PUBLICATIONS UPON WHICH THIS SESSION IS BASED BOOKSBerk, R. A. (2009). Top secret tips for successful humor in the workplace (Available atwww.coventrypress.com as PB and E-book)Berk, R. A. (2003). Professors are from Mars®, Students are from Snickers® (Availableat www.ronberk.com as PB)Berk, R. A. (2002). Humor as an instructional defibrillator (Available atwww.ronberk.com as PB) ARTICLES (Under PUBLICATIONS on www.ronberk.com):Berk, R. A. (2010a). How do you leverage the latest technologies, including Web 2.0 tools, in your classroom? International Journal of Technology in Teaching and Learning, 6(1), 1–13.Berk, R. A. (2010b). Net generation profile scale: This is only a test scale! Transformative Dialogues: Teaching & Learning Journal, 3(3), 1–6.Berk, R. A. (2009a). Derogatory and cynical humor in clinical teaching: A need for professionalism. Medical Education, 43, 7–9.Berk, R. A. (2009b). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal on Technology in Teaching and Learning, 5(1), 1–21.Berk, R. A. (2009c). Teaching strategies for the net generation. Transformative Dialogues: Teaching & Learning Journal, 3(2), 1–23.Berk, R. A. (2009d). A tribute to teaching: Putting it on the line. College Teaching, 57(2), 126–127.Berk, R. A. (2008a). Humor and the net generation. Thriving in Academe, 25(4), 5–8.Berk, R. A. (2008b). Music and music technology in college teaching: Classical to hip hop across the curriculum. International Journal of Technology in Teaching and Learning, 4(1), 45–67.Berk, R. A. (2007). Humor as an instructional defibrillator. Journal of Health Administration Education, 24(2), 94–117.Berk, R. A. (2005). Laughterpiece theatre: Humor as a systematic teaching tool. Teaching Excellence, 17(2).Berk, R. A. (2004). Coping with the daily stressors of an academic career: Try Mirthium®. Academic Physician and Scientist, July/August, 1–4.Berk, R. A., & Trieber, R. H. (2009). Whose classroom is it, anyway? Improvisation as a teaching tool. Journal on Excellence in College Teaching, 20(3), 29–60.
NAMES or MONIKERS: Millennials Generation Y Echo Boomers Net GenerationWHO ARE OUR STUDENTS? Trophy Generation First Digitals Dot.Com Generation Digital Aboriginals Nexters Digital Natives RESEARCH ON NET GENERS: DEFINITION:• More than 40 books• 10 National and International Surveys Born 1982 – 2003 1. EDUCAUSE 2. College Students’ Perceptions of Libraries and IT (7– 28 years old) 3. Greenberg Millennials Study 4. HERI American Freshman Survey 5. National Center for Educ. Statistics 2st Grade – Graduate School 6. Net Generation Survey 7. Net Generation: A Strategic Investigation 8. Nielsen NetView Audience Survey Nearly 90 Million 9. Pew Internet and Am. Life Project (1/3 of U.S. Population) 10. Tech. Preparedness among Entering Freshman LEARNER CHARACTERISTICS: 1. Technology Savvy 2. Relies on Search Engines for Information 3. Interested in Multimedia “NO TEACHER LEFT BEHIND!” 4. Creates Internet Content 5. Operates at “Twitch Speed” 6. Learns by Inductive Discovery 7. Learns by Trial and Error 8. Multitasks on Everything 9. Short Attention Span 10. Communicates Visually 1
11. Craves Social Face-to-Face Interaction12. Emotionally Open13. Embraces Diversity/Multiculturalism14. Prefers Teamwork & Collaboration15. Strives for Lifestyle Fit16. Feels Pressure to Succeed NET GENER PROFILE SCALE17. Constantly Seeks Feedback18. Thrives on Instant Gratification19. Responds Quickly and Expects Rapid Responses in Return20. Prefers Typing to Handwriting INGREDIENTS IN A MUSIC NET GENER’S WORLD: MOVIES 1. Sesame Street 2. MTV/VH-1/BET/mtvU MUSIC VIDEOS 3. PCs (200,000 e-mails; 80% online games) PC & VIDEO GAMES 4. social media (Facebook, MySpace, TV PROGRAMS Twitter) 5. video games (10,000 hrs.) 6. iPods/iPhones/iPads 7. MP3 players 8. PDAs MEDIA OVERSTIMULATION 9. cell/smart phones (10,000 hrs.) (6.5–11 hrs. per day multitasking) 10. TV/DVD remotes (20,000 hrs.) TECH SAVVY AVATAR in the CLASSROOM • 97% own a computer 1. Gather INTEL on your students • 94% own a cell phone a. the way they think • 99% use the Internet for homework b. how they behave • 89% use search engines like Google c. their interests • 87% use news Websites d. their culture • 57% are media creators 2. Understand a–d • 49% download music 3. Leverage a–d in HOW you teach • 92% multitask while texting or IMing 4. Establish a connection through • 75% have a Facebook account ENGAGEMENT 5. Gain their TRUST • 53% own an MP3 player 2
MATCH TEACHING STRATEGIESTO STUDENT CHARACTERISTICS: Student Characteristic Teaching Strategy1. Interest in media (music, TV, 1. Incorporate media to intro videos, movies, YouTube)2. Image oriented topics and in content 2. Use videos, TV, movies, FINALE class demonstrations3. Teamwork 3. Plan cooperative learning, games, improvisation4. Kinesthetic, experiential 4. Develop hands-on exercises5. Multiple intelligences 5. Tap 4–6 intelligences WHAT’S THE POINT? Leverage multiple and multimedia elements in your students’ world— music, movies, TV programs, YouTube, games, social media— in order to tap their multiple intelligences and learning styles so every student can succeed and can have fun learning in the process. 3