Barbour, M. K. (2011, April). Today's student: Examining generational differences. An invited presentation to the Open Polytechnic, Lower Hutt, New Zealand.
This document discusses generational characteristics of today's students, also known as Generation Y. It notes that they are a large demographic, having been born between 1981-2000, and have come of age during advances in digital technology. While often characterized as "digital natives," research finds their technical skills are broad but shallow. The document also addresses myths about this generation, such as that they are "master multitaskers," and finds lecture-based teaching has changed little despite technology investments. It emphasizes the need for new pedagogies that leverage technology to engage today's students.
1. The document discusses the disruptive nature of e-learning and how it will transform education. E-learning provides greater flexibility, accessibility of content, and opportunities for interaction compared to traditional models.
2. Research shows that online and blended learning can be as effective as face-to-face instruction and may produce better learning outcomes. E-learning offers the potential to enhance teaching and learning if implemented properly.
3. For institutions and educators to take advantage of e-learning opportunities, they need strategies to develop quality online content and programs, support teachers and students, and measure the impact on learning and costs. Adopting disruptive technologies requires an organizational change management approach.
The document discusses five types of "digital differences" that impact teaching and learning:
1) Unequal access to technology in schools between low- and high-income areas
2) Variations in home computer/Internet access based on socioeconomic status
3) Differential use of computers in school, often drill/practice for low-income vs. simulations for high-income students
4) Gender differences in how boys and girls access and use technology
5) A "generation gap" between digital native students and digital immigrant teachers
The author explores these divides and strategies teachers can employ to help bridge them, such as integrating technology into academic content in collaborative ways.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
The document discusses how blended, online, and open learning is changing tertiary education. It addresses three key questions: 1) What are the benefits of tertiary education? 2) How is the face of tertiary education changing? 3) How should Massey University respond to these changes? Regarding the second question, it notes the convergence of formal and informal learning, emergence of new business models, and rapid growth of open learning. It argues Massey should embrace blended, online, and distance education to drive future success nationally and internationally.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
The document discusses different terms used to describe today's students, born between 1982-2002, who grew up with technology. They are called "Digital Natives" and the "Net Generation" and have high digital fluency. They are used to multi-tasking, random access to information, and social networking. They expect technology to be integrated into learning and for services to be available 24/7. Research has found these students learn better through interactive methods using multimedia and collaboration.
This document discusses generational characteristics of today's students, also known as Generation Y. It notes that they are a large demographic, having been born between 1981-2000, and have come of age during advances in digital technology. While often characterized as "digital natives," research finds their technical skills are broad but shallow. The document also addresses myths about this generation, such as that they are "master multitaskers," and finds lecture-based teaching has changed little despite technology investments. It emphasizes the need for new pedagogies that leverage technology to engage today's students.
1. The document discusses the disruptive nature of e-learning and how it will transform education. E-learning provides greater flexibility, accessibility of content, and opportunities for interaction compared to traditional models.
2. Research shows that online and blended learning can be as effective as face-to-face instruction and may produce better learning outcomes. E-learning offers the potential to enhance teaching and learning if implemented properly.
3. For institutions and educators to take advantage of e-learning opportunities, they need strategies to develop quality online content and programs, support teachers and students, and measure the impact on learning and costs. Adopting disruptive technologies requires an organizational change management approach.
The document discusses five types of "digital differences" that impact teaching and learning:
1) Unequal access to technology in schools between low- and high-income areas
2) Variations in home computer/Internet access based on socioeconomic status
3) Differential use of computers in school, often drill/practice for low-income vs. simulations for high-income students
4) Gender differences in how boys and girls access and use technology
5) A "generation gap" between digital native students and digital immigrant teachers
The author explores these divides and strategies teachers can employ to help bridge them, such as integrating technology into academic content in collaborative ways.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
The document discusses how blended, online, and open learning is changing tertiary education. It addresses three key questions: 1) What are the benefits of tertiary education? 2) How is the face of tertiary education changing? 3) How should Massey University respond to these changes? Regarding the second question, it notes the convergence of formal and informal learning, emergence of new business models, and rapid growth of open learning. It argues Massey should embrace blended, online, and distance education to drive future success nationally and internationally.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
The document discusses different terms used to describe today's students, born between 1982-2002, who grew up with technology. They are called "Digital Natives" and the "Net Generation" and have high digital fluency. They are used to multi-tasking, random access to information, and social networking. They expect technology to be integrated into learning and for services to be available 24/7. Research has found these students learn better through interactive methods using multimedia and collaboration.
