Aacsb Educating Gen Y And Pcl [No Video]


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Michael Netzley's recent presentation to AACSB about how social media is an ideal tool for supporting participant-centered learning. Phoenix, Arizona November 2008

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Aacsb Educating Gen Y And Pcl [No Video]

  1. 1. Educating Gen Y: How Collaborative Technologies Foster Participant-Centered Learning Michael Netzley, PhD
  2. 2. Lenovo’s Mary Ma on Education Regarding the acquisition and integration of IBM, Mary Ma noted how education socialized employees in ways that impacted their job performance for decades. Passive education translated into passive workplace tendencies, and opportunities to improve the M&A process were missed when initiative was not taken. McKinsey Interview Here
  3. 3. Education 2.0: The Key Points Goals Overlap Constituency—Digital Natives Faculty Adoption of Technology Technology a Competitive Advantage?
  4. 4. What If Your Student Submitted This?
  5. 5. Food Review on Student Blog
  6. 6. Our Reviewer
  7. 7. Data Surrounding the Poutine Review • Amelia’s Blog Post: 318 views • Amelia’s Blog averages 195 views per day • Amelia’s Highest Views: 417 in one day • Amelia’s Total Views: 54,126 in 10 months • YouTube: 136 views in two months • Daryl’s Blog: averages 110 visits per day • Daryl’s: Best day ever was 902 visits • Daryl’s Total Views: 41,399
  8. 8. Comparing PCL to Social Media Participant- Social Media’s Centered Learning Strengths • Students take greater • Decentralized; user- responsibility generated content • More student-to-student • Can link and share in any interaction direction • Responsive to student • Ability to comment, vote, currents contribute, and more • Faculty facilitate and ask • Self-regulated or, at most, moderated
  9. 9. Stepping Back: Web 1.0 and 2.0 • Largely static page • Read only • One-way communication • Before dot-com bust – Technology – Behaviors
  10. 10. Stepping Back: Web 1.0 and 2.0 • Interactive • Read/Write Web • Dynamic UGC • Web control decentralized – Technology – Behavior
  11. 11. Meet Gen Y http://www.genythinktank.com/wp-content/uploads/2008/05/esfacebook.jpg
  12. 12. Who Is Gen Y? • Millennials born 1982 – 2000 • “The Connected Generation” • Have ideas and want to voice them • Want to understand underlying rationale • Want to make a difference • Lofty goals and dreams—believe these will be achieved • Can be direct; state openly what they desire • Communication preferences (next slide) Communication World, March-April 2008
  13. 13. Socializing a Digital Native • The average college grad starting work – 5,000 hours of video games on average – 250,000 email, instant, and text messages – 10,000 hours of hand phone use – 3,500 hours of time on-line • “Today’s younger workers are not little us-es.” Pew Research, Digital Natives Invade the Workplace, 2006
  14. 14. Gen X Gen Y Style Not-so-serious; irreverent Eye-catching; fun Content Get to the point—what do If and when I need, I I need to know? will look it up online Context Relevance to what Relevance to now, matters to me today, and my role Attitude Question authority; cynics OK with authority that and skeptics earns their respect Tactics Online; some face-to-face Online; wired; meetings, games, tech. seamlessly connected Speed Immediate; when I need it Five minutes ago Frequency Whenever Constant
  15. 15. A Network of Weak Ties: Learning Beyond the Firewall
  16. 16. Example: Course Wiki Going Global
  17. 17. Evolution of Weak Tie Thinking Weakly ties individuals see each other infrequently and their relationships are casual rather than intimate. - M. S. Granovetter, 1983 Heavy email users us email in conjunction with other media to maintain a relatively large number of weak ties. - Pew Research, 2004 Enterprise social networking software lets our prototypical knowledge worker stay in touch with a large network of colleagues, allowing her to keep up to date with that they're doing, working on, and producing. It also lets her tell this network what she's up to. - Andrew McAfee, HBS, 2007
  18. 18. Why Does A Global Network Enhance Student Learning? • Leverage: Larger networks of weak and strong ties enhance the learning opportunity – Faculty in perfect position to grow strong ties • Motivation: Students love connecting with and learning from professionals around the globe • Constructivist Process: Students recognize they are creating something new • Experience: They succeed using social media
  19. 19. Decentralized Learning
  20. 20. Wikitexts: PCL Behind the Firewall • Students write their own textbook on the wiki • Peer-editing and faculty feedback guide revision • Constructivist and partially decentralized model where students create their knowledge exchange
  21. 21. What’s the Most Important Question? Where in the learning process do we have what Clayton Christensen calls “nonconsumption?”
  22. 22. What the Research Says • Preliminary finding that student learning improves when students are asked to co- create a wikitext – Wikibooks in Higher Education: Empowerment Through Online Distributed Collaboration by Ravid, Kalman, and Rafaeli. Computers in Human Behavior (24) 2008. • Study of writing instruction found no statistically significant difference between expert and peer feedback when more than six peers offered instructive feedback – The Impact of Two Types of Peer Assessment on Students’ Performance and Students’ Performance and Satisfaction within a Wiki Environment by Yun and Lucking. Internet and Higher Education. (2008)
  23. 23. Gartner’s Hype Cycle
  24. 24. Gartner’s Hype Cycle 2008
  25. 25. Quickly compare where you university, faculty, and administrators might generally fall along the hype- cycle continuum, and where might your students, recruiters, and other stakeholders fall?
  26. 26. So What’s the Problem?
  27. 27. What the Research Says • “Some faculty members feel that some Web 2.0 technologies could improve students’ learning…few choose to use them.” • Faculty attitude and perceived behavioral control are strong predictors of [faculty] intention to use Web 2.0 – Admin should focus on perceived usefulness and ease of use – Faculty need to feel confident using the technologies – Best practices models are needed Investigating Faculty Decisions to adopt Web 2.0 Technologies: Theory and empirical Tests. Internet and Higher Education. (2008)
  28. 28. Case Study: Michael’s Classroom • Co-create knowledge on wikis • Read about current events and big ideas (e.g., codes of conduct) with RSS feeds • Update each other with brief interactions by instant messenger • Increase experiential learning through blogging and podcast production • Build global networks for learning, discussion, and feedback
  29. 29. Collecting Content with RSS • Everyone creates a Google Reader account • We have 12 common feeds for the class • Students find their own feeds for project • 24/7, off and on-line updates for class
  30. 30. Here is What It Looks Like
  31. 31. Google Reader Shared Feeds
  32. 32. RSS Pushed to Facebook Feedheads Application
  33. 33. What the Research Says: Facebook • Faculty Facebook pages do not appear to have a significant positive or negative impact on student ratings – 66% student respondents felt it was acceptable for faculty to be on Facebook – 33% raised privacy or identity issues—concern that their page may negatively impact faculty perception of that student (unaware of privacy controls?) • Positive responses suggest that students like getting to know faculty better • Trade-offs: some loss of control over self- presentation for faculty and students Crossing Boundaries: Identity Management and student/Faculty Relationships on Facebook. Hewitt & Forte, 2006.
  34. 34. Online = Available to Chat
  35. 35. Michael’s Blog
  36. 36. Faculty Blog: Economics
  37. 37. Faculty Blog and Podcast: Law
  38. 38. Faculty Blog: Organizational Behavior
  39. 39. Faculty Podcast: Leadership Matters
  40. 40. How Media Creates Content
  41. 41. How Students Create Content
  42. 42. Faculty Example: Kansas State
  43. 43. My Business Card