Millennials, currently the largest generation, account for 1/3 of the world's population and 1/4 of the US population. They prefer experiential and exploratory learning by doing. They expect flexibility, personalization, and instant feedback and gratification. They are comfortable with current technologies but late adopters of new ones until their peers use them widely.
- Diana Quinn has worked in educational technology since 1989, starting in medical science and using tools like overhead projectors and 35mm slides.
- In the late 1990s, she began providing online education including 50 online case histories for students. The first online diagnostic hematology course was completed.
- Since 2001, Quinn has worked across various disciplines like humanities, engineering, and mathematics, utilizing new technologies for online and blended learning including PowerPoint, video, social media, ePortfolios and more.
- Recent work has focused on developing shared online courses across universities for undergraduate and postgraduate engineering programs.
This document discusses STEM education and provides resources for implementing STEM in the classroom. It defines STEM as focusing on hands-on projects in science, technology, engineering, and math. Project Lead the Way is presented as a model STEM program, and partnerships with Disney and the California Space Academy are mentioned. Several technology tools for the classroom are listed, and research is presented showing the link between high school STEM courses and college degrees in STEM fields. The document concludes with recommendations for supporting STEM education, such as determining needs, professional development, curriculum development, and funding.
Q&Q Presentation on the Differences in Internet Usage and its influence on Ac...Presly Ekpebe
This document discusses a study that tested two hypotheses about gender differences in Internet usage and academic productivity. The first hypothesis, that men are more confident Internet users and thus more productive, was found to be wrong. While male participants spent more time on non-research activities, female participants spent less time but visited more websites and showed similar research skills to males. The second hypothesis, that the Internet is used actively by both genders, was supported. The study had limitations like a small sample size but provides insight into changing gender roles regarding technology use.
In our media-driven age visuals have a direct and frequent presence in our society and their role across academic disciplines is growing. This makes it essential to prepare visual literate learners and justifies the need for teaching visual literacy skills. Currently, several educational approaches exist undertaken by universities, faculties and academic libraries.
Presentation by Martin Weller, Professor of Educational Technology, The Open University UK at the 2018 European Distance Learning Week's first day webinar on "Open Education: What Now?" - 5 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pqaljdhgy2w2/
The last 20 years of mobile learning: signposts of the past, present and futureTeemu Leinonen
Keynote at the mLearn 2017 — 16th World Conference on Mobile and Contextual Learning.
30 October - 1 November 2017
Larnaca, Cyprus
Abstract:
Back in 1997 while working at Media Lab Helsinki, Finland my colleagues and I started a research project called Future Learning Environments. Our main partners were educational psychologists at the University of Helsinki. Soon after this we organized ourselves as the Learning Environments research group (LeGroup). The mission of the research group was (and still is) to explore ways to improve the quality of teaching and learning with smart technological solutions. From the very beginning our research focused on the use of mobile devices, with the idea of bringing learning to meaningful contexts, and to support learners' knowledge building and reflective activities. The tools designed and developed, as part of our research, have helped students to develop their self-regulation, a skill closely related to students' well-being, to forms of deep learning and to autonomy. With our research we have not been driven by the common attempt to save time and money, instead we have aimed to abilities to innovate and to create social change.
During my talk I will make a retrospective journey through some of our work, starting with some early experiments in computer supported collaborative learning (CSCL) with school children using Nokia Communicators (1997) and Nokia Internet Tablets (2005). I will also introduce some of our research on educational challenges in the Global South that made use of the affordances of basic mobile phones for knowledge sharing (2003-2005). Furthermore I will discuss our more recent work on mobile learning research dealing with the role of mobile devices in reflective and self-regulated learning, an augmented-reality application for workplace learning and on the challenges and possibilities of using biometric measures along wearable computers for collecting data for learning analytics. Through this journey, I aim thus to outline a few signposts of the past and present of mobile learning research, design and development. My hope is to help us discuss the future of education and the future tools to be designed when most things and activities in our life are digitally enhanced and networked.
The document discusses a meeting about technology in the classroom. It notes that Shannon was unable to hear or speak at the meeting. Potential long term projects for students were mentioned, including an egg drop contest, robotics competitions, and a geology project involving a community geologist. Challenges for teachers around keeping students on task and covering curriculum requirements were also discussed.
Is the emperor wearing clothes? A debate on hype vs reality in elearning & ...Natalie Lafferty
My slides from the closing plenary of the AMEE eLearning Symposium 6 September 2015 in Glasgow, which was a debate on the hype vs the reality of elearning in medical education between David Cook and myself.
- Diana Quinn has worked in educational technology since 1989, starting in medical science and using tools like overhead projectors and 35mm slides.
- In the late 1990s, she began providing online education including 50 online case histories for students. The first online diagnostic hematology course was completed.
- Since 2001, Quinn has worked across various disciplines like humanities, engineering, and mathematics, utilizing new technologies for online and blended learning including PowerPoint, video, social media, ePortfolios and more.
- Recent work has focused on developing shared online courses across universities for undergraduate and postgraduate engineering programs.
This document discusses STEM education and provides resources for implementing STEM in the classroom. It defines STEM as focusing on hands-on projects in science, technology, engineering, and math. Project Lead the Way is presented as a model STEM program, and partnerships with Disney and the California Space Academy are mentioned. Several technology tools for the classroom are listed, and research is presented showing the link between high school STEM courses and college degrees in STEM fields. The document concludes with recommendations for supporting STEM education, such as determining needs, professional development, curriculum development, and funding.
Q&Q Presentation on the Differences in Internet Usage and its influence on Ac...Presly Ekpebe
This document discusses a study that tested two hypotheses about gender differences in Internet usage and academic productivity. The first hypothesis, that men are more confident Internet users and thus more productive, was found to be wrong. While male participants spent more time on non-research activities, female participants spent less time but visited more websites and showed similar research skills to males. The second hypothesis, that the Internet is used actively by both genders, was supported. The study had limitations like a small sample size but provides insight into changing gender roles regarding technology use.
