“ If you’re not on MySpace, you don’t exist” Skyler, 18, to her mom
Birth Cohorts 20-25 years GI’s (WWI) 1901-1924 Silent Generation 1925-1942 Baby Boomer 1943-1960 Generation X 1961-1981 Millennials 1982- Present
Baby Boomers Generation X Millennials Build a stellar career Build a portable career Build parallel careers Money, title, recognition etc Freedom is the ultimate reward Work that has meaning for me Help me balance everyone else and find meaning myself Give me balance now, not when I’m 65 Work isn’t everything; I need flexibility so I can balance all my activities Feedback once a year, with lots of documentation Sorry to interrupt, but how am I doing? Feedback whenever I want it at the push of a button Train them too much and they’ll leave The more they learn the more they stay Continuous learning is a way of life
Information must be individually tailored
Portability of information is critical
Content must be dynamically generated
‘ Lag Time’ is a foreign concept
Web Surfing is passé
Pass the test, pass the course, get the degree
Surface learning; multitasking
Rules are irrelevant
Large career aspirations
Discussion Groups 50%
Practice by doing 75%
Teaching Others 90%
(Source: National Training Laboratories, Bethel, ME)
Case Based Learning; real-world examples
Learning must be relevant, engaging, and meaningful
Learning must expand beyond classroom walls
Portability of information is critical (easy, online access)
Content must be dynamically generated (just in time; web)
Many and varied activities (experiential; authentic)
High expectations (goals and frequent feedback)
Interaction (with the “teacher”, the material, and peers)
Respect for diversity
“ The number one thing to realize with the Millennials is that as a whole they reflect much more parental perfectionism than any generation in living memory. Colleges and universities should know that they are not just getting a kid, but they are also getting a parent .” Howe, N. & Strauss, B. (2000). Millennials Rising: The Next Great Generation. New York: Vintage Books
Second generation of web-based communities and online services
Social networking sites, wikis, social indexing sites
Collaboration, creativity, sharing between users
Changes web sites from isolated information silos to interlinked computing platforms
Users generate and distribute content, often with freedom to share and re-use, and allows the user to do more than just download information.
Users own and exercise control over the data on a Web 2.0 site
Architecture of participation that encourages users to add value ot the site as they use it.
Participants set up their own blog and create at least one post (every week or every two weeks) that covers the content of the course.
Participants send a message to the class Google Group to provide their published blog address for the rest of the class.
Participants will set up an RSS feed reader (Google Reader) to follow the postings of other class members .
Go to: E Blogger , Google Reader
Set up a Google group for the class
Each participant requests membership in the class (with their GMail account)
Participants send messages to group with their published blog address
All class members visit each blog and subscribe to the RSS feed for that blog
Class members are notified of all postings in their RSS feed reader.
The Google Group site will host discussions, other documents, and a few pages to support the class.
Private email messages will be used to provide private feedback to participants.
Go to: GMail
Use the free Skype software to collaborate with the instructor or other students in real time to facilitate the learning in class.
Go to: Skype
Participants will also add a special course "tag" which can be used with del.icio.us or Google Reader.
Go to: del.icio.us
Flickr is a photo sharing website and web services suite, and an online community platform, which is generally considered an early example of a Web 2.0 application.
Social Studies : NewsHour
Personal Learning Environments
Employ social software and Web 2.0 tools outside of the confines of a learning management system to enable learners to develop their own preferred learning environment
Ownership of both the content and the tools which comprise the PLE enables learners to sustain learning after formal courses have ended, and allows life-long learning
By offering a choice of tools, learners personalize the PLE by following their preferred styles and patterns of learning.
Loosely Coupled Teaching
Blends the advantages of institutional systems while leveraging the power of contemporary social software and Web 2.0 tools.
Bridging the Generational Divide: Strategies for Engaging the Millennials, Dr Joy Mighty, Queen’s University Understanding the Millennial Student by Angela D. Taylor, Ph.D., LPC, Associate Dean of Student Development Student Affairs, TCU