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PCC_Jan_2_2008

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A presentation for faculty on teaching millenial learners

Published in: Education, Spiritual
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PCC_Jan_2_2008

  1. 1. Millennial Learners
  2. 2. Today’s Plan
  3. 3. Activity • Which Generations are in this Workshop? – Silent (1925-1942) Ages 66-84 – Baby Boomer (1943-1960) Ages 48-65 – Gen – X (1961-1980) Ages 28-47 – Millennial (1980 – 2000) Ages 8-27 Silent Boomer Gen-X Millennial
  4. 4. Activity • List 3 Defining Events of Your Generation Silent Boomer Gen-X Millennial
  5. 5. “The expectation for involvement with faculty and other students overrides a desire to use technology.” Education the Net Generation Diana G. Oblinger and James L. Oblinger, Editors
  6. 6. Millennial Learners Video – From YouTube
  7. 7. By the numbers • 2008 – 80 Million 18-29 year olds • 36% of the U.S. Population http://www.newvotersproject.org/research/demographics
  8. 8. The NCCCS System
  9. 9. Numbers by Generation 2005-2006 Millennials
  10. 10. PCC Student Enrollment – FA07 Curriculum Only Millennials
  11. 11. PCC Faculty by Generation – FA07 BOOMERS
  12. 12. A Closer Look at Millennials • Born in 1980-82 ish • First high school graduating class – 2000 • Cultural icons
  13. 13. Major Events – Millennials • From the PBS Documentary – Generation Next which aired in 2007 • http://www.pbs.org/newshour/generation- next/demographic/timeline_majorevents.html • The Technology Timeline • http://www.pbs.org/newshour/generation-next/demograp Major Events Tech Timeline
  14. 14. 60 Minutes on the Millennial Workforce http://www.cbsnews.com/video/watch/?id=4126233n
  15. 15. The Millennial is… • Comfortable with technology – never lived without computers • Connected 24/7 • Confident • Optimistic • Hopeful • Independent (often despite helicopter parents) • Determined • Goal Oriented • Success driven • Aware of the lifestyle they desire • Diverse – most diverse generation EVER • Service oriented • Inclusive • Team Oriented
  16. 16. Core Characteristics SPECIA L CONFIDE NT STRESSED eXPERIENt ial  Close to Parents Team Oriented SERVICE oriented
  17. 17. Special •Helicopter parents •High self-esteem •Treated as individuals •Media targets directly to them (think reality shows, tech toys) •Sheltered •Most “wanted” generation ever
  18. 18. STRESSED • High achievers • Sleep deprived • Grade-driven • MUST meet goals and think the means justifies the ends to succeed at meeting goals (i.e. – cheating o.k.) • Constantly in motion • Live in a 24/7 world
  19. 19. Close to Parents •Like to hang out with parents •Comfortable with their parents’ values •Feel a sense of duty to family
  20. 20.  • Learn by doing • Learn through discovery • Interactive • Collaborative • Engaged • Multitasking • Strong leadership • Well defined goals
  21. 21. D I V E R S E • Value racial diversity • Value ethnic diversity • Least Caucasian generation in history • Largest Asian and Latino population in U.S. history
  22. 22. Service Minded •Most agree everyone should commit to at least 1 year of service to the country •Community service is a priority for most Millennials •Part of work/life balance
  23. 23. CONFIDENT • Expect CONSTANT affirmation • Girls outpacing boys as leaders • Goal – setters: short and long term • Plan + Action = Success
  24. 24. Team Oriented • Learn collaboratively • Strong communicators • Demand to stay connected • Focus on “We” rather than “I”
  25. 25. What We Know About Millennial Learners • Visual communicators • Integrate the virtual and the physical worlds • Learn better through discovery than by being “told” • Shift attention quickly • Pay attention only to what interests them • Respond quickly and expect quick responses in return
  26. 26. What We Know About Millennial Learners • Digitally Literate BUT have a poor understanding of information quality – not Information Literate • Less text literate than other generations – they do not read • Very goal oriented • Multitaskers • CRAVE interactivity
  27. 27. What We Know About Millennial Learners • Must be “forced” to reflect • Expect to participate in the learning process – not passive learners • First person learning is the expectation – simulations, visualization, experiential activities • View graphics first, then might check out text
  28. 28. 93% 7% 66 students 5 students WEB 110 – Fall 2008 Student Pre-Course Survey
  29. 29. 69% 49 students 20% 1% Which types of computers do you use? 39 students 14 students 1 student WEB 110 – Fall 2008 Student Pre-Course Survey
  30. 30. 34% 37 students 52% 7% What type of Internet connectivity do you have? 24 students 5 students WEB 110 – Fall 2008 Student Pre-Course Survey 7% 5 students 86% High speed
  31. 31. 23%5 or more hours/day 13% How much time do you spend on the Internet each day? 1-5 hours/day WEB 110 – Fall 2008 Student Pre-Course Survey 65% 1 or less hours/day
  32. 32. Why do you use the Internet? WEB 110 – Fall 2008 Student Pre-Course Survey Entertainment Other Communication Personal Research Find Info Academics
  33. 33. Have you ever posted to a blog? WEB 110 – Fall 2008 Student Pre-Course Survey NO