In our media-driven age visuals have a direct and frequent presence in our society and their role across academic disciplines is growing. This makes it essential to prepare visual literate learners and justifies the need for teaching visual literacy skills. Currently, several educational approaches exist undertaken by universities, faculties and academic libraries.
Presentation by Martin Weller, Professor of Educational Technology, The Open University UK at the 2018 European Distance Learning Week's first day webinar on "Open Education: What Now?" - 5 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pqaljdhgy2w2/
The last 20 years of mobile learning: signposts of the past, present and futureTeemu Leinonen
Keynote at the mLearn 2017 — 16th World Conference on Mobile and Contextual Learning.
30 October - 1 November 2017
Larnaca, Cyprus
Abstract:
Back in 1997 while working at Media Lab Helsinki, Finland my colleagues and I started a research project called Future Learning Environments. Our main partners were educational psychologists at the University of Helsinki. Soon after this we organized ourselves as the Learning Environments research group (LeGroup). The mission of the research group was (and still is) to explore ways to improve the quality of teaching and learning with smart technological solutions. From the very beginning our research focused on the use of mobile devices, with the idea of bringing learning to meaningful contexts, and to support learners' knowledge building and reflective activities. The tools designed and developed, as part of our research, have helped students to develop their self-regulation, a skill closely related to students' well-being, to forms of deep learning and to autonomy. With our research we have not been driven by the common attempt to save time and money, instead we have aimed to abilities to innovate and to create social change.
During my talk I will make a retrospective journey through some of our work, starting with some early experiments in computer supported collaborative learning (CSCL) with school children using Nokia Communicators (1997) and Nokia Internet Tablets (2005). I will also introduce some of our research on educational challenges in the Global South that made use of the affordances of basic mobile phones for knowledge sharing (2003-2005). Furthermore I will discuss our more recent work on mobile learning research dealing with the role of mobile devices in reflective and self-regulated learning, an augmented-reality application for workplace learning and on the challenges and possibilities of using biometric measures along wearable computers for collecting data for learning analytics. Through this journey, I aim thus to outline a few signposts of the past and present of mobile learning research, design and development. My hope is to help us discuss the future of education and the future tools to be designed when most things and activities in our life are digitally enhanced and networked.
The document discusses a meeting about technology in the classroom. It notes that Shannon was unable to hear or speak at the meeting. Potential long term projects for students were mentioned, including an egg drop contest, robotics competitions, and a geology project involving a community geologist. Challenges for teachers around keeping students on task and covering curriculum requirements were also discussed.
Is the emperor wearing clothes? A debate on hype vs reality in elearning & ...Natalie Lafferty
My slides from the closing plenary of the AMEE eLearning Symposium 6 September 2015 in Glasgow, which was a debate on the hype vs the reality of elearning in medical education between David Cook and myself.
Film 240 technology in the classroom- ariel weinbergAriel Weinberg
The document discusses the use of technology in classrooms. It notes that while nearly all schools now use technology, many young children begin using devices at home from a very early age. The document explores both the benefits and drawbacks of technology in education. On the positive side, technology can help demonstrate concepts, develop skills like critical thinking, and assist some students with special needs. However, overuse of devices may hinder development and cause distractions. The success of technology depends on how teachers apply and integrate it. Overall, the document presents an even-handed analysis of the complex issues around incorporating technology into modern education.
This document outlines 6 tasks for a media studies class on TV drama: 1) Catch up on missing homework, 2) Re-read an online presentation and watch an interview on youth TV and complete an email task, 3) Complete an activity on E4 channel, 4) Do activities on the TV show Skins, 5) Research the production company Company Pictures, and 6) Research the Leveson Inquiry including what it is, who is involved, and why it is important.
This presentation is a considering of the Bring Your Own Device (BYOD) approach to mobile learning, especially for considering in use by schools and 6th form colleges. This presentation formed part of the Colleges-University Leciester Network Librarians' Working Group session on 26 June, 2013 at University of Leiceter.
Mobile learning, or m-learning, utilizes portable electronic devices like smartphones, tablets, and laptops to enable learning anywhere. It allows education to be accessible to people of all ages, abilities, and resources. Major universities are adopting m-learning and integrating mobile technologies into their courses, bringing flexibility to students. M-learning bridges the gap between formal education and daily life by making learning interspersed with activities outside of school.
Wisconsin Innovative Schools Network 3/28 - OER PresentationsEric Lehmann
Presented on 3/28 at the Wisconsin Innovative Schools Network (WISN). "Expand your Classroom with Open Education Resources" (OER) Eric Lehmann - eAchieve Academy.
Wisconsin Innovative Schools Network (WISN) - 2014 OER Eric Lehmann
21st Century teaching with (OER) Open Educational Resources. Presentation for Middle School and High School teachers introducing OER Open Educational Resources. OER has been hailed by some as the key to breaking down the digital divide and giving all students (around the world) access to high quality educational resources.
This document discusses the characteristics and needs of digital natives or millennial students. It describes how they prefer experiential and hands-on learning, expect high levels of personalization and customization, have no tolerance for delays and require constant feedback, and are constant users of multimedia. The document also provides references on this topic from various studies on digital natives and how to teach the millennial generation.
This document contains references to over 50 sources related to mobile learning and technology in education. The references are citations for academic papers, reports, books, and websites. Some of the key topics covered in the references include the use of mobile devices for language learning, appropriation of open source software, mobile learning platforms, and frameworks for mobile applications to enhance performance. The references also discuss constructs like activity theory, constructivism, and communities of practice in relation to technology-enhanced learning.
Digital Natives & Technology in the ClassroomTalia Resendes
This document discusses the characteristics and learning preferences of digital natives, known as Generation Z or the Net Generation. Some key points:
- They have grown up with technology and prefer learning through digital/multimedia means.
- They are constantly connected through devices and social media and prefer interactive, collaborative, and experiential learning.
- Educators need to engage them by incorporating more digital tools, multimedia, social media, and opportunities for creative projects into teaching.
