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.
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.
Barbour, M. K. (2008). Virtual schooling and online learning: Michigan education in a flat world. Keynote presentation to the Alliance for a Media Literate America – Michigan Caucus, Detroit, MI.
Policy Brief on US Educational Reform recommends a 5% multi-age, interdisciplinary, technology-infused "test-bed" in public K-12 schools. Eliminating the "industrial age" age-based grades and grade level expectations.
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.
This document discusses supporting collaborative development and collective professional autonomy in schools. It notes that professionals need to be engaged and take ownership of their work, while leadership can help focus and align their efforts. Student voice is also important, and the future challenges schools are preparing students for are already happening now. The real work is engaging professionals and students to meet these challenges.
Poverty, intersectionality & youth success case studies to eradicate sy...KelleyMercuri1
This document discusses the impact of poverty on student achievement and educational outcomes in Canada. It finds that poverty negatively influences academic performance through several mechanisms, such as limiting access to educational resources and opportunities. Students from low-income backgrounds often face stereotyping from teachers and stigma from peers. The COVID-19 pandemic has further exacerbated inequities, as poverty intersects with lack of internet access and increased financial stress and mental health challenges for students. The document calls for addressing systemic barriers, direct support for students' well-being, and teacher training on mitigating the impacts of poverty in the classroom.
Narratives of systemic barriers & accessibility summary of article 1KelleyMercuri1
(1) The pandemic has spotlighted long-standing systemic barriers in education that disadvantage students from low-income families and marginalized backgrounds. Teachers have had to abandon conventional practices to meet student needs.
(2) Interview findings revealed five themes: the pandemic uncovered pre-existing inequities; teachers broke rules to create new approaches; teacher-student relationships are key; students should have a voice in programming decisions; and resilience involves understanding identity and barriers.
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.
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.
Barbour, M. K. (2008). Virtual schooling and online learning: Michigan education in a flat world. Keynote presentation to the Alliance for a Media Literate America – Michigan Caucus, Detroit, MI.
Policy Brief on US Educational Reform recommends a 5% multi-age, interdisciplinary, technology-infused "test-bed" in public K-12 schools. Eliminating the "industrial age" age-based grades and grade level expectations.
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.
This document discusses supporting collaborative development and collective professional autonomy in schools. It notes that professionals need to be engaged and take ownership of their work, while leadership can help focus and align their efforts. Student voice is also important, and the future challenges schools are preparing students for are already happening now. The real work is engaging professionals and students to meet these challenges.
Poverty, intersectionality & youth success case studies to eradicate sy...KelleyMercuri1
This document discusses the impact of poverty on student achievement and educational outcomes in Canada. It finds that poverty negatively influences academic performance through several mechanisms, such as limiting access to educational resources and opportunities. Students from low-income backgrounds often face stereotyping from teachers and stigma from peers. The COVID-19 pandemic has further exacerbated inequities, as poverty intersects with lack of internet access and increased financial stress and mental health challenges for students. The document calls for addressing systemic barriers, direct support for students' well-being, and teacher training on mitigating the impacts of poverty in the classroom.
Narratives of systemic barriers & accessibility summary of article 1KelleyMercuri1
(1) The pandemic has spotlighted long-standing systemic barriers in education that disadvantage students from low-income families and marginalized backgrounds. Teachers have had to abandon conventional practices to meet student needs.
(2) Interview findings revealed five themes: the pandemic uncovered pre-existing inequities; teachers broke rules to create new approaches; teacher-student relationships are key; students should have a voice in programming decisions; and resilience involves understanding identity and barriers.
What am I good at?
What do I enjoy doing?
What values are important to me?
The journey to success begins with the question “What do you want to do?”
Except you no one else can define success for you. For Donald Trump, success meant making lots of money. For Ted Turner, it meant building a media empire that could challenge the major networks. For Albert Einstein it meant unraveling the secrets of the universe. For mother Theresa it meant ministering to the needs of the destitute in India.
You won’t really succeed unless the things you accomplish bring you pleasure and satisfaction.
