Traveler's Guide To The Student Brain
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From the Momentum Conference 2014, FLVS World Symposium break out sessions, "Your Guide to the Student Brain". Partner with our student engagement gurus and reinvention specialists to see what is going on inside the student brain. From social trends to survey responses and anecdotal evidence to analytic proof, you will get all you need to paint a clearer picture.
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Traveler's Guide To The Student Brain
- 1. T R A V E L E R ’ S GUIDE TO THE STUDENT BRAIN MICHEL LE NGUYEN & ADRIENNE CAMPBEL L ENGAGEMENT ENGINEER REINVENTION SPECIAL IST
- 2. UNDERSTANDING OUR AUDIENCE HELPS US BUI LD BET TER COURSES
- 3. UNDERSTANDING OUR AUDIENCE HELPS US TEACH BET TER
- 4. UNDERSTANDING OUR AUDIENCE HELPS US S A Y “ N O ”
- 5. OLD VS NEW
- 6. THINGS KIDS L IKE WHAT THEY CAN L IVE WI THOUT W H A T T H E Y C A N ’ T L IVE WI THOUT
- 7. THINGS KIDS L IKE WHAT THEY CAN L IVE WI THOUT Cable Watches Landlines Houses Credit Cards Cars Email Print (Books, Newspapers) W H A T T H E Y C A N ’ T L IVE WI THOUT Smartphones Cameras Internet Caffeine Social Media Emojis Reviews/Recommendations
- 8. EMOJ I SPEAK That’s really funny. Hahahaha LOL
- 9. WHAT IS THE ORIGINAL MEANING OF THIS EMOJ I ?
- 10. WHICH OF THE FOL LOWING IS THE MOST POPULAR EMOJ I ON TWI T TER?
- 11. EMOJ IS
- 12. THE NEXT GENERAT ION OF STUDENTS IS L IKE ART — A REJECT ION OR A REACT ION T O T H E P R E V I O U S “ G E N R E ” .
- 13. MADONNA VS MI LEY
- 15. ABERCROMBIE & F I TCH
- 16. INSIDE THE STUDENT BRAIN
- 17. L IKES? DISL IKES? Students hate _____________
- 18. L IKES? DISL IKES? Students hate _____________ But really, students just hate ______________
- 19. READ BETWEEN THE L INES I HATE EXERCISING I HATE VEGETABLES I LOVE COFFEE I DON’T LIKE RUNNING I HATE THE WAY BROCCOLI TASTES I LOVE STARBUCKS MOCHA FRAPPUCCINOS
- 20. PREPARE TO FAIL
- 21. MYTHBUSTERS STUDENTS WANT: • THEMES • CHOOSE YOUR OWN ADVENTURE • POP CULTURE REFERENCES • ALL VIDEO OR INTERACTIVES
- 22. STUDENT INFORMAT ION No 4% Yes 96% Yes 73% No 27% DO YOU PLAY GAMES/APPS? DO YOU HAVE A SMARTPHONE?
- 23. GAMI FY MY F LVS
- 25. ICE CREAM FOR DINNER EF FECT
- 26. SO HOW DO WE MAKE I T WORK?
- 27. REDESIGNING THE BIBLE WI TH READABI L I TY IN MIND
- 28. LACMA SNAPCHAT
- 29. GI FS
- 30. GI FOGRAPHICS
- 31. TOOL 1 9
- 32. TAKE A STAND
- 33. RECAP • DETERMINE WHAT STUDENTS L IKE AND WHY READ BETWEEN THE L INES DEF INE THE PROBLEM STATEMENT APPLY WHAT YOU KNOW TO THE SOLUT ION
- 34. QUEST IONS? MICHEL LE NGUYEN ENGAGEMENT ENGINEER MNGUYEN@F LVS.NET ADRIENNE CAMPBEL L REINVENT ION SPECIAL IST ACAMPBEL L@F LVS.NET
Editor's Notes
- Objectives: Get you inside the student brain and show you the how to look at things kids like and why Show you some ways we’re using student data to build courses/prototypes Give tips on how to use this information to your advantage So why is this important?
- Learning today looks very similar to what it looked like 50 years ago. We’re still practicing the same techniques, just now on an iPad or laptop. We’re looking to transform the WAY students learn through research, testing and innovation. Watching TV as a family all together vs. on a train on the phone, with earbud
- What are some of the things kids can’t live without? What about what they can live without?