Exploring The Potential of Mobile Learning in Instruction, Mohamed KHARBACHSaadia Morcenet secretary
This document provides an outline for a presentation on exploring the potential of mobile learning in instruction. It discusses the emergence of mobile learning and defines it as a learner-oriented approach using mobile devices to access, interact with, and connect to the world. The document outlines advantages like quick access, learning on the go, and personalized learning. It also discusses attributes and drawbacks of mobile learning as well as criteria for evaluating educational apps.
Exploring Sample Mobile Apps for English Language Learning, Abdellatif ZOUBAIRSaadia Morcenet secretary
This document provides an outline for a presentation on exploring the potential of mobile learning in instruction. It discusses the emergence of mobile learning and defines it as a learner-oriented approach using mobile devices to access, interact with, and connect to the world. The document outlines advantages like quick access, learning on the go, and personalized learning. It also discusses attributes and drawbacks of mobile learning as well as criteria for evaluating educational apps.
This document summarizes a presentation on mobile learning implementation and research. It discusses current use of mobile devices in education, experiences with mobile learning projects, and important considerations for mobile implementation. The presentation was given by three doctoral students - Cesar Navarrete, Michelle Read, and Rob Scordino - and covered their mobile learning research experiences and observations involving English language learners, iPad use in secondary and higher education, and issues to consider when implementing mobile learning.
This document discusses research on the effectiveness of technology in K-12 education. Some studies found that technology improved student outcomes in areas like engagement, participation, and understanding in subjects like language arts, math, social studies, and science. Other research found no achievement gains or found traditional methods led to better outcomes. The document also reviews contradictory studies that found increased technology spending did not improve scores and that higher access to technology did not change instructional practices. It aims to provide context for administrators to determine technology's appropriate role in education.
C:\Fakepath\Technology And Learning Kinast & Swan Smith [B]Barbara Kinast
This document outlines research on the effectiveness of technology in K-12 education. It discusses research that supports technology's positive impact on student engagement, participation, understanding, and performance in subjects like language arts, math, social studies, and science. However, it also presents contradictory research showing that increased access and use of technology has not reliably led to improved student achievement and that traditional teaching methods may be as or more effective for certain topics. The document aims to provide context for administrators to determine technology's appropriate role in education.
User of clickers in HE - Resarch and PracticeDaniela Gachago
This document summarizes research on the use of clickers or electronic voting systems in higher education. It discusses how clickers can provide instant feedback, different question types, and record data to engage students actively. The main areas of research are the benefits of clickers for content transmission, feedback, and student engagement. Clickers are seen as useful for gathering information quickly, recall questions, predicting outcomes, starting discussions, and formative assessment. However, students can experience clicker fatigue and staff have mixed perceptions. Overall, clickers show potential to change teaching practices to be more discussion-based.
The article discusses the open educational resources (OER) movement, which aims to make educational content freely available online through open licensing. It explores how OER began in the 1990s and expanded rapidly with MIT's OpenCourseWare project in 2002. OER now includes a wide range of educational materials that are openly licensed for use and reuse. The article examines the promises of OER in leveling access to knowledge and transforming educational practices, but also notes challenges in establishing sustainable infrastructure and adapting existing systems to support open sharing of intellectual property.
Accessibility is Primarily About People and Processes, Not Digital Resources!lisbk
Slides for a talk on "Accessibility is Primarily About People and Processes, Not Digital Resources!" given as a pre-recorded slidecast (with audio) by Brian Kelly, Cetis at the OZeWAI 2013 conference held at La Trobe University, Melbourne, Australia on Friday 29 November 2013.
For further information see http://ukwebfocus.wordpress.com/events/ozewai-2013/
How Augmented Reality via Mobile Devices Aids Real World Learning - CoSN 2014...Heidi Larson
Presentation and Augmented Reality Experience given by Chris Dede (Harvard Graduate School of Education), Matt Dunleavy (Radford University & FreshAiR), and Heidi Larson (EDC) at the Consortium for School Networking Conference in March, 2014
This document summarizes Nicola Beddall-Hill's research on using mobile methods to observe mobile learning in field trip settings. The research investigated how students on Masters of Science in GIS field trips used mobile devices for data collection and analysis. Ethnographic and mobile methods were used to observe students' interactions in real-world settings. Preliminary findings showed themes around ownership of devices and the role of pen and paper in learning. Issues with the mobile methods included privacy concerns and discomfort wearing recording devices. Future directions may include new analysis methods integrating location data and considering ethical issues in mobile research methods.
This document discusses the potential for mobile learning or "m-learning" in education. It notes that with over 5 billion cellular phone subscribers globally, mobile technologies could be leveraged to support learning anywhere and anytime. The document reviews definitions of mobile learning, how it builds upon existing distance and online education models. Benefits identified include increased interactivity, motivation, and accommodation of different learning styles. Challenges include potential distraction and academic integrity issues. The document advocates for policies and teacher training to help schools embrace mobile learning.
Embracing digital technologies to enhance student education in Higher Education Neil Morris
Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.
The document discusses new trends in learning, including immersive learning using virtual environments and simulations, open learning through open educational resources and courseware, and social learning through digital media and connections with others. Immersive learning allows for realistic experiences and engagement but faces challenges in assessment. Open learning promotes equal access through sharing of free resources globally, though issues around quality, copyright and sustainability must be addressed. Social learning enhances knowledge through connections and interactions with others using social media and online platforms, though well-designed structures are needed to integrate these tools effectively.
Film 240 technology in the classroom- ariel weinbergAriel Weinberg
The document discusses the use of technology in classrooms. It notes that while nearly all schools now use technology, many young children begin using devices at home from a very early age. The document explores both the benefits and drawbacks of technology in education. On the positive side, technology can help demonstrate concepts, develop skills like critical thinking, and assist some students with special needs. However, overuse of devices may hinder development and cause distractions. The success of technology depends on how teachers apply and integrate it. Overall, the document presents an even-handed analysis of the complex issues around incorporating technology into modern education.