The document discusses how integrating information literacy practices into academic courses can be a disruptive innovation that helps engage and motivate diverse students. It proposes using tools like KWL charts and annotated bibliographies to teach students skills for finding, evaluating, and using information effectively. Mainstreaming information literacy in this way could help address issues like low remediation rates and improve student success, learning, and preparedness for college and career.
The document summarizes the evolution of flexible learning pedagogy from behavioral/cognitive approaches, to constructivist approaches, to emerging connectivist approaches. It discusses how each generation of pedagogy has been influenced by technological changes. It argues that behavioral/cognitive approaches may be reaching an economic and pedagogical dead end, while constructivist approaches work well for cohort groups. However, connectivist approaches and tools that leverage online networks show promise as the future of higher education and lifelong learning.
This document provides an introduction to a book that will examine a partnership between Chevron, JASON Learning, and several school districts in the Houston area to improve STEM education. It discusses the national context of concerns about STEM achievement and competitiveness. President Obama and others have stressed the importance of STEM for the economy. The book will tell the story of this initiative and examine lessons learned about transforming science instruction and increasing student learning and interest in STEM fields. It acknowledges the complex challenges involved and the need for multifaceted, systematic, and sustainable approaches to achieving these goals.
Terry Anderson discusses three generations of distance training pedagogy: behavioral/cognitive, constructivist, and connectivist. The first focuses on individual learning of content through direct instruction. The second adds a social constructivist approach using groups. The third generation involves networked learning through connecting information and contacts to solve real problems. New technologies have advanced each approach, but quality education requires effectively combining all three pedagogies to develop 21st century skills.
This presentation by Jennifer D. Klein explores the importance of global education and educational strategies and pedagogy for transformative student experiences. Presented as part of the LearnCentral webinar series on August 31, 2011. See more about Jennifer's work at www.principledlearning.org.
Dr. Ronnie B. Lowenstein has pioneered the use of interactive technologies and partnerships to promote education and economic empowerment since 1980. She has focused on harnessing technology and partnerships through initiatives like NetGeneration of Youth (NGY), which she launched in 1999 to promote digital empowerment, media literacy, and youth leadership. NGY has expanded internationally and uses projects, virtual visits, and scholarships to cultivate youth as 21st century leaders committed to shaping a positive global future.
Dr. Ronnie B. Lowenstein is a nationally recognized leader in linking policy, practice, and research over the past 28 years. He has consulted for numerous public and private institutions, including serving as a senior advisor to three members of the U.S. House of Representatives. Dr. Lowenstein founded the NetGeneration of Youth initiative in 1999 to empower underserved youth through technology and has directed annual scholarship programs awarding over $300,000 to 84 students. He also founded the Education Technology Think Tank and has extensive experience evaluating education programs sponsored by NASA, the Department of Education, and other government agencies.
1. The document discusses the social benefits of online education based on case studies and international experiences. It finds that online education improves access to education, especially for remote and lower-income populations. It allows for lower-cost, higher-quality education and promotes knowledge creation, research, and international collaboration.
2. A case study of UNAD Colombia finds that its online programs have increased access to education, supported underprivileged groups, improved research output, and fostered internationalization. International case studies show online education promoting inclusion, education quality, and economic and social development across Africa, Asia, Latin America, and other regions.
3. The conceptual framework discusses how education quality impacts economic growth and development. It finds
This document discusses digital storytelling and its potential to increase critical thinking skills. It begins by describing the "Net Generation" of students who have grown up with widespread digital technology use. While these students are more visually literate and able to multitask, their reading skills have declined. The challenge is engaging these students through technology while still developing important 21st century skills like critical thinking. Digital storytelling and video games can help by making learning interactive and stimulating reflection. When computers are incorporated into classrooms through initiatives like 1-to-1 laptop programs, they become valuable supplemental tools for collaboration, independent learning, and developing 21st century skills.
This document summarizes the history and arguments regarding single-sex education. It discusses how single-sex schools were once common but declined after the 1970s due to laws prohibiting sex-based segregation in public schools. However, changes to laws and perceived achievement gaps have renewed interest in single-sex classrooms. Supporters argue it can benefit students, but critics worry it promotes segregation. Overall, more research is still needed to determine its effectiveness.
