Millennials have grown up in a multicultural, multiethnic and global world. Communication through technology is a cornerstone for this generation . ( cell phones, text-messaging, and emailing create a constantly connected environment. Multitasking is a way of life. Staying connected is essential. Zero tolerance for delays. Perceive teachers as technological dinosaurs.Also called NET-Geners , they gravitate toward group activity, identify with their parents values and spend more time on homework and housework and less time on television than those a few years older. Their formative years were spent in highly structured environments. They grew up enculturated in terrorism, heroism, patrotism, and globalism. They are unaware of a time before the internet. They are confident and self-assured. They believe it is cool to be smart. They are fascinated with new technology.. They expect their learning environments to meet their specific needs and adapt to their prsonal preferences. They learn best when learningis socailly constructed, contextual, structured yet self paced and outcome oriented.
Medical sounds, tutoring etc.
Setting: Recommended size and space. Distractions, noise etc…
Strategies For Success: Enhancing
Learning Through Podcasting: Garage
Band, Audacity and Slideshare
Elizabeth Mencel RN, MSN
Pamela Roberts RN, MSN
(Traditional College Student Today)
•“Digital Natives” (Prensky)
•Communication through technology
•Sociable, confident, optimistic, well-educated,
College Student Today
• Their inevitably short attention spans are
the reason Seymour Papert of MIT's
Media Lab coined the term "grasshopper
mind" five years ago, for the inclination to
leap quickly from one topic to another. A
founder of artificial intelligence, Papert
addressed the effects of this behavior as
far back as 1995 in congressional
testimony about technology and learning.
Barriers to Student Success:
• As each year passes, there is an increasing amount of
information that needs to be covered, in every discipline
• As each year passes, there is a decreasing amount of
time for students to spend on academic work—their time
is spent with family responsibilities and employment
expectations, in addition to course work.
• Digital media is the medium of attention for
• Schools must become high-performance
organizations. (Federation of American Scientists
Entertainment Software Association National Science Foundation)
• Need to employ strategies to engage
students, involve them in the learning
process, and motivate success.
Strategies for Success
• “What you can, and must, provide us with
are: Powerful, engaging tools that will
lead to the understanding and skills that
will E-nable us to go beyond our teachers’
ability and knowledge and to succeed in
the 21st Century.” Prensky
• One such tool: Podcasts
• Podcasts can be powerful, engaging tools
that will lead to understanding and skills…
History of the IPOD
• Introduced by Apple on October 23rd 2001
(will be having their ninth birthday this year)
• Students currently entering college were
introduced to Ipods in 3rd grade, grew with the
technology through adolescence and high
• Used initially for entertainment; now for learning
• Popular because of their portability and user-
friendly system of operation.
Presentation and Reinforcement of course
content in a technology familiar format.
I Tunes University
• Learning to go—on and off campus.
Students can sync iTunes U content with any iPod or iPhone, so learning
can take place during a meal, walking to class, or working out at the gym.
• Reach students where they live--keep students motivated.
Today’s students go online for more than music, photos, and movies. The
web is the first place they go to share ideas, express viewpoints, join
communities. Podcasts tap into that digital lifestyle to keep students every
bit as engaged with your courses. iTunes U allows for expanding the
curriculum, delivering audio and video tailored to the course objectives.
• Transcend the classroom — and the expected.
The possibilities go far beyond recorded lectures. Students can see Rodin
at work in his studio, study the sound of different heart murmurs, or
compare Toltec and Aztec sites.
Recording a Podcast
• Start with a Plan
• Consider Course Objectives
• Determine what information to include
• Develop an Outline
• Software Programs (Provide directions through Apple-
Support and Tutorials-Audacity):
Audacity (free download--PC’s)
Garageband (free download--Apple)
Other Podcasting sites
Recording a Podcast
• Optimal length--20-30 minutes.
• Keep topics moving, and limit topic
coverage to 5-8 minutes.
• Can enhance with musical backgrounds or
other non-music interludes to transition
• Develop Podcasts through “Audacity”
• Can be upload into “Slideshare”
Audacity and Lame MP3
• Download Audacity and Lame from the
• Open Audacity, go into Edit- Preferences
and link to the downloaded Lame program
in the File Formats tab
• Begin recording your script. Click on the
red “record” button.
• Listen by clicking on the purple “go to the
Go into My Slidespace--Click Edit
Underneath the Slides.
Uploading your MP3 file
• Synchronize the audio with your slides
• Start with “Divide audio equally” button to
• Listen to the audio file- the red bar is the
position of the audio you are hearing.
• Move the blue bar to the place in the audio
that you want to transition to the second
• As you progress pull the “drag window”
along the audio selector.
Strategies for Success
• Repetition important for students with
learning disabilities and those for whom
English is a Second Language
• Enables learners to learn new material,
review and refresh prior information
• Encourages students to augment or
supplement in-class offerings in a
• Faculty/ Administration “buy in”
• Utilization of faculty
• Training all involved faculty
• Learning Curve for Faculty
• Appropriate settings for recording
Implications for the Future
Varied possibilities for future use:
• Allows for more flexibility in curricular
offerings and course scheduling
• Provides convenient method for student
preparation and review for classroom,
clinical, and laboratory sessions.
• Provides a convenient format for student
projects and presentations
Implications for the Future
The sky is the limit
• Carlson, S. (2005, October 7). The net generation goes to
college. The Chronicle. Retrieved March 19, 2007 from
• Chickering, A.W. & Gamson, Z.F. Seven principles for good
practice in undergraduate education. Retrieved March 19,
• Cooke, L. (2005, April 21). Maintaining participation of
millennial generation students in online learning
environments. Retrieved March 19, 2007 from San Diego
State University Web site:
• Coupland, D, (1991). Generation X: Tales for an
accelerated culture. New York: St. Martin’s Press.
• Covington, B.G., Foster, D., Larew, C., Lessans, S., &
Spunt, D. (2006). Innovations in clinical simulation:
Application of Benner’s theory in an interactive patient
care simulation. Nursing Education
Perspectives, 27, 16-21.
• Dziuban, C., Moskal, P, & Hartman, J. (2005). Higher
education, blended learning and the generations:
knowledge is power-no more.
In J. Bourne & J.C. Moore (Eds.), Elements of quality
online education: Engaging communities. Needham,
Sloan Center for Online Education.
• Howe, N., Strauss, W., & Matson, R.J. (2000).
The next great generation. New York: Vintage Books.
• Maag, M. (2006). iPod, uPod? An emerging mobile
learning tool in nursing education and students’
satisfaction. Proceedings of the 23rd annual acscilite
conference: Who’s learning? Whose technology?
acscilite 2006, The University of Sydney
• Mallowe, M. (2007, April 11). Next generation education.
The Bulletin. p.1
• Mangold, K. (2007). Educating a new generation:
Teaching baby boomer faculty about millennial students.
Nurse Educator 32(1), 21-23.
• Palmer, A. (2007). Millenials: The new generation in
college classrooms. Hospitality Newsletter. Retrieved
March 19, 2007 from
• Prensky, M. (2007 March). Simulation nation. Edutopia,
• Prensky, M. (2006). “Don’t bother me mom—I’m
learning.” St. Paul: Paragon House.
• Schonfeld, A. (2007). Podcasts bring medical education
to ears of the millennial generation. Academic Physician
& Scientist, (2) 1-3.
• Sternberg, R.J. & L.F. Zhang (Eds.). (2000).
Perspectives on Cognitive learning and Thinking Styles.
N.J.: Lawrence Erlbaum.