The document discusses using social networking tools like Facebook, Twitter, and Edmodo in university classrooms and language learning. It provides examples of how instructors have incorporated these tools for discussion boards, sharing links and resources, following historical figures, and micro-writing assignments. The document also addresses potential benefits and challenges of using social media in education, as well as evaluation criteria for student participation on the networks.
This document summarizes an online workshop about building future-focused schools. The workshop aims to help participants identify principles for building future-focused schools, realize a future-focused approach through aligning school strategies and practices, and lead their school community to provide relevant, future-focused learning. During the workshop, participants discuss topics like the skills students will need for their future lives and careers, challenges facing education, and how to make schools more focused on preparing students for an uncertain future.
Ict ppt fauzia students uses of technologyAbdulHaliq2
The document discusses students' use of technology based on a study from Australia. It finds that most Australian children will grow up with ubiquitous access to technologies like computers, the internet, mobile phones, and social media. It describes trends in how students use these technologies, such as 90% accessing computers at school and 70% also using the internet. The document also discusses challenges and opportunities that new technologies present for educators to develop students' innovation, creativity, and learning.
This document discusses the need for schools and teachers to adapt to changing technologies and learning styles in the 21st century. It notes that current school models are becoming outdated and risk making schools irrelevant. It highlights trends like social learning, knowledge creation, mobile devices, and open content that require schools to shift from an emphasis on teaching to co-learning. The document argues that teachers must become "lead learners" and develop personal learning networks in order to best prepare students.
From 20th Century Instruction to 21st Century LearningPat Sine
This document discusses the transition from 20th century instruction to 21st century learning. It outlines the skills needed for the 21st century like core subjects, interdisciplinary themes, learning and innovation skills, information and technology skills, and life and career skills. It also discusses how technology standards have evolved from NETS*S 1998 to NETS*S 2007 to focus more on skills like creativity, communication, research, problem solving, and digital citizenship. Levels of technology implementation in schools are described from non-use to refinement. Examples of how students can demonstrate 21st century skills with technology are provided.
The discovery of computer information technology has created an avenue for educational transformation in today's changing society. Computer technology has widened access to information and improved communication. It has created opportunities for greater production and broken down language barriers. Using computer technology and the internet in education has improved standards of living by enhancing the exchange of ideas and information. It has led to more effective instruction and decreased dropout rates while improving academic performance.
This document introduces the concept of SOAR (Students Own All Resources) learning in a proposed digital school system. The system would give students personalized access to curriculum through a Digital Individualized Education Plan (DIEP) tailored to their individual needs and interests. Students would access just-in-time instructional content as needed using a digital toolset, allowing them to learn at their own pace. The goal is to increase student engagement and achievement by giving them ownership over their education.
This document discusses 21st century learning skills that are important for students to develop. It notes that today's students need skills beyond core academics like reading, math and science to succeed in a global economy. These 21st century skills include global awareness, communication, collaboration, critical thinking, problem solving and learning to use technology. The document outlines a framework for 21st century learning that includes creativity, innovation, media literacy and other life and career skills taught through core subjects and real world examples. It suggests starting conversations about making school learning more relevant to students' lives.
This document discusses the importance of global learning opportunities for students' education and future success. It argues that global learning needs to be integrated throughout students' learning experiences, including in expanded learning opportunities outside the traditional classroom. These opportunities are well-suited to building global competence through inquiry-based learning, collaboration, and problem-solving. The document recommends policy support for global learning in expanded learning to provide more students engaging opportunities that develop critical skills and prepare them for academic and career success in an increasingly global world.
AFS is a nonprofit organization that provides intercultural learning opportunities through student exchange programs to promote greater understanding between cultures. One To World connects students in New York through virtual workshops with international university scholars to learn about different world cultures and global issues. The document provides information on how to get involved with intercultural exchange programs through hosting students, participating in exchanges, advocating for programs in schools, or organizing exchanges. It also asks how classrooms can engage with intercultural opportunities and contacts within their own communities. Contact information is provided for those with additional questions.