The document discusses issues with the US education system based on data from various sources. It shows disparities in graduation rates, performance on standardized tests, and career outcomes between racial groups and income levels. It argues that schools need to provide more rigorous academics, especially in math and science, and alternative learning models to better prepare students for college and careers in a global economy.
Sabbatical (University of Auckland) - Making a Difference with Educational Re...Michael Barbour
Barbour, M. K. (2011, March). Making a difference with educational research: A new methodological paradigm. An invited presentation to the College of Education at the University of Auckland, Auckland, New Zealand.
The document discusses the Digital Youth Network (DYN) program in Chicago that aims to improve education for urban youth. It notes the challenges of educating a growing urban population and high dropout rates. DYN merges in-school and out-of-school learning through new media and peer groups. It utilizes play, scaffolding, and Vygotsky's zone of proximal development to engage students. DYN also provides media literacy education and online learning tools. Evaluation found improved test scores and participation among DYN students.
This document summarizes a philosophy mini-conference timetable and presentations. The first presentation by Drs. Brendan Larvor and John Lippitt discusses what kind of students universities want, focusing on sociable and curious students with virtues like teamwork, humility, and forgiveness. The second presentation by Dr. Craig Bourne considers whether it is permissible for parents to choose disabilities for their children, discussing two cases: 1) Amish parents limiting their children's education, and 2) parents choosing disabilities for their future children. The final presentation is on seeing one's own brain without surgery.
This document outlines Karen Cangialosi's experience as an advocate and activist for social justice causes. It lists her involvement with numerous non-profit organizations supporting LGBTQ+, women's, and civil rights over the past few decades in Ohio, Massachusetts, and New Hampshire. It also details her roles at Keene State College coordinating diversity initiatives and women's studies programs. The document establishes Karen's credentials and experience advocating for marginalized groups.
Dokumen tersebut membahas tentang hal penting dalam melakukan interview, perbandingan karakteristik generasi yang berbeda, empat macam budaya organisasi, dan kriteria budaya organisasi yang unggul. Dokumen ini memberikan panduan singkat tentang bagaimana memahami karakteristik generasi yang berbeda dalam konteks interview kerja dan budaya organisasi.
Presentation 5 How understanding the generations benefits marketingClicked
How to make sense of generation perspectives. Some free consultancy for you. Originally prepared in 2006. More in this series:
Introduction to generations: https://www.slideshare.net/Steve_Mellor/the-generations-presentation-1-introduction
Boomers: https://www.slideshare.net/Steve_Mellor/presentation-2-boomers
Generation X: https://www.slideshare.net/Steve_Mellor/presentation-3-generation-x
Millenials: https://www.slideshare.net/Steve_Mellor/presentation-4-generation-y
What am I good at?
What do I enjoy doing?
What values are important to me?
The journey to success begins with the question “What do you want to do?”
Except you no one else can define success for you. For Donald Trump, success meant making lots of money. For Ted Turner, it meant building a media empire that could challenge the major networks. For Albert Einstein it meant unraveling the secrets of the universe. For mother Theresa it meant ministering to the needs of the destitute in India.
You won’t really succeed unless the things you accomplish bring you pleasure and satisfaction.
The document discusses how integrating information literacy practices into academic courses can be a disruptive innovation that helps engage and motivate diverse students. It proposes using tools like KWL charts and annotated bibliographies to teach students skills for finding, evaluating, and using information effectively. Mainstreaming information literacy in this way could help address issues like low remediation rates and improve student success, learning, and preparedness for college and career.
The document summarizes the evolution of flexible learning pedagogy from behavioral/cognitive approaches, to constructivist approaches, to emerging connectivist approaches. It discusses how each generation of pedagogy has been influenced by technological changes. It argues that behavioral/cognitive approaches may be reaching an economic and pedagogical dead end, while constructivist approaches work well for cohort groups. However, connectivist approaches and tools that leverage online networks show promise as the future of higher education and lifelong learning.
This document provides an introduction to a book that will examine a partnership between Chevron, JASON Learning, and several school districts in the Houston area to improve STEM education. It discusses the national context of concerns about STEM achievement and competitiveness. President Obama and others have stressed the importance of STEM for the economy. The book will tell the story of this initiative and examine lessons learned about transforming science instruction and increasing student learning and interest in STEM fields. It acknowledges the complex challenges involved and the need for multifaceted, systematic, and sustainable approaches to achieving these goals.