This document outlines 6 tasks for a media studies class on TV drama: 1) Catch up on missing homework, 2) Re-read an online presentation and watch an interview on youth TV and complete an email task, 3) Complete an activity on E4 channel, 4) Do activities on the TV show Skins, 5) Research the production company Company Pictures, and 6) Research the Leveson Inquiry including what it is, who is involved, and why it is important.
This presentation is a considering of the Bring Your Own Device (BYOD) approach to mobile learning, especially for considering in use by schools and 6th form colleges. This presentation formed part of the Colleges-University Leciester Network Librarians' Working Group session on 26 June, 2013 at University of Leiceter.
Mobile learning, or m-learning, utilizes portable electronic devices like smartphones, tablets, and laptops to enable learning anywhere. It allows education to be accessible to people of all ages, abilities, and resources. Major universities are adopting m-learning and integrating mobile technologies into their courses, bringing flexibility to students. M-learning bridges the gap between formal education and daily life by making learning interspersed with activities outside of school.
Wisconsin Innovative Schools Network 3/28 - OER PresentationsEric Lehmann
Presented on 3/28 at the Wisconsin Innovative Schools Network (WISN). "Expand your Classroom with Open Education Resources" (OER) Eric Lehmann - eAchieve Academy.
Wisconsin Innovative Schools Network (WISN) - 2014 OER Eric Lehmann
21st Century teaching with (OER) Open Educational Resources. Presentation for Middle School and High School teachers introducing OER Open Educational Resources. OER has been hailed by some as the key to breaking down the digital divide and giving all students (around the world) access to high quality educational resources.
This document discusses the characteristics and needs of digital natives or millennial students. It describes how they prefer experiential and hands-on learning, expect high levels of personalization and customization, have no tolerance for delays and require constant feedback, and are constant users of multimedia. The document also provides references on this topic from various studies on digital natives and how to teach the millennial generation.
This document contains references to over 50 sources related to mobile learning and technology in education. The references are citations for academic papers, reports, books, and websites. Some of the key topics covered in the references include the use of mobile devices for language learning, appropriation of open source software, mobile learning platforms, and frameworks for mobile applications to enhance performance. The references also discuss constructs like activity theory, constructivism, and communities of practice in relation to technology-enhanced learning.
Digital Natives & Technology in the ClassroomTalia Resendes
This document discusses the characteristics and learning preferences of digital natives, known as Generation Z or the Net Generation. Some key points:
- They have grown up with technology and prefer learning through digital/multimedia means.
- They are constantly connected through devices and social media and prefer interactive, collaborative, and experiential learning.
- Educators need to engage them by incorporating more digital tools, multimedia, social media, and opportunities for creative projects into teaching.
Exploring The Potential of Mobile Learning in Instruction, Mohamed KHARBACHSaadia Morcenet secretary
This document provides an outline for a presentation on exploring the potential of mobile learning in instruction. It discusses the emergence of mobile learning and defines it as a learner-oriented approach using mobile devices to access, interact with, and connect to the world. The document outlines advantages like quick access, learning on the go, and personalized learning. It also discusses attributes and drawbacks of mobile learning as well as criteria for evaluating educational apps.
Exploring Sample Mobile Apps for English Language Learning, Abdellatif ZOUBAIRSaadia Morcenet secretary
This document provides an outline for a presentation on exploring the potential of mobile learning in instruction. It discusses the emergence of mobile learning and defines it as a learner-oriented approach using mobile devices to access, interact with, and connect to the world. The document outlines advantages like quick access, learning on the go, and personalized learning. It also discusses attributes and drawbacks of mobile learning as well as criteria for evaluating educational apps.
This document summarizes a presentation on mobile learning implementation and research. It discusses current use of mobile devices in education, experiences with mobile learning projects, and important considerations for mobile implementation. The presentation was given by three doctoral students - Cesar Navarrete, Michelle Read, and Rob Scordino - and covered their mobile learning research experiences and observations involving English language learners, iPad use in secondary and higher education, and issues to consider when implementing mobile learning.
This document discusses research on the effectiveness of technology in K-12 education. Some studies found that technology improved student outcomes in areas like engagement, participation, and understanding in subjects like language arts, math, social studies, and science. Other research found no achievement gains or found traditional methods led to better outcomes. The document also reviews contradictory studies that found increased technology spending did not improve scores and that higher access to technology did not change instructional practices. It aims to provide context for administrators to determine technology's appropriate role in education.
C:\Fakepath\Technology And Learning Kinast & Swan Smith [B]Barbara Kinast
This document outlines research on the effectiveness of technology in K-12 education. It discusses research that supports technology's positive impact on student engagement, participation, understanding, and performance in subjects like language arts, math, social studies, and science. However, it also presents contradictory research showing that increased access and use of technology has not reliably led to improved student achievement and that traditional teaching methods may be as or more effective for certain topics. The document aims to provide context for administrators to determine technology's appropriate role in education.
User of clickers in HE - Resarch and PracticeDaniela Gachago
This document summarizes research on the use of clickers or electronic voting systems in higher education. It discusses how clickers can provide instant feedback, different question types, and record data to engage students actively. The main areas of research are the benefits of clickers for content transmission, feedback, and student engagement. Clickers are seen as useful for gathering information quickly, recall questions, predicting outcomes, starting discussions, and formative assessment. However, students can experience clicker fatigue and staff have mixed perceptions. Overall, clickers show potential to change teaching practices to be more discussion-based.
The article discusses the open educational resources (OER) movement, which aims to make educational content freely available online through open licensing. It explores how OER began in the 1990s and expanded rapidly with MIT's OpenCourseWare project in 2002. OER now includes a wide range of educational materials that are openly licensed for use and reuse. The article examines the promises of OER in leveling access to knowledge and transforming educational practices, but also notes challenges in establishing sustainable infrastructure and adapting existing systems to support open sharing of intellectual property.
