Implications of the Net Generation

Implications of the Net Generation

Diana G. Oblinger, Ph.D.

Copyright Diana G. Oblinger, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Copyright Diana G. Oblinger, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

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CoursesCourses

Choice of learning activities

authentic project

debate

case study

journaling

brainstorming

concept mapping

peer exchange

simulation

coaching

drill & practice

Blogs

• Promotes literacy through storytelling―Stories help us understand the

world―Express feelings and experiences―Explore imagination and creativity

• Allows collaborative learning

• Anytime, anywhere access

• Bloggers comment and give feedback to others

• Students can write about and edit each other’s work

• 40% of blog authors are under age 20

―Huffaker, 2005

http://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.html

Simulations

Social Science Data Analysis Network

Online laboratories

—del Alamo, 2003

Problem-based learning

• Students are presented with a problem

• They organize ideas, discuss prior knowledge, define the problem

• Students pose questions, identifying “learning issues” or aspects of the problem they don’t understand

• Students continually define what they know—and don’t know

• Students rank learning issues and assign the research to groups or individuals

• Work with instructor to define what is needed to solve the problem

--Watson, 2005

Just-in-time teaching

• Students read text

• Prior to class students complete an assignment―Essay―Problem―Multiple-choice question

• Warm up examples:―What is the difference between…..―What do you think….―What happens if…..―In your own words explain…..

• Faculty member adjusts class based on submitted responses

--Rhem, 2005

Service learning

• Students volunteer for community projects

• Experience is integrated with reflection and mentoring

• Examples:―Political science student works on political campaign―Creative writing major develops writing group in shelter

for homeless women―Veterinary medicine student

volunteers at animal shelter―Teams develop assistive

devices for children with disabilities

IT literacy

Define

Access

Manage

Integrate

Evaluate

Communicate

Create

Synthesize, summarize, compare

Collect and retrieve information

Organize, classify

Use IT tools to define information need

Determine quality, relevance, currency

Adapt, design, invent information

Communicate to specific audience– Katz, et al, 2005

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Learning spacesLearning spaces

Opportunity to create learning space

• $11 billion in 2003

• $11.4 billion 2004

• $59 billion between 2004 and 2006

Construction and renovation

―HermanMiller, 2004―HermanMiller, 2004

User centered design

• Two groups of users: ―Faculty―Learners

• Social process: enable serendipitous interactions

• Networks and relationships: space should draw people in (activity magnets)

• Space predisposes people to behavior―Face forward is for listening, inaction―Round tables promote collaboration

―Cornell, 2002―Cornell, 2002

Learning style and space

• Student learning styles―51% visual

―42% equally visual and verbal

―8% verbal

• Collaboration preferred by many students

• Adapting space and teaching method to learning style increased grades 0.5 standard deviations

• Dropouts decreased from 20% to 12%

• Course satisfaction increased―Acker & Miller, 2005―Acker & Miller, 2005

Expansion of the “classroom”

• Lecture hall

• Informal meeting areas

• Virtual classrooms

• Cyber café

• Multi-use spaces

• Project rooms

social, cultural, political

Creative commons

digital media

Virtual commons

Space continuum

―Beagle, 2005―Beagle, 2005

Physical commons:

classrooms, libraries

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SupportSupport

Infrastructure components

SustainablechangePolicy

Finance

TechnologyService & support

PersonnelOrganization

Faculty and staff engagement

Incentives

Professional development

Recognition/rewards

Support/technical assistance

Finance

• Renewal and replacement cycle

• Academic technology center

• Student technology fees

• Maintenance

• Experimentation

• Professional development

• Rewards

Policy

• Intellectual property; copyright

• Faculty policies:―Tenure, promotion, merit―Faculty workload

• Student rights and responsibilities ―Academic honesty ―Ownership of eportfolios

• Security and privacy

Planning for the future

Agility is the ability to sense and respond to change

• Act: Are you able to follow through?

• Strategize: What options are there for responding to the change?

• Decide: Can you commit to the plan?

• Sense: What has changed in your environment?

• Communicate: Are you able to communicate to everyone who needs to know?

© 2005 All rights reserved

doblinger@educause.edudoblinger@educause.edu

www.educause.edu/educatingthenetgenwww.educause.edu/educatingthenetgen