Terry Anderson discusses three generations of distance training pedagogy: behavioral/cognitive, constructivist, and connectivist. The first focuses on individual learning of content through direct instruction. The second adds a social constructivist approach using groups. The third generation involves networked learning through connecting information and contacts to solve real problems. New technologies have advanced each approach, but quality education requires effectively combining all three pedagogies to develop 21st century skills.
This presentation by Jennifer D. Klein explores the importance of global education and educational strategies and pedagogy for transformative student experiences. Presented as part of the LearnCentral webinar series on August 31, 2011. See more about Jennifer's work at www.principledlearning.org.
Dr. Ronnie B. Lowenstein has pioneered the use of interactive technologies and partnerships to promote education and economic empowerment since 1980. She has focused on harnessing technology and partnerships through initiatives like NetGeneration of Youth (NGY), which she launched in 1999 to promote digital empowerment, media literacy, and youth leadership. NGY has expanded internationally and uses projects, virtual visits, and scholarships to cultivate youth as 21st century leaders committed to shaping a positive global future.
Dr. Ronnie B. Lowenstein is a nationally recognized leader in linking policy, practice, and research over the past 28 years. He has consulted for numerous public and private institutions, including serving as a senior advisor to three members of the U.S. House of Representatives. Dr. Lowenstein founded the NetGeneration of Youth initiative in 1999 to empower underserved youth through technology and has directed annual scholarship programs awarding over $300,000 to 84 students. He also founded the Education Technology Think Tank and has extensive experience evaluating education programs sponsored by NASA, the Department of Education, and other government agencies.
1. The document discusses the social benefits of online education based on case studies and international experiences. It finds that online education improves access to education, especially for remote and lower-income populations. It allows for lower-cost, higher-quality education and promotes knowledge creation, research, and international collaboration.
2. A case study of UNAD Colombia finds that its online programs have increased access to education, supported underprivileged groups, improved research output, and fostered internationalization. International case studies show online education promoting inclusion, education quality, and economic and social development across Africa, Asia, Latin America, and other regions.
3. The conceptual framework discusses how education quality impacts economic growth and development. It finds
This document discusses digital storytelling and its potential to increase critical thinking skills. It begins by describing the "Net Generation" of students who have grown up with widespread digital technology use. While these students are more visually literate and able to multitask, their reading skills have declined. The challenge is engaging these students through technology while still developing important 21st century skills like critical thinking. Digital storytelling and video games can help by making learning interactive and stimulating reflection. When computers are incorporated into classrooms through initiatives like 1-to-1 laptop programs, they become valuable supplemental tools for collaboration, independent learning, and developing 21st century skills.
This document summarizes the history and arguments regarding single-sex education. It discusses how single-sex schools were once common but declined after the 1970s due to laws prohibiting sex-based segregation in public schools. However, changes to laws and perceived achievement gaps have renewed interest in single-sex classrooms. Supporters argue it can benefit students, but critics worry it promotes segregation. Overall, more research is still needed to determine its effectiveness.
The document discusses issues with the US education system based on data from various sources. It shows disparities in graduation rates, performance on standardized tests, and career outcomes between racial groups and income levels. It argues that schools need to provide more rigorous academics, especially in math and science, and alternative learning models to better prepare students for college and careers in a global economy.
Sabbatical (University of Auckland) - Making a Difference with Educational Re...Michael Barbour
Barbour, M. K. (2011, March). Making a difference with educational research: A new methodological paradigm. An invited presentation to the College of Education at the University of Auckland, Auckland, New Zealand.
The document discusses the Digital Youth Network (DYN) program in Chicago that aims to improve education for urban youth. It notes the challenges of educating a growing urban population and high dropout rates. DYN merges in-school and out-of-school learning through new media and peer groups. It utilizes play, scaffolding, and Vygotsky's zone of proximal development to engage students. DYN also provides media literacy education and online learning tools. Evaluation found improved test scores and participation among DYN students.