This document summarizes emerging technologies being used in education and their impact on students and learning. It discusses trends like participatory pedagogy, unbundled education, and technologies of cooperation. Key findings from studies on digital natives show teens are technology-rich, multimedia multi-taskers who know ordinary people can publish online. Emergent technologies discussed include blogs, wikis, media sharing, chat, simulations and social networks. The document also addresses issues around integrating digital immigrants and natives.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
The document discusses three innovations that are shaping 21st century learning: visualization, democratization of knowledge, and participatory learning. It argues that students today need skills like critical thinking, self-direction, collaboration, and adaptability due to these innovations. Further, it provides a framework for education leaders to establish a culture open to new ideas, encourage risk-taking, and spread powerful creative concepts that can drive change.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
The document summarizes Dr. James Stanfield's lecture on alternative views of the future of learning. It discusses futures thinking and looking beyond short-term constraints. It also outlines OECD's learning framework 2030, which envisions developing student agency, knowledge, skills, attitudes and values to thrive in a changing world. The framework emphasizes competencies like creativity, collaboration and digital literacy.
The document discusses 10 trends that will impact education for the future, including an aging population, the importance of social and intellectual capital, personalized education, the role of technology, and the need for schools to prepare students with 21st century skills. It also discusses how education is shifting from traditional models to new approaches that incorporate emerging technologies, collaboration, creativity, and student-centered learning. Schools will need to change and adapt their practices to meet the needs of students in this new digital world.
Digital access to knowledge in the preschool classroom: Reports from Australiafilzah zahilah mz
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).
Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics,
comfort with digital technologies and beliefs about their use were assessed. Internet-enabled
technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs
predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday
life, teachers reported less comfort with Web-searching in the context of their classroom practice.
The findings identify the provision of Internet-enabled technologies and professional development as
actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are
necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
The document discusses innovations in Maine education that have helped transform student interests into careers, including the Maine Common Core of Learning, the statewide broadband network, the Maine Learning Results, the Learning Technology Endowment, and the one-to-one laptop initiatives for grades 7-8 and 9-12. It also discusses the proficiency-based diploma and pathways to computing careers through engagement, exploration of subjects like coding, and showcasing student projects.
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Be...Michael Barbour
Barbour, M. K. (2014, April). Not as savvy as you’ve been led to believe: What do we really know about the students in our classrooms today? A presentation to the Sacred Heart University's Center of Digital Learning, Fairfield, CT.
The document discusses using social networking tools like Facebook, Twitter, and Edmodo in university classrooms and language learning. It provides examples of how instructors have incorporated these tools for discussion boards, sharing links and resources, following historical figures, and micro-writing assignments. The document also addresses potential benefits and challenges of using social media in education, as well as evaluation criteria for student participation on the networks.
This document summarizes an online workshop about building future-focused schools. The workshop aims to help participants identify principles for building future-focused schools, realize a future-focused approach through aligning school strategies and practices, and lead their school community to provide relevant, future-focused learning. During the workshop, participants discuss topics like the skills students will need for their future lives and careers, challenges facing education, and how to make schools more focused on preparing students for an uncertain future.
Ict ppt fauzia students uses of technologyAbdulHaliq2
The document discusses students' use of technology based on a study from Australia. It finds that most Australian children will grow up with ubiquitous access to technologies like computers, the internet, mobile phones, and social media. It describes trends in how students use these technologies, such as 90% accessing computers at school and 70% also using the internet. The document also discusses challenges and opportunities that new technologies present for educators to develop students' innovation, creativity, and learning.
This document discusses the need for schools and teachers to adapt to changing technologies and learning styles in the 21st century. It notes that current school models are becoming outdated and risk making schools irrelevant. It highlights trends like social learning, knowledge creation, mobile devices, and open content that require schools to shift from an emphasis on teaching to co-learning. The document argues that teachers must become "lead learners" and develop personal learning networks in order to best prepare students.
