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Pcc Jan2 Stillwell
 

Pcc Jan2 Stillwell

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Presentation to PCC faculty Jan. 2, 2008

Presentation to PCC faculty Jan. 2, 2008

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    Pcc Jan2 Stillwell Pcc Jan2 Stillwell Presentation Transcript

    • Millennial Learners
    • Today’s Plan Phase I Introductions Overview Phase 2 The Millennial Learner Defined What We Know For Sure Phase 3 Best Practices Action Plan
    • Activity • Which Generations are in this Workshop? – Silent  (1925‐1942)   Ages 66‐84 – Baby Boomer (1943‐1960) Ages 48‐65 – Gen – X (1961‐1980) Ages 28‐47 – Millennial (1980 – 2000) Ages 8‐27 Silent Boomer Gen‐X Millennial
    • Activity • List 3 Defining Events of Your Generation Silent Boomer Gen‐X Millennial
    • “The expectation for involvement with faculty and other students overrides a desire to use technology.” Education the Net Generation Diana G. Oblinger and James L. Oblinger, Editors
    • Millennial Learners Video – From YouTube
    • By the numbers • 2008 – 80 Million 18‐29 year olds • 36% of the U.S. Population http://www.newvotersproject.org/research/demographics
    • The NCCCS System
    • Numbers by Generation 2005‐2006 Enrollment by Age NCCCS Curriculum 2005‐2006 6% 1% 31% 62% Millennial GEN X Boomer All Other
    • PCC Student Enrollment – FA07 Curriculum Only 0% 6% 27% Silent Boomers Gen X Millennials 67% Millennials
    • PCC Faculty by Generation – FA07 4% 4% 35% Silent Boomers GEN ‐ X BOOMERS Gen X Millennials 57%
    • A Closer Look at Millennials • Born in 1980‐82 ish • First high school graduating class – 2000 • Cultural icons
    • Major Events – Millennials • From the PBS Documentary – Generation Next which aired in 2007 • http://www.pbs.org/newshour/generation‐ next/demographic/timeline_majorevents.html Major Events • The Technology Timeline • http://www.pbs.org/newshour/generation‐ next/demographic/timeline_technology.html Tech  Timeline
    • 60 Minutes on the Millennial Workforce http://www.cbsnews.com/video/watch/?id=4126233n
    • The Millennial is… • Comfortable with  • Goal Oriented technology – never lived  • Success driven without computers • Aware of the lifestyle they  • Connected 24/7 desire • Confident • Diverse – most diverse  • Optimistic generation EVER • Hopeful • Service oriented • Independent (often despite  • Inclusive helicopter parents) • Team Oriented • Determined
    • Core Characteristics SPECIAL STRESSED Close to Parents eXPERIENtial DIVERSE SERVICE oriented CONFIDENT Team Oriented
    • •Helicopter parents •High self‐esteem •Treated as individuals •Media targets directly to them  (think reality shows, tech toys) •Sheltered •Most “wanted” generation ever
    • STRESSED High achievers • Sleep deprived • Grade‐driven • MUST meet goals and think the means  • justifies the ends to succeed at meeting goals  (i.e. – cheating o.k.) • Constantly in motion • Live in a 24/7 world
    • Close to Parents •Like to hang out with  parents •Comfortable with their  parents’ values •Feel a sense of duty to  family
    • EXPERIENTIAL • Learn by doing • Learn through  discovery • Interactive • Collaborative • Engaged • Multitasking • Strong leadership • Well defined goals
    • DIVERSE Value racial diversity • Value ethnic diversity • Least Caucasian generation in history • Largest Asian and Latino population in U.S.  • history
    • Service Minded •Most agree everyone should commit to at least 1 year of service to the country •Community service is a priority for most  Millennials  •Part of work/life balance
    • CONFIDENT • Expect CONSTANT  affirmation • Girls outpacing boys as  leaders • Goal – setters: short  and long term • Plan + Action = Success
    • Team Oriented • Learn collaboratively • Strong communicators • Demand to stay connected • Focus on “We” rather than “I”
    • What We Know About  Millennial Learners • Visual communicators • Integrate the virtual and the physical worlds • Learn better through discovery than by being  “told” • Shift attention quickly • Pay attention only to what interests them • Respond quickly and expect quick responses  in return
    • What We Know About Millennial  Learners • Digitally Literate BUT have a poor  understanding of information quality – not  Information Literate • Less text literate than other generations – they do not read • Very goal oriented • Multitaskers • CRAVE interactivity
    • What We Know About Millennial  Learners • Must be “forced” to reflect • Expect to participate in the learning process – not passive learners  • First person learning is the expectation – simulations, visualization, experiential  activities • View graphics first, then might check out text
    • WEB 110 – Fall 2008 Student Pre‐Course Survey Do you have a computer at home with Internet access? 7% 5 students YES 66 students NO 93%
    • WEB 110 – Fall 2008 Student Pre‐Course Survey Which types of computers do you use? 69% 70 60 50 49 55% students 40 30 20% 1% 39 20 students 14 1 10 students student 0 desktop laptop PCC computers none
    • WEB 110 – Fall 2008 Student Pre‐Course Survey What type of Internet connectivity do you have? 60 86% 50 52% 40 High speed 34% 30 20 37 7% 7% 24  students 10 students 5 students 5 students 0 DSL Cable Modem Dial‐Up None
    • WEB 110 – Fall 2008 Student Pre‐Course Survey How much time do you spend on the Internet each day? 13% 23% 1 or less hours/day 5 or more hours/day 65% 1‐5 hours/day