This document summarizes a philosophy mini-conference timetable and presentations. The first presentation by Drs. Brendan Larvor and John Lippitt discusses what kind of students universities want, focusing on sociable and curious students with virtues like teamwork, humility, and forgiveness. The second presentation by Dr. Craig Bourne considers whether it is permissible for parents to choose disabilities for their children, discussing two cases: 1) Amish parents limiting their children's education, and 2) parents choosing disabilities for their future children. The final presentation is on seeing one's own brain without surgery.
This document outlines Karen Cangialosi's experience as an advocate and activist for social justice causes. It lists her involvement with numerous non-profit organizations supporting LGBTQ+, women's, and civil rights over the past few decades in Ohio, Massachusetts, and New Hampshire. It also details her roles at Keene State College coordinating diversity initiatives and women's studies programs. The document establishes Karen's credentials and experience advocating for marginalized groups.
Dokumen tersebut membahas tentang hal penting dalam melakukan interview, perbandingan karakteristik generasi yang berbeda, empat macam budaya organisasi, dan kriteria budaya organisasi yang unggul. Dokumen ini memberikan panduan singkat tentang bagaimana memahami karakteristik generasi yang berbeda dalam konteks interview kerja dan budaya organisasi.
Presentation 5 How understanding the generations benefits marketingClicked
How to make sense of generation perspectives. Some free consultancy for you. Originally prepared in 2006. More in this series:
Introduction to generations: https://www.slideshare.net/Steve_Mellor/the-generations-presentation-1-introduction
Boomers: https://www.slideshare.net/Steve_Mellor/presentation-2-boomers
Generation X: https://www.slideshare.net/Steve_Mellor/presentation-3-generation-x
Millenials: https://www.slideshare.net/Steve_Mellor/presentation-4-generation-y
Presentation 1: The Generations Presentation 1 introductionClicked
This presentation provides an overview of generational perspectives and marketing. It discusses that generations are defined by their shared experiences of key historical events during formative years. Generations last 15-20 years and have common beliefs, behaviors, and identities. The theory proposes that generations repeat in archetypes such as Prophets, Nomads, Heroes, and Artists. A generation's leadership shapes national mood in cycles of consensus building and crisis. The presentation will focus on understanding the Boomer, Generation X, and Millennial generations.
The document discusses tips for marketing to multiple generations. It outlines key events and attributes of the Silent Generation, Baby Boomers, Generation X, and Generation Y. Marketers can appeal to different values and communication preferences depending on the generational cohort. For example, emphasize practicality and tradition for Silents, relevance and social change for Boomers, work-life balance and independence for Gen X, and technology and peer influence for Gen Y. However, generational traits are not absolute and continue evolving over time.
I find Generation Theory fascinating & prepared this presentation for my colleagues. I used many sources, some of which I reference under recommended reading, all images were sources from the Internet.
The document discusses generational differences in the workplace based on research from 2009-2011. It outlines four generations - Traditionalists born 1932-1945, Baby Boomers born 1946-1965, Generation X born 1965-1978, and Millennials born 1979-1998. It notes how the age split between these generations was changing from 1990 to 2020 based on Census data. It then discusses differences in loyalty, work ethic, leadership styles, and communication preferences between the four generations in the context of the changing workplace.
Barbour, M. K. (2011, April). Today's student: Examining generational differences. An invited presentation to the Open Polytechnic, Lower Hutt, New Zealand.
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.
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.
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.
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.
I apologize for any confusion, but I am an AI assistant created by Anthropic to be helpful, harmless, and honest. I don't actually have social media accounts or personal relationships.
This document examines how gender inequalities are portrayed in media and their effect on students' educational opportunities. It discusses how gender is a social construct that influences norms through media portrayal. Gender stereotypes shape and limit educational opportunities by emphasizing different futures for boys and girls. While efforts have been made to appeal to male students, they often alienate others and have little impact. The mass media now educates youth through constant access, influencing their developing values and expectations within education systems. Further work is still needed to change social attitudes and norms influenced by media portrayals of gender.
This document discusses transfer students across different generations and the characteristics that influence their choices. It covers the Baby Boomer, Generation X, and Millennial generations, outlining their core traits and how their needs as transfer students differ. Challenges for enrollment managers with each generation are presented, as well as strategies like improved communication, partnerships between 2-year and 4-year schools, and programs tailored to specific generational preferences that can enhance the transfer process. The presentation emphasizes that a one-size-fits-all approach does not work for transfer students and their diverse generational backgrounds must be considered.
