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Millennium learners: implications for higher education

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Presentation to the Vice Chancellor's Symposium, Massey University, Nov 2010

Presentation to the Vice Chancellor's Symposium, Massey University, Nov 2010

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  • Confident: They were raised by parents with a strong emphasis on self-esteem. They fear nothing and consider themselves ready to overcome any challenge.Optimistic: They believe in their future and their role in it. They’ve heard about companies that cater to work-life balance – basketball courts, free food and coffee in the break room, onsite daycare and the lounge with an Xbox. They expect to be challenged, have the room to be creative and collaborate, have the opportunity for advancement and financial rewards, and to have fun at work!Goal oriented: They know what they want from work and from life, and they are set on getting it, whether it is at your company or not.Civic minded: They are concerned with the greater good and how to make their community and the world a better place. They expect companies to promote and participate in these endeavors, and to promote an environment of sustainability.Inclusive: They expect to collaborate.  They are used to being organized into teams. They expect to earn a living comparable to their peers and to work in a fair environment where everyone has equal opportunity.Connected: They live with their cell phones in hand, able to communicate with their peers anytime, anywhere, for any purpose. Facebook, Twitter, YouTube and Flickr are just a few of the tools that allow them to get their message out. They expect your company to utilize these technologies when appropriate.
  • So what does it mean for traditional institutions?
  • Transcript

    • 1. Presentation to Vice Chancellor’s Symposium Massey University Friday 19 November, 2010
    • 2. • Confidence • Civic minded • Optimistic • Inclusive • Connected • Goal oriented • Uncommitted • Self absorbed • Plagiarists • Isolated • Vulnerable • Superficial OR
    • 3. Read rocks 4 through 6 Complete drawings 5 to 7
    • 4. Read scrolls 4 through 6 Complete exercises 5 to 7
    • 5. Read OHTs 4 through 6 Complete exercises 5 to 7
    • 6. Read screens 4 through 6 Complete exercises 5 to 7
    • 7. “How could your school make it easier for you to use technology?” Top 5 student demands: 1. Let me use my own tools & devices 2. Give me unlimited Internet access 3. Let me access my projects anywhere 4. Provide me with communication tools 5. Give me access to the school network – even from home
    • 8. • Self directed learning • Un-tethered to traditional institution • Expert at personal data aggregation • Power of connections • Creating new communities • Not tethered to physical networks • Experiential learning • Content developers • Process as important as knowledge gained
    • 9. • Movie player • Web browser • Sat nav • Bar code reader • Travel guide • Music player • … and phone
    • 10. iPhone dispenser at the airport in San Francisco
    • 11. Expert support Reduced support costs Addresses licensing issues Ubiquitous access Reduced capital outlay Collaboration potential Automatic software updates Backup and failover http://blog.core-ed.net/derek/2009/06/8-ways-cloud-computing-may-change- schools.html
    • 12. http://tinyurl.com/243zt9c
    • 13. 2010 showed the largest ever year-to- year increase in the number of students studying online. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
    • 14. Nearly thirty percent of all college and university students now take at least one course online in the US. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
    • 15. Almost two-thirds of for-profit institutions now say that online learning is a critical part of their long term strategy. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
    • 16. The 21% growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
    • 17. Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programs. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
    • 18. Three-quarters of institutions report that the economic downturn has increased demand for online courses and programs. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
    • 19. Online learning’s good. It creates flexibility which some students need to have because everyone has different lives and constraints
    • 20. I really enjoyed access to the lecture videos, it meant you got the same quality of explanation if you couldn't attend a lecture due to illness etc. and if you didn't understand something in a lecture you could re-experience it without needing to ask the lecturer, excellent!!
    • 21. I make a lot of use of the online resources, so it definitely works for me, although I do think that having lectures is also essential as long as there is extra explanation and discussion on the topic, but unfortunately some lecturers mainly read the power point slides which we could easily do on our own.
    • 22. • Content – What is it today, what will define it tomorrow? • Culture – To fit in to the existing or to create anew? • Competition – What are the new business models? • Control – Who controls the learning process?
    • 23. Derek Wenmoth Director, eLearning CORE Education Ltd derek@core-ed.org http://blog.core-ed.org/derek

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