Accessibility is Primarily About People and Processes, Not Digital Resources!lisbk
Slides for a talk on "Accessibility is Primarily About People and Processes, Not Digital Resources!" given as a pre-recorded slidecast (with audio) by Brian Kelly, Cetis at the OZeWAI 2013 conference held at La Trobe University, Melbourne, Australia on Friday 29 November 2013.
For further information see http://ukwebfocus.wordpress.com/events/ozewai-2013/
How Augmented Reality via Mobile Devices Aids Real World Learning - CoSN 2014...Heidi Larson
Presentation and Augmented Reality Experience given by Chris Dede (Harvard Graduate School of Education), Matt Dunleavy (Radford University & FreshAiR), and Heidi Larson (EDC) at the Consortium for School Networking Conference in March, 2014
This document summarizes Nicola Beddall-Hill's research on using mobile methods to observe mobile learning in field trip settings. The research investigated how students on Masters of Science in GIS field trips used mobile devices for data collection and analysis. Ethnographic and mobile methods were used to observe students' interactions in real-world settings. Preliminary findings showed themes around ownership of devices and the role of pen and paper in learning. Issues with the mobile methods included privacy concerns and discomfort wearing recording devices. Future directions may include new analysis methods integrating location data and considering ethical issues in mobile research methods.
This document discusses the potential for mobile learning or "m-learning" in education. It notes that with over 5 billion cellular phone subscribers globally, mobile technologies could be leveraged to support learning anywhere and anytime. The document reviews definitions of mobile learning, how it builds upon existing distance and online education models. Benefits identified include increased interactivity, motivation, and accommodation of different learning styles. Challenges include potential distraction and academic integrity issues. The document advocates for policies and teacher training to help schools embrace mobile learning.
Embracing digital technologies to enhance student education in Higher Education Neil Morris
Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.
The document discusses new trends in learning, including immersive learning using virtual environments and simulations, open learning through open educational resources and courseware, and social learning through digital media and connections with others. Immersive learning allows for realistic experiences and engagement but faces challenges in assessment. Open learning promotes equal access through sharing of free resources globally, though issues around quality, copyright and sustainability must be addressed. Social learning enhances knowledge through connections and interactions with others using social media and online platforms, though well-designed structures are needed to integrate these tools effectively.
The Case for VLE in Life-Long Learning, Capacity building and poverty reduction.African Virtual University
This document summarizes a study on using a virtual learning environment (VLE) to support lifelong learning, capacity building, and poverty reduction in rural Ghanaian communities. It describes the methodology used, which was a participatory action case study approach involving multiple cycles of planning, implementation, observation, reflection, and evaluation. Over three cycles, the study transitioned from using synchronous web conferencing, which encountered issues with unreliable internet connectivity, to using the Moodle VLE platform alone. Participants reported that the asynchronous, self-paced e-learning using Moodle was a more positive learning experience than traditional classroom methods. Issues around access, technology skills, and infrastructure like stable power supply were also identified.
Mobile Devices in Elementary ESL Classroomsjillwhetstone
This document discusses how mobile devices can be used to support English language instruction. It defines mobile devices as small handheld computers like smartphones, tablets, and e-readers. Mobile devices can be used to provide language learning through podcasts, blogs, reading materials, speaking and listening practice, games, and individualized lessons. The benefits of using mobile devices include increased student engagement, a richer learning environment, and enhanced learning processes. Some challenges are technical difficulties, small screen sizes, and ensuring all students have access to devices. The document provides examples of educational apps that target vocabulary, grammar, history, figurative language, writing, and storytelling skills. In conclusion, mobile devices are promising tools for language learning when used appropriately.
This document summarizes research on the use of clickers or audience response systems in higher education. It discusses key findings from literature on benefits of clickers, including increased student engagement and participation. It also outlines challenges, such as technological issues. Studies found clickers help instructors understand student needs and adjust teaching. While students generally enjoy using clickers, some find they require extra effort. The document reviews clicker use in different subject areas and perceptions from both students and instructors. In conclusion, clickers may support more interactive, discussion-based styles of teaching when used effectively.
This document discusses mobile-assisted language learning (MALL). It defines MALL as an approach to language learning that is assisted or enhanced through the use of handheld mobile devices. The document outlines some of the key advantages of MALL, including its learner-centered nature, potential for learner autonomy, and ability to integrate real-life contexts into learning. It also discusses challenges like app quality, data usage, and teacher resistance. Examples provided of MALL tools include educational apps, eBooks, social media, QR codes, and course management systems adapted for mobile.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
3. Currently, the Largest Generation
They are the 2nd Largest Generation in the
history of the world
They account for 1/3 of the World’s Population
They account for 1/4 of the US Population
4. UNDERGRADS
@ JWU
National Center for Educational Statistics
10. III. Flexibility & Convenience
Prefer to keep time & commitments flexible in
order to take advantage of a better option if it
comes along.
Expect faculty and the institution to give them
more flexibility
Sweeny, R. (2006)
11.
12. IV. Personalization & Customization
Expect products/services to allow for as much
personalization & customization features as
possible to meet their changing needs &
interests
Sweeny, R. (2006)
13.
14. V. Impatience
ZERO tolerance for delays
Expect services instantly when they are ready
Require constant feedback on their progress
Sweeny, R. (2006)
21. VIII. Nomadic/MOBILE Communicators
Utilize a variety of communication methods but
prefer synchronous digital methods such as IM
& Text-messaging
Prefer to receive service un-tethered
->anytime/anywhere
Pull information to any device
->anytime/anywhere
Sweeny, R. (2006)
25. X. Late Adopters
Very comfortable with technologies they use
currently and won’t try new technologies until
everyone else (their peers) are using them
Sweeny, R. (2006)
29. References
• Allen, E., & Seamen, J. (2008). Staying the Course: Online Education in the U.S.
Retrieved May 9, 2009, from Sloan Consortium:
http://www.sloanconsortium.org/publications/survey/pdf/staying_the_course.pdf
• BizEd. (2007). More students choosing online Ed. BizEd , 59.