This document explores how gender inequalities are portrayed in media and education, and the effects on students. It discusses how gender is a social construct that influences stereotypes. Media plays a role in shaping and reinforcing gender norms. Gender stereotypes have historically limited educational opportunities by emphasizing different futures for boys and girls. More recent research shows that gender stereotypes shaped by media are internalized by young children. While progress has been made, gender stereotypes persist in curricula and continue to influence students' opportunities and choices.
This document discusses the characteristics and learning styles of Millennial or Generation Y students in higher education. It describes Millennials as having grown up with technology and expecting its integration into education. They prefer active and collaborative learning, clear expectations, and relevance. The document also notes that emerging technologies will further shape learning styles, including immersive interfaces like virtual worlds and augmented reality.
Humanities Center - Opposing the Dominant K-12 Online Learning Narrative of E...Michael Barbour
Barbour, M. K. (2012, October). Opposing the dominant K-12 online learning narrative of educational reformers. A brown bag presentation to the Humanities Center at Wayne State University, Detroit, MI.
View the actual presentation at http://www.youtube.com/watch?v=GZQMe_djyys
DEANZ 2008 - Today's Student and Virtual Schooling: The Reality, The Challeng...Michael Barbour
Virtual schooling provides K-12 education through online and distance learning means. It began in the 1990s in Canada, the United States, and elsewhere. Virtual schooling takes various forms, including full-time online schools and supplemental online course offerings. Research has found mixed results on student performance in virtual schools, with some studies finding little difference compared to traditional schools, and others finding small negative effects. Successful virtual students tend to be self-motivated, independent learners, though dropout rates can be high. Whether virtual learning is suitable for all K-12 students remains an open challenge.
The document discusses a forum held at USC's School of Cinematic Arts on May 16-17, 2011 about how entertainment media can ignite education reform. It notes US students' declining performance in international assessments and how learning occurs outside of school. Digital media presents both threats and opportunities for children's development. The forum's goal was to stimulate change through collaboration to leverage kids' media consumption for vulnerable children. Challenges discussed were improving 4th grade reading proficiency, advancing STEM literacy, and developing digital and inquiry skills. Sifteo cubes were presented as one response to address these challenges through playful learning.
Second World Congress on e-Learning - Shifting the Goal Posts: The Changing L...Michael Barbour
Barbour, M. K. (2011, September). Shifting the goal posts: The changing landscape of primary and secondary education and how that affects e-learning in higher education. A keynote presentation at the 2o congreso mundial de e-learning (Second World Congress on e-Learning) in Cartagena, Columbia.
This document discusses the characteristics of Millennial students and how to meet their expectations. Millennials were born between 1977-2000, and were shaped by events like terrorism and a focus on children. They are confident, team-oriented, achieving, and pressured. Millennials expect tailored, portable information and dynamic content. The document recommends engaging Millennial students through technology, ensuring websites are mobile, unique and interactive to meet their preferences.
This document discusses the characteristics of Millennial students and how to meet their expectations. Millennials were born between 1977-2000, and were shaped by events like terrorism and a focus on children. They are confident, team-oriented, achieving, and pressured. Millennials expect tailored, portable information and dynamic content. The document recommends engaging Millennial students through technology, ensuring websites are mobile, unique and interactive to meet their preferences.
Millennials Presentation for Residential Leadership Communitykheenehan
This document discusses generational characteristics with a focus on Millennials. It defines a generation as those born within a 20 year period who experience formative events together between ages 10-18. Millennials are defined as those born between 1982-2002. Critical events during their formative years included 9/11, wars in the Middle East, school shootings, and the rise of technology and social media. The document outlines characteristics of Millennials including being civic-minded, ambitious, pressured, and team-oriented. It also discusses how they approach academics, social life, technology, and expectations of rules and authority.
Similar to University of Windsor - Teaching to Today’s Student (20)
OTESSA 2024 - Design Principles for K-12 Online Learning: A Comparative Revie...Michael Barbour
LaBonte, R., Childs, E., & Barbour, M. K. (2024, June). Design principles for K-12 online learning: A comparative review of standards and theoretical models [Paper]. Open/Technology in Education, Society, and Scholarship Association Annual Conference, Montreal, QC.