  34. 34. BEST PRACTICES Teaching the Millennial Learner • Provide structure for students – Clear expectations, detailed instructions – Allow students to help determine the structure of the course (syllabus, goals, assignments) • Be specific about acceptable behavior – offering visual examples if possible • Provide both leadership and guidance • Use positive and frequent affirmation of achievement (like video games) – Actions/consequences – Effort = reward
  35. 35. BEST PRACTICES Teaching the Millennial Learner • Allow students to connect with each other and the content through collaborative and peer-to-peer assignments – Clear instructions on how to manage problems • Challenge the students • Hold students accountable – Flexible assignment schedule with “choices” • Provide active, engaged, fun, and student-centered learning activities
  36. 36. BEST PRACTICES Teaching the Millennial Learner • Teach “delayed gratification” by building reflection into the curriculum • Encourage learning for “learning’s sake” not just a grade • Provide service learning opportunities • Build a sense of community within the course and/or major
  37. 37. BEST PRACTICES Teaching the Millennial Learner • Incorporate time management skills into the curriculum – Paced schedule for assignments – Short modules of study • Proven pedagogical success strategies – Provide study guides – Provide extra credit opportunities – Provide model examples of assignments and projects – CLEARLY and EXPLICITILY explain rules of behavior and link the consequences to grades
  38. 38. Action Plan • What do I want to teach? –Objectives –Specific skills –Specific concepts
  39. 39. Action Plan • How do I teach it now? –Lecture –Activities –Assignments –Assessment
  40. 40. • How can I teach it using… – A more structured approach content modules, more frequent feedback – More visual content use games, slide shows, role-playing – Incorporating collaboration among students small groups – Personalization peer coaching, case studies, choices – Digital communication tools wikis, blogs, Google Docs Action Plan
  41. 41. Action Plan • How do I know students are learning? – Use journaling – blogs, wikis – Create small groups with role assignments – Hold synchronous chats • What assessment strategies will I use? – Objective – Subjective – Project based – Group activities – A combination
  42. 42. Action Plan • How do I add more structure to the course? – Create a “paced schedule” for the Unit of Study – Email reminders for assignments even if you’ve told the students the due date and posted it online – ALWAYS have an online supplement for your courses – the online presence gives students 24/7 access to content and other students – Give students very detailed step-by-step instructions with visual content whenever possible
  43. 43. Step – by – Step with Visuals
  44. 44. Action Plan • How do I add more personalization to the course? – Assign students with similar interests to small groups for some projects/assignments example: nursing majors complete a writing/reflection project in a Business 110 course on the “Business of Nursing” – ASK students what they want to learn in the course and why – survey them – share the findings use a survey tool like Zoomerang to ask the students questions the very first week of class, share the results week 2 and let the students know what you incorporated in the course from the survey – Allow students more input in how the content and assessments will be delivered – give them choices give students a choice of an objective test, a take-home test, an online test; let them choose to take 3 of 4 assessments in the course, give them choices within the test – Be sure students know some of your human story and encourage them to share theirs take advantage of the technology and have students set up profiles, share yours, setup a Facebook account, a blog, a wiki and invite students to join you there; I recommend edublogs and pbwiki www.edublogs.org http://pbwiki.com/academic.wiki
  45. 45. Action Plan • A list of collaboration options… – Assign students to small groups; assign roles to each member of the group Facilitator – initiates and keep sthe communication going; Recorder – makes sure the information being shared is condensed and presented appropriately; Contributor – participates in the conversation, project, etc.; – change groups and roles throughout the semester for other assignments – Assign students projects which might be turned in individually or as a group, but allow them to work together on the projects. Require that students “journal” or report on the project status directly to the instructor
  46. 46. What We Know For Sure • Millennials expect an Academic Experience • Millennials expect instructors to use Technology • Millennials use a lot of Technology • Millennials want to build Relationships • There are more of “them” than there are of “us” so we had better migrate toward their planet – at least a little
  47. 47. What We Know For Sure • Tools – both high tech and low tech - are available to instructors to help us create – Visual learning – Collaborative learning – 24/7 access to learning – Student/Student, Student/Instructor, Student/Content interaction

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