From 20th Century Instruction to 21st Century LearningPat Sine
This document discusses the transition from 20th century instruction to 21st century learning. It outlines the skills needed for the 21st century like core subjects, interdisciplinary themes, learning and innovation skills, information and technology skills, and life and career skills. It also discusses how technology standards have evolved from NETS*S 1998 to NETS*S 2007 to focus more on skills like creativity, communication, research, problem solving, and digital citizenship. Levels of technology implementation in schools are described from non-use to refinement. Examples of how students can demonstrate 21st century skills with technology are provided.
The discovery of computer information technology has created an avenue for educational transformation in today's changing society. Computer technology has widened access to information and improved communication. It has created opportunities for greater production and broken down language barriers. Using computer technology and the internet in education has improved standards of living by enhancing the exchange of ideas and information. It has led to more effective instruction and decreased dropout rates while improving academic performance.
This document introduces the concept of SOAR (Students Own All Resources) learning in a proposed digital school system. The system would give students personalized access to curriculum through a Digital Individualized Education Plan (DIEP) tailored to their individual needs and interests. Students would access just-in-time instructional content as needed using a digital toolset, allowing them to learn at their own pace. The goal is to increase student engagement and achievement by giving them ownership over their education.
This document discusses 21st century learning skills that are important for students to develop. It notes that today's students need skills beyond core academics like reading, math and science to succeed in a global economy. These 21st century skills include global awareness, communication, collaboration, critical thinking, problem solving and learning to use technology. The document outlines a framework for 21st century learning that includes creativity, innovation, media literacy and other life and career skills taught through core subjects and real world examples. It suggests starting conversations about making school learning more relevant to students' lives.
This document discusses the importance of global learning opportunities for students' education and future success. It argues that global learning needs to be integrated throughout students' learning experiences, including in expanded learning opportunities outside the traditional classroom. These opportunities are well-suited to building global competence through inquiry-based learning, collaboration, and problem-solving. The document recommends policy support for global learning in expanded learning to provide more students engaging opportunities that develop critical skills and prepare them for academic and career success in an increasingly global world.
AFS is a nonprofit organization that provides intercultural learning opportunities through student exchange programs to promote greater understanding between cultures. One To World connects students in New York through virtual workshops with international university scholars to learn about different world cultures and global issues. The document provides information on how to get involved with intercultural exchange programs through hosting students, participating in exchanges, advocating for programs in schools, or organizing exchanges. It also asks how classrooms can engage with intercultural opportunities and contacts within their own communities. Contact information is provided for those with additional questions.
This document summarizes emerging technologies being used in education and their impact on students and learning. It discusses trends like participatory pedagogy, unbundled education, and technologies of cooperation. Key findings from studies on digital natives show teens are technology-rich, multimedia multi-taskers who know ordinary people can publish online. Emergent technologies discussed include blogs, wikis, media sharing, chat, simulations and social networks. The document also addresses issues around integrating digital immigrants and natives.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
The document discusses three innovations that are shaping 21st century learning: visualization, democratization of knowledge, and participatory learning. It argues that students today need skills like critical thinking, self-direction, collaboration, and adaptability due to these innovations. Further, it provides a framework for education leaders to establish a culture open to new ideas, encourage risk-taking, and spread powerful creative concepts that can drive change.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
The document summarizes Dr. James Stanfield's lecture on alternative views of the future of learning. It discusses futures thinking and looking beyond short-term constraints. It also outlines OECD's learning framework 2030, which envisions developing student agency, knowledge, skills, attitudes and values to thrive in a changing world. The framework emphasizes competencies like creativity, collaboration and digital literacy.
The document discusses 10 trends that will impact education for the future, including an aging population, the importance of social and intellectual capital, personalized education, the role of technology, and the need for schools to prepare students with 21st century skills. It also discusses how education is shifting from traditional models to new approaches that incorporate emerging technologies, collaboration, creativity, and student-centered learning. Schools will need to change and adapt their practices to meet the needs of students in this new digital world.
Digital access to knowledge in the preschool classroom: Reports from Australiafilzah zahilah mz
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).
Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics,
comfort with digital technologies and beliefs about their use were assessed. Internet-enabled
technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs
predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday
life, teachers reported less comfort with Web-searching in the context of their classroom practice.