    • WEB 110 – Fall 2008 Student Pre‐Course Survey Why do you use the Internet? Other Academics Entertainment 25% 85% 65% Personal Research 80% 65% Find Info 76% Communication
    • WEB 110 – Fall 2008 Student Pre‐Course Survey Have you ever posted to a blog? 51% 49% YES NO
    • BEST PRACTICES Teaching the Millennial Learner • Provide structure for students – Clear expectations, detailed instructions – Allow students to help determine the structure of the  course (syllabus,  goals, assignments) • Be specific about acceptable behavior  – offering visual examples if possible • Provide both leadership and guidance • Use positive and frequent affirmation of  achievement (like video games) – Actions/consequences – Effort = reward
    • BEST PRACTICES Teaching the Millennial Learner • Allow students to connect with each other  and the content through collaborative and  peer‐to‐peer assignments – Clear instructions on how to manage problems • Challenge the students • Hold students accountable – Flexible assignment  schedule with “choices” • Provide active, engaged, fun, and  student‐centered learning activities
    • BEST PRACTICES Teaching the Millennial Learner • Teach “delayed gratification” by building  reflection into the curriculum • Encourage learning for “learning’s sake” not  just a grade • Provide service learning opportunities • Build a sense of community within the course  and/or major
    • BEST PRACTICES Teaching the Millennial Learner • Incorporate time management skills into the  curriculum – Paced schedule for assignments – Short modules of study • Proven pedagogical success strategies Provide study guides – Provide extra credit opportunities – Provide model examples of assignments and projects – CLEARLY and EXPLICITILY explain rules of behavior and  – link the consequences to grades
    • Action Plan • What do I want to teach? –Objectives –Specific skills –Specific concepts
    • Action Plan • How do I teach it now? –Lecture –Activities –Assignments –Assessment
    • Action Plan • How can I teach it using… – A more structured approach content modules, more frequent feedback – More visual content use games, slide shows, role‐playing – Incorporating collaboration among students small groups – Personalization  peer coaching, case studies, choices – Digital communication tools  wikis, blogs, Google Docs
    • Action Plan • How do I know students are learning? – Use journaling – blogs, wikis – Create small groups with role assignments – Hold synchronous chats • What assessment strategies will I use? Objective – Subjective – Project based – Group activities – A combination –
    • Action Plan • How do I add more structure to the course? – Create a “paced schedule” for the Unit of Study  – Email reminders for assignments even if you’ve  told the students the due date and posted it  online – ALWAYS have an online supplement for your  courses – the online presence gives students 24/7  access to content and other students – Give students very detailed step‐by‐step  instructions with visual content whenever possible
    • Step – by – Step  with Visuals
    • Action Plan • How do I add more personalization to the course? – Assign students with similar interests to small groups for some  projects/assignments example: nursing majors complete a writing/reflection project in a Business 110 course on the  “Business of Nursing” – ASK students what they want to learn in the course and why – survey  them – share the findings use a survey tool like Zoomerang to ask the students questions the very first week of class,  share the results week 2 and let the students know what you incorporated in the course from  the survey – Allow students more input in how the content and assessments will be  delivered – give them choices give students a choice of an objective test, a take‐home test, an online test; let them choose to  take 3 of 4 assessments in the course, give them choices within the test  – Be sure students know some of your human story and encourage them to  share theirs take advantage of the technology and have students set up profiles, share yours, setup a  Facebook account, a blog, a wiki and invite students to join you there; I recommend edublogs and pbwiki www.edublogs.org http://pbwiki.com/academic.wiki
    • Action Plan • A list of collaboration options… – Assign students to small groups; assign roles to  each member of the group Facilitator – initiates and keep sthe communication going; Recorder – makes sure the  information being shared is condensed and presented appropriately; Contributor – participates in the conversation, project, etc.; – change groups and roles throughout the  semester for other assignments – Assign students projects which might be turned in  individually or as a group, but allow them to work  together on the projects.  Require that students  “journal” or report on the project status directly  to the instructor
    • What We Know For Sure • Millennials expect an Academic Experience • Millennials expect instructors to use  Technology • Millennials use a lot of Technology  • Millennials want to build Relationships • There are more of “them” than there are of  “us” so we had better migrate toward their  planet – at least a little
    • What We Know For Sure • Tools – both high tech and low tech ‐ are  available to instructors to help us create – Visual learning – Collaborative learning – 24/7 access to learning – Student/Student, Student/Instructor,  Student/Content interaction