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - L’état de l’apprentissage électronique de la maternelle à la 12e ...Michael Barbour
Barbour, M. K., LaBonte, R., & Mongrain, J. (2024, February). L’état de l’apprentissage électronique de la maternelle à la 12e année au Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
LaBonte, R., Barbour, M. K., & Childs, E. (2024, February). Comparing CANeLearn design principles for K-12 online learning with researched models & standards: Principles to guide quality policy & practice [Panel]. Digital Learning Annual Conference, Austin, TX.
SITE Interactive 2023 - Meet the Editors: Publishing About K-12 Online and Bl...Michael Barbour
Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey
EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations fo...Michael Barbour
Barbour, M. K., & Hodges, C. B. (2023, June 19). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment [Paper]. Annual Meeting of the European Distance Education Network, Dublin, Ireland.
BOLTT 2023 - CANeLearn Research: Applications for Practice (French)Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
BOLTT 2023 - CANeLearn Research: Applications for Practice (EnglishMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
TUC Research Day 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
This document summarizes a study on K-12 distance, online, and blended learning in Canada. It begins by noting that most previous research had focused on programs in the United States, with little known about initiatives in other parts of North America like Canada. The goals of the study were to understand how these programs are governed in each Canadian province/territory and the level of participation. Data was collected through surveys of education ministries, interviews, and a review of documents. The findings showed participation growing each year, with the most populated provinces like Ontario and Alberta having the highest numbers and per capita involvement. It also described the mix of centralized provincial programs and those run through local school districts. The document concludes by noting ongoing work to
Barbour, M. K., Moore, S., & Veletsianos, G. (2023, April). Questionable-cause logical fallacy and modality scapegoating: Synthesis of research on mental health and remote learning [Paper]. A part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
AERA 2023 - Teaching During Times of Turmoil: Ensuring Continuity of Learning...Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, April). Teaching during times of turmoil: Ensuring continuity of learning during school closures [Paper]. As part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
CIDER 2023 - State of the Nation: K-12 E-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, March). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
The document summarizes a panel discussion on K-12 online and blended learning across Canada. The panelists represented the Canadian eLearning Network, Touro University, Vista Virtual School Alberta, Ignite Centre for eLearning Alberta, Ontario eLearning Consortium, and CAVLFO.
The panel discussed current practices in each Canadian province, with many moving towards more centralized online learning programs. Key trends included a focus on blended learning at the classroom level and ensuring online learning is integrated into regular teaching practice. While models vary between centralized and decentralized approaches, completion rates do not significantly differ depending on the approach; success depends more on teacher quality.
The discussion concluded by emphasizing that online learning continues to grow in importance despite challenges during
DLAC 2023 - Design Principles for Digital Learning and NSQOL Standards: Commo...Michael Barbour
LaBonte, R., & Barbour, M. K. (2023, February). Design principles for digital learning and NSQOL standards: Commonalities & differences [Contributed Talk]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
5. 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
6. 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
7. Historical Influences
Boomers: Gen X: Today’s Student:
• Civil Rights • Fall of Berlin Wall • School shootings
• Sexual Revolution • Watergate • Oklahoma City
• Cold War • AIDS • Internet
• Space travel • Desert Storm • 9/11
• Assassinations • Energy Crisis • Iraq
8. This Generation’s Numbers
• 60 million - largest group
since the Baby Boomers
(72 million)
• 3 times larger than
Generation X
• Teen population is growing
at twice the rate of the rest
of America
• Made up 37% of U.S.
population in 2005
10. Today’s Student: Which Fit Your Students?
Gamers Digital Natives Socially Disdain Previous
Conscious Generations
High Expectations Spoiled Rotten Respect Value Diversity
Intelligence
Expect Incomes Experiential Optimistic and Family Oriented
Exceeding Parents Learners Positive
Collaborative Nomadic Inclusive Have More Friends
Healthy Lifestyle Clueless Direct More Liberal
Achievement Media Patriotic More Conservative
Oriented Consumer
Value Balanced Multi-tasker Confident Entitled
Lives
11. Today’s Student
• Generation Y
• Echo
• Net Generation
• Neomillennials
• Generation NeXt
• Millennials
• Generation Me
• Digital Natives
• Generation txt
12. 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
14. Net Generation
• Children of baby boomers
• Digital technology has had a
profound impact on their
personalities, including their
attitudes and approach to
learning
• Generation gap has become
a generation lap
http://www.growingupdigital.com
15. Millennials
• Based upon survey
research
• Sample from Fairfax,
VA
Howe, N., & Strauss, W.
