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Millennium learners: implications for higher education

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Presentation to the Vice Chancellor's Symposium, Massey University, Nov 2010

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Millennium learners: implications for higher education

  1. 1. Presentation to Vice Chancellor’s Symposium Massey University Friday 19 November, 2010
  2. 2. • Confidence • Civic minded • Optimistic • Inclusive • Connected • Goal oriented • Uncommitted • Self absorbed • Plagiarists • Isolated • Vulnerable • Superficial OR
  3. 3. Read rocks 4 through 6 Complete drawings 5 to 7
  4. 4. Read scrolls 4 through 6 Complete exercises 5 to 7
  5. 5. Read OHTs 4 through 6 Complete exercises 5 to 7
  6. 6. Read screens 4 through 6 Complete exercises 5 to 7
  7. 7. “How could your school make it easier for you to use technology?” Top 5 student demands: 1. Let me use my own tools & devices 2. Give me unlimited Internet access 3. Let me access my projects anywhere 4. Provide me with communication tools 5. Give me access to the school network – even from home
  8. 8. • Self directed learning • Un-tethered to traditional institution • Expert at personal data aggregation • Power of connections • Creating new communities • Not tethered to physical networks • Experiential learning • Content developers • Process as important as knowledge gained
  9. 9. • Movie player • Web browser • Sat nav • Bar code reader • Travel guide • Music player • … and phone
  10. 10. iPhone dispenser at the airport in San Francisco
  11. 11. Expert support Reduced support costs Addresses licensing issues Ubiquitous access Reduced capital outlay Collaboration potential Automatic software updates Backup and failover http://blog.core-ed.net/derek/2009/06/8-ways-cloud-computing-may-change- schools.html
  12. 12. http://tinyurl.com/243zt9c
  13. 13. 2010 showed the largest ever year-to- year increase in the number of students studying online. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
  14. 14. Nearly thirty percent of all college and university students now take at least one course online in the US. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
  15. 15. Almost two-thirds of for-profit institutions now say that online learning is a critical part of their long term strategy. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
  16. 16. The 21% growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
  17. 17. Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programs. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
  18. 18. Three-quarters of institutions report that the economic downturn has increased demand for online courses and programs. Class differences; Online Education in the United States, 2010 - http://tinyurl.com/24edf67
  19. 19. Online learning’s good. It creates flexibility which some students need to have because everyone has different lives and constraints
  20. 20. I really enjoyed access to the lecture videos, it meant you got the same quality of explanation if you couldn't attend a lecture due to illness etc. and if you didn't understand something in a lecture you could re-experience it without needing to ask the lecturer, excellent!!
  21. 21. I make a lot of use of the online resources, so it definitely works for me, although I do think that having lectures is also essential as long as there is extra explanation and discussion on the topic, but unfortunately some lecturers mainly read the power point slides which we could easily do on our own.
  22. 22. • Content – What is it today, what will define it tomorrow? • Culture – To fit in to the existing or to create anew? • Competition – What are the new business models? • Control – Who controls the learning process?
  23. 23. Derek Wenmoth Director, eLearning CORE Education Ltd derek@core-ed.org http://blog.core-ed.org/derek

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