The findings identify the provision of Internet-enabled technologies and professional development as
actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are
necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
The document discusses innovations in Maine education that have helped transform student interests into careers, including the Maine Common Core of Learning, the statewide broadband network, the Maine Learning Results, the Learning Technology Endowment, and the one-to-one laptop initiatives for grades 7-8 and 9-12. It also discusses the proficiency-based diploma and pathways to computing careers through engagement, exploration of subjects like coding, and showcasing student projects.
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Be...Michael Barbour
Barbour, M. K. (2014, April). Not as savvy as you’ve been led to believe: What do we really know about the students in our classrooms today? A presentation to the Sacred Heart University's Center of Digital Learning, Fairfield, CT.
Wayne State University - Teaching to Today's StudentMichael Barbour
This document discusses generational differences in students and how to effectively teach today's students. It outlines the characteristics of different generations including Baby Boomers, Generation X, and today's students known as Millennials or Generation Y. These students have grown up with technology and are considered "digital natives". While technology skills are common, traditional lecturing remains prevalent in higher education. There is a mismatch between students' high expectations and the challenges they face. Effective teaching requires understanding generational traits and adapting pedagogy to engage digital learners beyond just introducing technology.
IVHS Fall 2008 PD - Digital Natives, Millennials and All that Crap: Examining...Michael Barbour
Barbour, M. K. (2008, October). Digital natives, millennials and all that crap: Examining what's real and what's.... Presentation at the Illinois Virtual High School Fall Meeting, Normal, IL.
Wayne State University - Today's Student: Deciphering What's RealMichael Barbour
Barbour, M. K. (2008, March). Today's student: Deciphering what's real. Brownbag discussion for the Office for Teaching and Learning, Wayne State University, Detroit, MI.
The document discusses three challenges for education in 2007-2008: 1) Studying digital-age learners and what engages them, 2) Fostering creative and inventive thinking for innovation, and 3) Bringing an end to learning and teaching as isolated endeavors. It also discusses refreshed expectations for students and teachers in the digital age, including updated technology standards that shift the focus from learning to use technology to using technology to learn.
K-12 Teaching in the Twenty-First Century MOOC - Teaching Today's StudentMichael Barbour
Barbour, M. K. (2013, November). Teaching today's student. A webinar presentation to the K-12 Teaching in the Twenty-First Century massive open online course by the Michigan Virtual University, http://www.mivu.org/MVUKentStateUniversityMOOC/tabid/754/Default.aspx
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This G...Michael Barbour
Barbour, M. K. (2014, March). Not as savvy as you think: What do we really know about this generation of students. An invited presentation to the New York State Council for Social Studies annual meeting, Albany, NY.
PTDEA 2016 - Digital Natives, Net Generation, Generation Me…What Do We Really...Michael Barbour
Barbour, M. K. (2016, October). Digital natives, net generation, generation me… What do we really know about today’s students and how they learn? A presentation at the annual meeting of the Provincial and Territorial Distance Education Association, Edmonton, AB.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
The document discusses emerging trends in education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized teaching to personalized learning. It notes that technology has increased the speed of communication and that educators must help students learn real-world problem solving using online tools and collaboration beyond the classroom.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
This document discusses the needs of today's students, known as Millennials. Millennials have grown up with technology and need an education that prepares them for the future through active, collaborative, and authentic learning experiences. Teachers must shift from traditional instruction to facilitating interactive learning that incorporates 21st century skills. Curriculum and pedagogy should address Millennial learning preferences like visual and technology-based learning to fully engage and prepare students.
Keynote: 24.01.2023
The promise of technology
Presbyterian Mackenzie University, Brazil.
See the youtube link for the green screen promotion to the session here:
Link to video clip (skip adverts)
https://youtu.be/gEeoTTGpo3s
Presbyterian Mackenzie University in Brazil. It has existed for 70 years and has approximately 30,000 students in 48 undergraduate and 14 graduate courses. The team there have been implementing a framework for competencies that higher education students must develop to achieve Transformative Learning. They hold a training event aimed at approximately a thousand professors who work there known as Transformative Learning Forums. I have been invited to speak at their Forum about innovation and the use of technology in higher education.
