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

Joy Mighty, PhD

Agenda

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

Generation M

Generations

Birth Cohorts20-22 years

GI’s (WWII)1901-1924

Silent Generation1925-1942

Baby Boomer1943-1960

Generation X1961-1981

Millennials1982- Present

Generational Differences

Baby Boomers

TV generation

Typewriters Memos

GenerationX

Video games Computers Email

Net Gen

The Web Mobile devices IM Text Messaging Online

communities

D. Oblinger

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

Millennial Characteristics

“The Top 7 List”

Howe and Straus

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

MILLENIALS ARE SHELTEREDSheltered – 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

MILLENIALS ARE CONFIDENTOptimistic/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

MILLENIALS ARE TEAM-ORIENTEDTeam 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

MILLENIALS ARE ACHIEVINGAchieving – 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

MILLENIALS ARE PRESSUREDPressured – 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

MILLENIALS ARE CONVENTIONALConventional – 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

The Millennial Generation

Teaching Generation M

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

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

Learning Objects

and Generation M

“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)

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.

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

http://www.queensu.ca/cloe/

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

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

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!

Next Steps

How can you develop learning objects that are Generation M friendly?

For More Information Denise Stockley

stockley@post.queensu.ca