not all Digital Natives Not all Digital Natives Many Digital Immigrants Many Digital Immigrants Many barely there Many barely there

22. Who are YOUR students? Age Age Background Background Married? Married? Working? Working? Goal for education? Goal for education? Technical sophistication? Technical sophistication? Learning sophistication? Learning sophistication? Most recent educational experience? Most recent educational experience?

23. Context Where are we teaching? Classrooms Classrooms Online Online Labs Labs Real world Real world Type of degree Type of degree

24. Context Where are they learning? Where are they learning? Classrooms Classrooms Online Online Labs Labs Real world Real world Coffee shop Coffee shop Laundry facility Laundry facility Bus? Bus?

25. Content You are the expert You are the expert They expect you to be the expert They expect you to be the expert You are NOT the only source of expertise You are NOT the only source of expertise Flow of information does NOT necessarily have to go through you, the instructor Flow of information does NOT necessarily have to go through you, the instructor

26. This?

27. OR….

28. This?

29. 7 Principles of Good Practice Encourages contact between students and faculty Encourages contact between students and faculty Develops reciprocity and cooperation among students Develops reciprocity and cooperation among students Encourages active learning Encourages active learning Gives prompt feedback on performance Gives prompt feedback on performance Emphasizes time on task Emphasizes time on task Communicates high expectations Communicates high expectations Respects diverse talents and ways of learning ----A.W. Chickering & Z.F. Gamson, 1987. AAHE. Respects diverse talents and ways of learning ----A.W. Chickering & Z.F. Gamson, 1987. AAHE.

30. To Lecture or not.. Is lecture getting a bad rap? Is lecture getting a bad rap? Is lecture a valid teaching technique? Is lecture a valid teaching technique? Or a crutch? Or a crutch?

31. Consider… Attention span is 12 – 14 min. on average Attention span is 12 – 14 min. on average We learn by doing We learn by doing You really know it when you can teach it to someone else You really know it when you can teach it to someone else

32. Creating Significant Learning Experiences (Fink)

33. Lecturing has limited effectiveness in helping students: Retain information after end of course Retain information after end of course Develop ability to transfer knowledge to novel situations Develop ability to transfer knowledge to novel situations Develop skills in thinking or problem solving Develop skills in thinking or problem solving Achieve affective outcomes, such as motivation for additional learning or a change in attitude. Achieve affective outcomes, such as motivation for additional learning or a change in attitude.

34. Other research End of lecture, recall was 42% End of lecture, recall was 42% One week later, dropped to 20% One week later, dropped to 20% Another study, EOC, students only knew 20% more than non-students Another study, EOC, students only knew 20% more than non-students Two years later, difference dropped to 15% Two years later, difference dropped to 15% 7 years later, difference was only 10% 7 years later, difference was only 10%

35. Other research There is no significant difference between students who take courses and students who do not. !

36. Faculty Concerns Low student attendance in class (50% by mid- semester) Low student attendance in class (50% by mid- semester) Students dont complete reading assignments Students dont complete reading assignments Energy level in class discussions is low Energy level in class discussions is low Students focus on grades rather than on learning Students focus on grades rather than on learning Textbooks getting larger, more content to cover Textbooks getting larger, more content to cover Lost joy in teaching Lost joy in teaching Desire to change, but no support from students, colleagues or the institution Desire to change, but no support from students, colleagues or the institution

37. Digital Natives Millennials Technology

38. Societal Shift Industrial Age Information Age

39. Shift in Instruction providing instruction >producing learning providing instruction >producing learning quality of instruction > quality of learning quality of instruction > quality of learning entering students > exiting students entering students > exiting students covering material > specific learning results covering material > specific learning results

40. Shift in Instruction Move from learning is cumulative and linear Move from learning is cumulative and linear To learning is a nesting and interaction of frameworks To learning is a nesting and interaction of frameworks Less about faculty being primarily lecturers Less about faculty being primarily lecturers More about faculty being primarily designers of learning methods and environments More about faculty being primarily designers of learning methods and environments Less about producing learning Less about producing learning More about producing SIGNIFICANT learning. More about producing SIGNIFICANT learning.