To publicise the event, speakers are invited to submit a two-three minute video about their talk, and created a short Green Screen film, hosted it on our Faculty YouTube site, for ease of download at the other end. The feedback has been overwhelmingly positive, the host institution were very pleased with the final version.
Debbie Holley is the Professor of Learning Innovation in the Department of Nursing Sciences, Bournemouth University. You can find out more about her work by following her on twitter @debbieholley1
Mackenzie University
The document discusses the need for schools to change and adapt to the 21st century by focusing less on individual expression and more on collaboration. It highlights trends like the importance of social capital and relationships in today's economy. Schools need to shift from private teaching and mandated accountability to collaborative practices and viewing learning as a focus.
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
The document discusses using technology to accommodate diverse needs and perspectives in education. It argues that technology can simultaneously provide contexts for diversity, facilitate problem solving and creativity, and enhance student learning. Specific strategies discussed include using technology to integrate curriculum, enable local and global collaboration, connect to students' cultures, improve parent communication, and provide access to diverse resources and perspectives. The document emphasizes designing instruction to thoughtfully integrate technology based on student and topic characteristics.
The document discusses how the world and education are changing due to technological advances. It notes that skills like collaboration, problem solving, and adaptability will be most important for students in the 21st century. It argues that schools need to shift from a teaching focus to a learning focus and embrace new technologies and project-based learning to best prepare students.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. Today's Student:
Examining Digital Natives
and Other Myths
and Other Myths
and Other Myths
Michael K. Barbour
Assistant Professor, Wayne State University
4. Generational Differences
The theory that people born
within an approximately 20 year
time period share a common set
of characteristics based upon
the historical experiences,
economic and social conditions,
technological advances and
other societal changes they have
in common.
5. Generational Boundaries
• GI Generation “Greatest Generation”
– Born between 1901 and 1924
• Silent Generation
– Born between 1925 and 1945
• Baby Boomers
– Born between 1946 and 1964
• Generation X
– Born between 1965 and 1980
• Today’s Student
– Born between 1981 and 2000 to 2005
7. This Generation’s Numbers
In New Zealand...
•1 to 1.2 million
•larger than the Baby Boomers
(~900K)
•25% larger than Generation X
•made up 28% to 33% of total
population in 2006
8. This Generation’s Numbers
In the United States...
•60 million
•largest group since the Baby
Boomers (72 million)
•3 times larger than Gen X
•teen population is growing at
twice the rate of the rest of
America
•made up 37% of U.S.
population in 2005
13. Net Generation
• Digital technology has had a
profound impact on their
personalities, including their
attitudes and approach to
learning
• Perception is that there has
been a shift from a generation
gap to a generation lap - kids
"lapping" adults on the
technology track
14. Neomillennials
• Fluency in multiple media and in
simulation-based virtual settings
• Communal learning involving diverse,
tacit, situated experience, with
knowledge distributed across a
community and a context as well as
within an individual
• A balance among experiential learning,
guided mentoring, and collective
reflection
• Expression through nonlinear,
associational webs of representations
• Co-design of learning experiences
personalized to individual needs and
preferences
15. Millennials
• “…today's teens are recasting the
image of youth from downbeat
and alienated to upbeat and
engaged.”
• characteristics generally marked
by an increased use and
familiarity with communications,
media, and digital technologies
• upbringing was marked by an
increase in a neoliberal approach
to politics and economics
16. Digital Natives
• “Our students have changed
radically. Today’s students are no
longer the people our educational
system was designed to teach.”
• “It is now clear that as a result of this
ubiquitous environment and the
sheer volume of their interaction
with it, today’s students think and
process information fundamentally
differently from their predecessors.”
Prensky, M. (2001). Digital Natives, Digital
Immigrants – Part II: Do They Really Think
Differently? On the Horizon, 9(6).
17. Generational Differences and Training
• Thomas Reeves (University of Georgia)
completed a funded literature review
on generational differences
• Most generational differences in the
literature were based on no or flawed
research
Reeves, T. C. (2008). Do generational differences matter in instructional design?