• Blauch, D. (2005, October 12). Chemistry Experiments & Exercises. Retrieved May
8, 2009, from Chemistry @ Davidson:
http://www.chm.davidson.edu/ChemistryApplets/index.html
• DuVall, B., Powell, M. R., Hodge, E., & Ellis, M. (2007). Text Messaging to Improve
Social Presence in Online Learning. Retrieved May 9, 2009, from Educause
Quarterly:
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVo
lum/TextMessagingtoImproveSocialPr/161829
• Oblinger, D., & Oblinger, J. (2006). Is it age or IT: First steps toward understanding
the net generation. CSLA Journal , 8-16.
• Retrieved May 8, 2009, from SlideShare:
http://www.slideshare.net/jdellavolpe/socialsphere-sungard-pres-bkey
30. References
• Parry, M. (2009, May 13). Stanford U. Experiments With Open Office Hours
on Facebook. Retrieved May 19, 2009, from The Chronicle of Higher
Education: http://chronicle.com/wiredcampus/article/3769/stanford-u-
experiments-with-open-office-hours-on-facebook
• Skiba, D., & Barton, A. (2006). Adapting your teaching to accommodate
the net generation of learners. Online Journal of Issues in Nursing , 15.
• Sweeney, R. (2006, December 22). Millennial Behaviors & Demographics.
Retrieved May 8, 2009, from New Jersey Institute of Technology Library:
library1.njit.edu/staff-folders/sweeney/Millennials/Article-Millennial-
Behaviors.doc
• Tucker, P. (2006). Teaching the Millennial Generation. The Futurist , 7.
• Volpe, J. D. (March, 21 2009). Millennials: Yesterday, Today & Tomorrow.
Retrieved May 8, 2009, from SlideShare:
http://www.slideshare.net/jdellavolpe/socialsphere-sungard-pres-bkey
Editor's Notes
I am going to cover 10 basic behaviors of millennials and some technology recommendations & tips that can help you to better understand millennials and how they use technology.
Born between: 1980/1985-1995/2000Most Millennials in college right now were born between: 1987-1991AKA: Digital Native, Gen-Y, Net-Geners, PC Generation, Echo Boomers, C-Generation2nd in size to Baby Boomers
They have grown up with a huge array of choices and they believe that such abundance is their birthright. They desire ULTIMATE consumer control: what they want, how and when they want it.What does this mean for Academia? Millennials expect significantly increased learning options and far more education services from their colleges and universities. They are MOST unhappy with limited choice, such as only one professor teaching a particular required course
How do you expand choice & selection?First, with our launch of ULEARN students have the choiceof ONLINE, Hybrid, or Face to Face with online component. This is appealing because it presents a wide variety of service and learning style choices. And according to a Sloan study in 2008 titled “Staying the Course, Online Education in the United States” there is has been an almost 13% increase in the number of students taking online courses. Second, Try out Second Life! Second Life is an online virtual world and for a fee, Universities can rent or buy virtual island and construct virtual classrooms, buildings, etc… However, you can utilize free classroom space on Islands such as EduIsland or InfoIsland.Kent State University has created a Second Life Campus where online courses, field trips and “live” online performances are provided.Hilary Mason created Casablanca island in Second Life as a way for Entrepreneurs and School of Technology students could team up together to create a virtual business in Second Life where they create, market and sell a virtual product. Great experiential learning of starting a business with zero barriers to entry.Third, try integrating cutting technology in the classroom. Kelley School of Business @ Indiana University is utilizing tablet PCS in the classroom. Some uses of the Tablet PC are assigning a business case study in class and live demo’ing a student’s hand drawn solution by throwing it up on big projector screen” The BIG POINT here is to utilize technology to offer students a wider variety of choices when it comes to educational services and learning styles in the classroom
They never read directionsLove to learn by doing, by interactingMultiplayer gaming, computer simulations and social networks are just a FEW of their favorite digital environments BECAUSE there is little penalty for trial and error learning. They find lectures boring and are more engaged with active learning such as games, case studies, hands-on experiences and simulations that can HOLD their INTEREST
Here are a few examples of in class and out of class technology applications and hardware that enable experiential learning. Davidson University offers Virtual Chemistry experiments offered on the web. Easy to use technology with no “directions” needed. No penalty for errors and allows for multiple attempts to get it right without blowing up the science lab.TechnologyClickers have become very popularin the classroom. Clickers allow students to answer questions in a competitive game style atmosphere and the results are live-viewable to the entire classroom anonymously. The approach is also penalty-free, students feel comfortable “answering” questions knowing that they won’t look stupid in front of the rest of their peers and it also fosters that gaming quality of learning.
Asdigital natives, they expect digital services to be integrated seamlessly with everything in their campus lives in order to maximize flexibility. Digital services are not REPLACEMENT of face-to-face services, which are traditionally more desirable and more highly-valued to Millennials, but rather a complementary service that works in tandem with face-to-face services seamlessly.
How do you offer flexibility & convenience?Once again, Onlinelearning environments such as ULEARN provide students with the flexibility to participate in the virtual class whenever they want, if they are late-owls or morning-birds.Also, Try offering virtual office hours rather than face to face -> gives the student the option to contact the professor based on need or moment of urgency and satisfies needs of students who commute or who may be too shy or scared to ask a question or for help face to face. Also, JWU has a growing continuing education and graduate school student base, and these student’s require faculty consultation outside of the normal 9-5 day. Lastly, international or learning disabled students who may not be comfortable taking with you face-to-face can still benefit from faculty communication by participating in virtual office hours.Stanford University, as of May 13th 2009, is experimenting with open office hours on facebook. Faculty share thoughts and respond to questions using video clips.If you have or will have a course management system or if are or are planning to use a wiki or a blog to deliver course information, you can embed a chat widget, Meebo, for virtual office hours via instant message. Meebo.com is free, easy to use, and you can embed chat widgets, seen here on our Library site, on any website where you have the ability to embed objects. Meebo’s IM widget is anonymous, so unless the student self-identities, you have no idea who is asking the question. This appeals to millennials who prefer to ask questions digitally and anonymously. Faculty who are using Meebo or Facebook generally set virtual office hours when they are online for a set period of time per day or week. It gives students the opportunity to meet with their professor in an private setting without having to come to campus.