(2000). Millennials rising:
The next great generation
New York: Vintage
Books.
16. Digital Natives
• Common in the media
• No systematic research
• Makes unfounded
assumptions about access
to digital technology
Prensky, M. (2001). Digital Natives,
Digital Immigrants – Part II: Do
They Really Think Differently? On
the Horizon, 9(6).
17.
18. “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.”
19. • 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 GenMe 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
20. Twenge, J. M. (in
press). Generational
changes and their
impact in the
classroom: Teaching
Generation Me.
Medical Education.
21. “When asked
about problems
facing their
generation,
many millennials
respond that the
biggest one is
the poor
examplethat
adults set for
kids.”p. 36
Oblinger, D. (2003). Understanding the new student.
EDUCAUSE Review, 38(3), 36-42.
22.
23. “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.”
26. 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.
27. 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
29. Focus on undergraduate education
• 2009: 645 colleges and universities
• 2008: 774 colleges and universities
• 2007: 610 colleges and universities
• 2006: 557 colleges and universities
• 2005: 529 colleges and universities
• 2004: 473 colleges and universities
• 2003: 437 colleges and universities
• 2002: 367 colleges and universities
• 2001: 321 colleges and universities
• 2000: 276 colleges and universities
30. NSSE results
• Work
expectations
for students:
–10-15 hrs
in class
–25-30 hrs
studying
31. NSSE results
• School Work Reality:
–17% study 5 hrs per week or less
–26% 6-10 hrs
–22% 11-15 hrs
–16% 16-20 hrs
–9% 21-25 hrs
–4% 26-30 hrs
–4% >30 hrs
32. NSSE results
Percentage of professor who think that their
students come to class fully prepared
Percentage of students Percentage of professors
0-10 13
11-20 28
21-40 24
41-60 15
61-80 11
81-90 2
91-100 -
Can’t say 7
33. NSSE Time
On
Task
Student High
faculty Academic
Interaction Challenge
34. Association of Universities and Colleges of Canada (2007). Trends in Higher Education:
Volume 1 – Enrolment. Ottawa, ON: Author. Retrieved on March 13, 2009 from
http://www.aucc.ca/_pdf/english/publications/trends_2007_vol1_e.pdf
35. Association of Universities and Colleges of Canada (2007). Trends in Higher Education:
Volume 1 – Enrolment. Ottawa, ON: Author. Retrieved on March 13, 2009 from
http://www.aucc.ca/_pdf/english/publications/trends_2007_vol1_e.pdf
36. What Else Do We Know?
http://www.decliningbydegrees.org/
37. What Else Do We Know?
The most
“shocking”
discovery is the
“non-aggression
pact” between
instructors and
students.
38. What Else Do We Know?
http://www.ivorytowerblues.com/
39. 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.
46. Association of Universities and Colleges of Canada (2007). Trends in Higher Education:
Volume 1 – Enrolment. Ottawa, ON: Author. Retrieved on March 13, 2009 from
http://www.aucc.ca/_pdf/english/publications/trends_2007_vol1_e.pdf
49. Association of Universities and Colleges of Canada (2007). Trends in Higher Education:
Volume 1 – Enrolment. Ottawa, ON: Author. Retrieved on March 13, 2009 from
http://www.aucc.ca/_pdf/english/publications/trends_2007_vol1_e.pdf
51. Schools today are
beset by a new
generation of
learners whose
skills and
expectations derive
from growing up on
the net.
52. Today’s Students &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
53.
54. 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.
55. Two Key Points
• Introducing
technology alone is
never enough.
• Big gains in learning
come when new
technologies are
combined with new
ways of teaching.
61. “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.”