- This generation—millennials, are known as “teacup kids” because they are emotionally fragile boomerang kids—going to back to live at home after college trophy kids —everyone is a winner Peter Pan generation — never grow up So what can we learn from this? Let’s break down emojis
- How many of you use emoticons? What are some examples? How many of you know what BRB or LOL means? Emoji speak - kids have always had a language of their own; mimics characteristics of this kid generation—shortened attn span, hyper visual, concise There’s a lot we can learn from something simple like this. Let’s test you first.
- In reaction to the millennial generation’s desire for instant gratification and quicker, more visual communications, Emoji’s are now their own language Can be see as either a de-evolution or evolution of language, depending on how you look at it. Not saying we should be teaching with emojis, but understanding the reason behind why they are so sticky will give us information we can use later Time magazine and New York Magazine quizzes—saw it as a phenomenon
- Baroque is a reaction to classicism (Michalangelo’s David—static, rational, thoughtful thinking vs. Bernini’s David, where he is twisted, dynamic movement, throwing) The millennial generation is a reaction to the Boomer generation. Their sense of entitlement comes from being raised by Boomers, who wanted their children’s lives to be better and easier than theirs. Not tech savvy, but tech dependent Reaching adulthood at a later age So, how do we apply that to the things that that like?
- Take the trend of Miley People like her because of the controversy, her rejection of being “normal”, reinventing her take on being a role model Like Madonna (icon), uses sexuality/individuality to express herself Never grow up mentality of this generation (boomerang)
- Who has heard of Kickstarter? What is Kickstarter? A place for tech startups, artists, inventors and innovators Challenged the notion that you have to be special or innovative Internet responded with support because the massess related to that Taking something so simple and stupid and giving it success because they could
- CEO Mike Jeffries Challenging the discriminating views of CEO by launching the #Boycott Abercrombie campaign Grassroots elevated by students Reacting with more positive body image, dissenting views of commercial beauty So while kids today have pretty strong feelings for things like Miley, potato salad and body image, that doesn’t exclude virtual school
- Once we know what they like and figure out why (what are they reacting or rejecting?), then we have to figure out what to do with that information. It’s not as simple as just taking those things and applying them to our courses or teaching. You have to do a little more digging to get into the student brain. Talk briefly about Curriculum/Reinvention and how we use this information.
- What students say vs. what they really mean; Students hate DBAS, but really they just hate not knowing what to expect Students hate Collaboration, but really they just hate not knowing exactly what collaboration is Find out what the REAL problem statement is
- What students say vs. what they really mean; Students hate DBAS, but really they just hate not knowing what to expect Students hate Collaboration, but really they just hate not knowing exactly what collaboration is Find out what the REAL problem statement is
- Now that we’ve figured out what the REAL problem statement it, there’s one more important rule.
- Our last piece of advice? Prepare to fail. But try again. Don’t give up. Here are some of things we thought were answering student needs in the past…
- Think beyond the common ideas for engagement
- Almost 4k students. Keep kids engaged
- -Put it all here, leaderboards, badges, points, trivia - awesome? -Didn’t solve a problem
- When we assume, rather than actually know, we get the basketball room effect. Extreme Makeover Home edition Based around what they SAY they love On the flip side, we could ask the student want they want, but without filtering those responses, you get…
- When we simply ask the student, sometimes their responses need filtering as well. If given freedom to pick and choose, end result might not be in their best interest. Interest based lesson - pull things from showcase Assessment driven prototype
- Examples of people in other industries doing it well
- 73% of ppl say they are Christian, but Only 1 in 5 Americans say they read the Bible on a regular basis Typographer Adam Lewis Green. Called Bibliotheca.
- Los Angeles County Museum of Art Experiential approach to engagement. Incorporate the LACMA tag using the geofiltering feature. Focus on the user and user experience; centered around the product, but makes it all about them
- While Snapchat doesn’t meet our need as an organization, we are able to apply other technologies.
- Take what’s meaningful and useful from the technology and use that
- Discuss problem statement Elements from popular games Share testing stats Over 30% increase in passing scores in pre/post tests taking it out of the course and putting it into their hands putting it on a phone non-threatening environment outperformed our actual games facing their failure
- Discuss problem statement feeling unprepared put on the spot finality—can’t redo Felt prepared They could rechallenge and do it again Share testing stats over 50% played more than once took elements from successful apps/games Emphasized the debate in the challenge downplayed the sources presented in a way that made primary and secondary sources non-threatening very focused