Millennials expect classrooms to offer as much personalization as possible. They are used to signing into a website, like Amazon, and being given highly personalized and customized service in an online environment.In a classroom, it isn’t always possible to offer customized services to all of your students BUT if you offer a variety of technological methods that students can choose based upon their needs, this is as close to customized service as you can get.
Two ways to approach student personalization with technology, using free Web 2.0 toolsAs an Assignment:In my classroom, for FIT1000, students create a digital portfolio showcasing their knowledge and expertise in a field they wish to pursue upon graduation using a free web blogging application called Blogger, which is a free Google product. They can customize their e-portfolio any way they want and they can choose any career or field that they are interested in. This has been a VERY successful assignment and in the Fall Trimester a student was promoted at his job because of this assignment and in the Winter Trimester, another student voluntarily posted his e-portfolio on Craig’s List and received 2 job offers. We work on this project IN class (face-to-face) and they work on it on their own (flexible and convenient)Create a class wiki for students to upload their assignments and work on projects together as a class. A wiki is a great tool if the class creates projects and if other students within the class would benefit from viewing those projects. For example, Prof. Moutahir has a class wiki for his entrepreneurship class where, I believe, the students have to conduct macro/micro level demographic research for a particular industry. Groups within the class upload their project sections through-out the trimester making the viewable to others in the class. This is a great example where students can learn from each other, peer to peer learning, and keep student work as transparent as possible.As supplemental to in-class work:1. Create a class blog where students can contribute to a discussion thread at their own discretion, give them opportunity to create their OWN discussion thread. This integrates seamlessly with class-sessions.2. Prof. Samel in Food Service Management uses a blog to communicate information to students, as shown here JWU Student Advising. 3. Also, Ulearn has a discussion thread component where students can respond to and create their own discussion threads. Also, you can use Web 2.0 tools to make your lives much much easier!Use a Wiki to store departmental resources that require collaboration or use Google Docs & Spreadsheets, which is an online version of Microsoft Office where you can create spreadsheets, presentations, and documents ONLINE and multiple users, by your invitation, can edit those files simultaneously to keep version control problems at a minimum. Here is an example of how using Google Docs & Spreadsheets greatly reduces version control issues. Say, for example, you create a document that requires multiple people to collaborate on it. Rather than emailing those people the document as an attachment and having to deal with multiple versions of that same document when they email you back, upload the document to Google Docs & Spreadsheets where you can email an invitation to collaborators to sign online and add to or edit the document. So instead of dealing with multiple copies of the same document, you have 1 online secure copy of the document, and people sign in to edit that 1 document.
A Millennials worst nightmare is waiting. Whether its waiting in line at starbucks, waiting for an email response back from their professor, or waiting for Facebook to load their mobile pictures.Their desire for speed and efficiency CAN NOT BE OVERSTATEDSome call it instant gratification, I prefer to think of it as speedy satisfaction and permeates ALL OF THEIR SERVICE EXPECTATIONSAn example of this is that if a student writes an email to a professor and doesn’t get a response quickly, they will write SEVERAL more emails, all within a short period of time, each email becoming more and more insistent.
Well, should professors provide instant access? And how?Well there are a couple of things one could do:1. Millennials like to know exactly where they stand in a class at any given time. Well, ULEARN provides 24/7 access to course progress. Students can receive live up to date status reports via the online gradebook. Example here on the screen, top right, of a Ulearn gradebook.2. Text Messaging:Students like to be able to use technology that they are extremely comfortable with and one that provides them almost instant access, no waiting, and one of those technologies is text-messaging. According to CellSigns, there are over 75 billion text-messages sent each month WORLD-Wide. That is a 250% increase each year since 2006.Of course, it is up to the discretion of the professor to give out his/her cell phone number for text-messaging purposes and I have met faculty who have done it in their classes with great success and I have met others who have had difficulty with it. It would depend upon that faculty member’s comfort level.There are a several Universities that have implemented some form of text-messaging communication with students with success: a. In an Educause article, researchers at East Carolina University participated in a text message pilot project to enhance communication between faculty and students. According to the study done in 2007, over 90% of students had cell phones with 50% using text-messaging. This study aimed to adapt instructional pedagogy to make it more compatible with the mobile lifestyle of today's students. The goal of this research was to evaluate and provide suggestions on how to incorporate SMS text messaging so that both professors and students could maintain a social presence within a learning community. Overall the project was very successful.b. Bryant University Library has implemented Text-a-Librarian whereby students can text a question to a librarian and get an immediate response. The response has been overwhelming.c. Creighton University has implemented admissions texting where students can receive opt to receive a text message about whether they were admitted or not to the university.3. Another form of instant communication is Twitter. Has anyone here heard of Twitter?, it has become immensely popular has of late. Twitter is a micro-blog, where users can post updates based upon “What they are doing”. People become followers of your Twitter account and they can follow what you are doing, ask you questions which are posted on your twitter page and send private messages. a. Pacific University uses Twitter to communicate events with students.
And RISD President, John Maeda has created a Twitter account and there is a live feed of his twitter account on the RISD homepage. He has 7,800 followers.Faculty could try creating a Twitter account an another means of communicating instantly with students.
As previously stated, Millennials are impatient and don’t like to waste time on only doing one task at a time. So they will write email, update their status on Facebook, work on that Research paper all while downloading songs from iTunes and sending/receiving text-messagesBottom-line, they want to use their time more efficiently. AND THINK THAT THEY EXCEL AT MULTITASKINGAs an Example, Sweeny’s research has shown that Millennials will almost NEVER text-message someone UNLESS they are already doing some other task simultaneously. Unfortunately, in recent years we have seen a huge increase in automobile accidents and fatalities amongst the millennial generation where text-messaging was the culprit.