Paper presented to ITForum. Retrieved on March 13, 2009 from
http://it.coe.uga.edu/itforum/Paper104/ReevesITForumJan08.pdf
19. Another Common Myth:
The Master Multitasker
• Memory
encoding
and memory
retrieval
weaker in
teens when
attention is
divided
Naveh-Benjamin, M., Kilb, A., & Fisher, T. (2006). Concurrent task effects on memory encoding and
retrieval: Further support for an asymmetry. Memory & Cognition, 34(1), 90-101.
20. Other Multitasking Studies
• Herath, P., Klingberg, T., Yong, J., Amunts, K., & Roland, P. (2001). Neural
correlates of dual task interference can be dissociated from those of divided
attention: an fMRI study. Cereb. Cortex 11, 796 – 805.
– longer time
• Fisch, S. (2000). A capacity model of children’s comprehension of educational
content on television. Media Psychology, 2(1), 63-91.
• Lang, A. (2000). The limited capacity model of mediate message processing.
Journal of Communication, 50(1), 46-70.
– simultaneous tasks limit memory
• Just, M. A., Kellera, T. A., & Cynkara, J. (2008). A decrease in brain activation
associated with driving when listening to someone speak . Brain Research,
1205, 70-80.
– less likely to remember
21.
22. “Today's young people have
been raised to aim for the
stars at a time when it is
more difficult than ever to
get into college, find a good
job, and afford a house.
Their expectations are very
high just as the world is
becoming more competitive,
so there's a huge clash
between their expectations
and reality.”
23. • In 2002, 74% of high school students
admitted to cheating whereas in 1969
only 34% admitted such a failing. (p. 27)
• In 1967, 86% of incoming college
students said that “developing a
meaningful philosophy of life” was an
essential life goal whereas in 2004 only
42% of Gen Me freshmen agreed. (p. 48)
• In 2004, 48% of American college
freshmen reported earning an A average
in high school whereas in 1968 only 18%
of freshmen reported being an A student
in high school. (p. 63)
• In the 1950s, only 12% of young teens
agreed with the statement “I am an
important person” whereas by the late
1980s, 80% claimed they were important.
(p. 69)
Jean M. Twenge
24. “When asked
about problems
facing their
generation, many
millennials
respond that the
biggest one is the
poor example that
adults set for kids.”
p. 36
Oblinger, D. (2003). Understanding the new student.
EDUCAUSE Review, 38(3), 36-42.
25.
26. “The number one
thing to realize with
the Millennials is
that as a whole they
reflect much more
parental
perfectionism than
any generation in
living memory.
Colleges and
universities should
know that they are
not just getting a kid,
but they are also
getting a parent.”
29. • Work
expectations
for students:
–10-15 hrs
in class
–25-30 hrs
studying
30. • Work Reality:
–20% study 5 hrs
per week or less
–25% 6-10 hrs
–48% 11-30 hrs
–7% > 30 hrs
31. NSSE Time
On us
Task uo
col Activ t i n el y k
lab e, o n im a c
lea orati C T b
rni ve ed
ng Fe
Student High
faculty Academic
Interaction Challenge
32. What Else Do We Know?
http://www.decliningbydegrees.org/
33. The most “shocking” discovery is
the “non-aggression pact” between
instructors and students.
34. What Else Do We Know?
http://www.ivorytowerblues.com/
35. The traditional standard for an average
performance was a C, but students now
expect Bs for putting out a modicum of effort
that produces mediocre work, and As if they
do any more than this. Failure is a thing of
the past in many schools.
39. Schools today are
beset by a new
generation of
learners whose
skills and
expectations derive
from growing up on
the net.
40.
41. Today’s Student and Technology
• Today’s students technical
knowledge is broad, but
shallow
• Skills differ by academic
program; deepest in
engineering and business
• Technical fluency
does not equal
maturity
http://www.educause.edu/ir/library/pdf/ers0506/rs/ers0506w.pdf
42. Two Key Points
• Introducing
technology alone is
never enough.
• Big gains in
productivity come
when new
technologies are
combined with new
ways of doing
business.
43. Two Key Points
• Introducing
technology alone is
never enough.
• Big gains in
education come
when new
technologies are
combined with new
ways of teaching.
48. “Lecturing still
absorbs more than
half to two thirds of
various departments’
teaching practices…
These traditional
forms of teaching
seem to have been
relatively untouched
by the enormous
investment in
technologies.”