41. Significant Learning Student engaged in their own learning Student engaged in their own learning Maintain high energy level Maintain high energy level Learn throughout the course Learn throughout the course EOC, learned something important…. EOC, learned something important…. Potential to change their lives in important ways Potential to change their lives in important ways

42. Significant Learning Enhancing our individual life Enhancing our individual life Enabling us to contribute to our various communities Enabling us to contribute to our various communities Preparing us for the world of work Preparing us for the world of work

43. Taxonomy of SL

44. Interactive Taxonomy

45. Integrated Course Design Important situational factors Important situational factors Full set of learning goals Full set of learning goals Feedback and assessments Feedback and assessments Teaching and learning activities Teaching and learning activities All components are connected and integrated All components are connected and integrated

46. Teaching & Learning Activities Passive learning: receiving information and ideas Passive learning: receiving information and ideas Active learning: Active learning: Experiences: doing, observing Experiences: doing, observing Reflection: what am I learning and how am I learning it Reflection: what am I learning and how am I learning it Meaning-making: Alone, and with others Meaning-making: Alone, and with others

47. Content Master the content of the course Master the content of the course Learn how to use that content in some way Learn how to use that content in some wayChallenge No time for second part No time for second part Too much content Too much content

48. Integrated Out-of-class activities: read, homework, work in study groups, labs, observations, projects… Out-of-class activities: read, homework, work in study groups, labs, observations, projects… In-class activities: lectures, discussion, in- class writing, small group activities… In-class activities: lectures, discussion, in- class writing, small group activities…

49. Teaching Strategies Team-based learning Team-based learning Problem-based learning Problem-based learning Accelerated learning Accelerated learning

50. Castle Top Class session Between Classes In-class activities: Out-of-class activities Class session Class session Between Classes Between Classes

51. Castle Top Problem-based Learning In-class activities: Out-of-class activities Groups get problem; decide what information and ideas are needed Individual students seek new information and ideas. Groups collect and apply new information and idea to original problem. Students review solutions Groups present solutions to instructor and rest of class

52. Where or How to Start? Slowly, not two days before the semester begins Slowly, not two days before the semester begins Read a few books Read a few books Try a few things Try a few things Talk to others who are doing it Talk to others who are doing it Form a TLC: read books, exchange ideas, share successes and failures Form a TLC: read books, exchange ideas, share successes and failures Redesign your course Redesign your course Use resources on campus Use resources on campus

53. Meet the Challenge You are motivated You are motivated Do something! Do something! Regain your joy! Regain your joy! Share your successes! Share your successes!

54. Thank you!

55. Resources http://www.youtube.com/watch?v=dGCJ46vyR9 o – A Vision of Students Today http://www.youtube.com/watch?v=dGCJ46vyR9 o – A Vision of Students Today http://www.youtube.com/watch?v=dGCJ46vyR9 o http://www.youtube.com/watch?v=dGCJ46vyR9 o What You Need to Know about Mentoring the New Generations What You Need to Know about Mentoring the New Generations What You Need to Know about Mentoring the New Generations What You Need to Know about Mentoring the New Generations The 'millennials' come of age The 'millennials' come of age The 'millennials' come of age The 'millennials' come of age Totally Wireless on Campus Totally Wireless on Campus Totally Wireless on Campus Totally Wireless on Campus Digital Natives Digital Immigrants Creating Significant Learning Experiences

56. Resources Team-based Learning Team-based Learning Team-based Learning Team-based Learning Seven Principles of Good Practice Seven Principles of Good Practice Seven Principles of Good Practice Seven Principles of Good Practice IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever Engaging the Online Learner Engaging the Online Learner Engaging the Online Learner Engaging the Online Learner Discussion-Based Online Teaching to Enhance Student Learning Discussion-Based Online Teaching to Enhance Student Learning Discussion-Based Online Teaching to Enhance Student Learning Discussion-Based Online Teaching to Enhance Student Learning