How do you provide resources for students who multi-task? If they are already going to do 10million things while writing that research paper, why not provide educational resources that satisfy that Millennial urge to multi-task.Try Video Lectures!A simple webcam, attached to your instructional computer and aimed at you, and open source video capturing software like CamStudio, gives you the opportunity to record and archive your lectures. You can then post those videos on YouTube, for free, and students can reference those videos over and over again while studying for a test or writing that paper. Also, by posting videos of your lectures, you can also satisfy the varying learning styles of students and also aid student’s who may have a learning disability. I have a great story about how taping your lectures can really help students. I met a professor once at Umass Dartmouth who taught MicroEconomics. One day he was in a computer lab and he saw one of his students watching a lecture video of a different micro-enconomics professor who also taught at Umass. So the professor made his way over to the student and asked him why he was watching Prof. So and So’s video when you aren’t in his class? The student replied that it was easier for him to study this way. By watching sections of the video over and over again, especially those sections that discussed complex topics, he was better able to understand the topic. Here is UCBerkely’s YouTube account where all videos, from educational to campus life, get posted. Also, if you trying to explain a technical concept like using Excel to create a Balance Sheet or creating an MLA works cited page, try using jing. Jing is a free screen-capturing software where it takes a video of what is occurring on your computer’s screen. You can then upload these videos.
Millennials mistakenly think that Google indexes everything that is online. However, Google does not have access to billions of web-pages that are considered proprietary, therefore these pages DO NOT appear in a Google Search. These hidden pages and sites are called the deep Web. There are estimates that the deep web represents 90% of all online content, therefore, when Google does a search and retrieves 10 million results, this only represents about 10% of all the content that is online.In addition, they employ very poor research techniques and they have difficulty breaking down research topics into appropriate keywords.
Employing Google Analytics, these are real search strings that JWU student’s entered in Google and were subsequently directed to a JWU library resource. You can see here that the use of full sentences is quite common.Because Google is penalty-free & instantaneous, students WILL always go their first NO matter what you do or say. Back to our previous point of Millennials having zero patience, Google provides INSTANT gratification with results, even if those results aren’t good enough. This is why they keep going back to Google.But library sessions can improve this. The Library works with students on keyword construction and the very important tool of evaluation of websites. Millennials are very poor at evaluating websites and if the information seems accurate enough to them, they will use it. Hence the popularity of Wikipedia. We teach students how to vet out websites for bias, credibility, timeliness and other categories to help them become better researchers.What not to do:We have seen in recent months some faculty will ban online sources in the hopes of getting students to use more print materials. But the library is moving away from print materials and purchasing more online proprietary databases. What would be beneficial for all parties involved, student and faculty, would be to require a mix of resources for an assignment, so many books, so many websites, and so many online LIBRARY resources.
Does anyone here have a SmartPhone? iPhone? Forrester, a technology research firm is predicting that 50% of mobile devices will become smartphones within the next three years and 90% by 2015.If you are already creating class videos, you are ahead of the game! If you upload those class videos to YouTube, they can be viewed on every Smart Device from the iPhone to the Play Station Portable. Students can even download those videos to their iPod if they wish. Several Universities, as a WHOLE are creating more Mobile applications for their students. For example, Stanford University has contracted with terriblyclever to create free applications for students such as the Stanford university map. This way students can download these applications to their iPhone and navigate their way to the University Auditorium with ease.Georgia Tech has created a GT Login application where students can access multiple Georgia Tech accounts via 1 log-in application on their iPhone. Once logged in, they can check their email, check to see if any laundry machines are available or even when the next shuttle bus is arriving. All from one application, LIVE, on their iPhone.
Most millennials, especially the later millennials, have years of experience in collaborative learning environments starting at day-care all the way to high school.Sometimes they do resent group work, especially if they feel like that they are doing most/all of the work and when it is difficult coordinate times/places for group collaboration.But certain digital tools can eliminate these barriers
Try using collaborative documentation tools. These online web applications allow multiple users to login, create documents, presentations or spreadsheets in a secure environment. Users can be logged into the same project at the same time and editing the same section and these applications can keep track of these edits in a real-time environment.Google Docs & Spreadsheets or Zoho, as stated earlier, can really relieve that anxiety of group work. Students can meet virtually and collaborate on their presentations or research projects without ever having to deal with the difficulty of coordinating a meeting time and place. Also, because Google Docs & Spreadsheets, keeps an accurate track of revision history, it is very easy for a professor to login and see which students contributed to that final project and those who just coasted along. Or try creating a class wiki, using pbwiki, for students to really make use of peer to peer learning.
Just because it is easy for millennials to jump on a computer and learn technology quicker and easier than some other generations, does not mean that they are aware of or are using all or even some of the web 2.0 services available to them. Also, they have difficulty differentiating online services and knowing what resources and tools are and are not appropriate for use:1. Difficulty conceptualizing difference between a blog and a website, to them it is just another online site. UNTIL they try and create one themselves2. Don’t understand that wikipedia is a resource that ANYONE can edit, UNTIL they do it themselvesLEARN BY DOING
There is a purveying assumption that all Millennials are technology experts. They aren’t. They like to think of themselves as being experts, but they aren’t. Their knowledge of technology, how it works, when to use it, is similar to my knowledge of automobiles. I know how to get into my car, start it, turn the radio on etc..but I have no idea how my steering mechanism works or what to do in case something goes wrong.This is the same for Millennials, they and we assume that they know how to do everything with computers, when in actuality, they only know how to drive a car.Millennials don’t really know blogs and typically won’t blog. They have NO idea what an RSS Feed is, does anyone here use RSS feeds?They have just started joining the Twitter ranks, and only in recent months with Twitter’s growing popularity.They have difficulty determining which online resource is the BEST tool for the job/assignment which relates back to them being poor researchers.The big point here is that don’t assume that they are more technologically-savvy than you are…they aren’t. BELIEVE Me!