Generational Learning: Changing Learning Paradigms by Culture and Technology
A Professional Development Workshop
Generational Learning: Changing Learning Paradigms by Culture and Technology by
Two Stroke Engine Learning
B.J. Spencer and R.D. Reasor
Texas State University
22 February 2012
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Generational Learning: Changing Learning Paradigms by Culture and Technology
Workshop Theory and Audience Interaction and Participation
We are interested in generational learning, and showing a simplified version of our
American history and learning paradigms by breaking our recent history (90 years) into four
different groups; traditionalist, boomers, generation X and millennials. Our workshop objectives
are to first-hand experience each of the different learning styles of each generation while learning
a new subject of two-stroke engine operations.
Traditionalist (Station one, seven minutes)
These students are born between 1928 and 1945 and they are characterized by loyalty to
employers and community institutions and were motivated by security and financial reward
(Bersin, 2007). The method of teaching and learning was extensive study, rote memorization
and instructor lead lecture (Laderas-Kilkenny, 2006). We plan to present the fundamentals of a
two-stroke engine by giving training at an industrial company at station one by a reading hand
out and a lecture style presentation with no visuals, no hands-on material and no student
collaboration. After the instruction we will stop the in-generation setting and survey the students
about the learning experience with a tailored Likert survey and verbal qualitative feedback.
Boomers (Station one, seven minutes)
These students are born between 1946 and 1964 and they are characterized by their
idealism and competitive nature while striving for excellence (Bersin, 2007). Their learning
style built on the previous traditional methods while adding course-based learning with books
and manuals as well as group effort and expert lead workshops (Laderas-Kilkenny, 2006). We
plan to present the fundamentals of a two-stroke engine at station one after the traditionalist
station is complete, and add collaborative discussion in a more relaxed environment with handouts and group meeting with an expert instructor. After the instruction we will stop the in-
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Generational Learning: Changing Learning Paradigms by Culture and Technology
generation setting and survey the students about the learning experience with a tailored Likert
survey and verbal qualitative feedback.
Generation X (Station two, 15 minutes)
These students are born between 1966 and 1980 and they are characterized by being selfreliant, willing to change the rules, tribal and community oriented (Bersin, 2007). Their learning
style departed from previous generations by being more team driven, collaborative, peer-to-peer
helping with learning kits, and learning should include fun (Laderas-Kilkenny, 2006). We plan
to present the fundamentals of a two-stroke engine at station two by having a self-paced
computer education program in the middle computer, with two Google setup computers on either
side. After a quick introduction and opening multimedia examples of the engine in operation, the
students will have a will have a self-paced, self-controlled learning setup on a personal computer
with the students free to talk and share, work together and talk with the instructor, get on-line to
find examples and models that show the engine concept. In addition to the handouts from the
generation X station, there will be a hands-on example of a cardboard mockup of the engine
cylinder and valve assembly. The instructor will leave the room periodically to allow for
collaboration as well as time for student self-exploration. All graphics and animations will be
2D only with no advanced 3D visuals. After the instruction, we will stop the in-generation
setting and survey the students about the learning experience with a tailored Likert survey and
verbal qualitative feedback.
Millennials (Station three, 15 minutes)
These students are born between 1980 and 2000 and they are characterized by being
confident and impatient, socially conscious, family centric and technological savvy. This group
learns through context and meaning, search and explore, using combined media and internet
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Generational Learning: Changing Learning Paradigms by Culture and Technology
access; they want to learn by being connected to everything (Bersin, 2007). We plan to present
the fundamentals of a two-stroke engine at station three by posing the question of the tradeoffs in
two-stroke engines; does the increased power-to-weight ratio offset the added pollution of the
engine? This station will have all of the previous generations learning tools available, with an
addition of hands on control of an electronic engine that generates the same power to weight
ratio as the two-stroke engine. We shall have two laptops logged into a hosted web page that
demonstrates an opening two-stroke pollution animation and sound video with interactive
follow-on 3D explosion views and interactive multimedia presentations. The interactive screen
will allow access to the flow of gases and fuel as well as the reasons for increased power at the
cost of increased pollution. The classroom instructor will act the same as the Generation X
classroom after setting the discussion on the pollution problem. After the instruction we will stop
the in-generation setting and survey the students about the learning experience with a tailored
Likert survey and verbal qualitative feedback. Table 1 and 2 summarize the four generations of
value paradigms and learning processes.
Table 1. The Multi-Generational Workforce
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Generational Learning: Changing Learning Paradigms by Culture and Technology
Table 2. How do (did) they learn?
Workshop Objectives
Provide a short exposure to our generational learning differences by first-hand
experiencing four different learning paradigms in three different stations while learning a new
concept (two stroke engine operations) in each of the four different generational styles and
genres. Station one will cover the traditionalist and boomer generations, and station three will
cover generation X, and station four will cover the millennial. A quick survey at the end of each
station with student recorded observations and discussion will be attempted. At the end of the
four learning experiences we will attempt to correlate the consensus of the learning experienced.
The final presentation (all together) will attempt to forecast the next generation of learners and
their paradigms with the future learning system and technological capability with the same twostroke engine material.
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Generational Learning: Changing Learning Paradigms by Culture and Technology
Workshop Activities and Time Requirements
The three rooms will be preconfigured to include the four generations listed above. After
a quick summary of our theory to the entire class, we will split into three separate teams of two
students each and then we the presenters will jump into method acting, and start directly into a
traditional classroom setting with reading and a quick lecture style at station one. After seven
minutes, we will shift into the next generation of instruction and present the boomers in station
one with the same two students. After seven more minutes, we will rotate all three rooms and
follow the initial station one students into station two were the generation X presentation will
take place. After 15 minutes we will again rotate stations and follow the original students into
station three and present the millennial learning perspective. At the end of the three sessions, we
will terminate role playing and regroup into the original class and allow ten minutes for
questions and discussion.
Our final presentation will be three minute presentation of our forecast of the next
generation of people, their learning paradigms and technologies to support them with a final
wrap up from us covering our main points from the question and answer period. TOTAL TIME
= 57 Minutes.
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Generational Learning: Changing Learning Paradigms by Culture and Technology
Contact Information
Submitters and presenters are Reid D. Reasor and B.J. Spencer.
Reasor:
Affiliation: PhD Student, Technologist and Animation Specialist.
Address: 4803 Summerset Trail, Austin Texas 78749. Phone: 719-649-6238.
E-mail: waylonf15@aol.com, rdr65@txstate.edu.
Spencer: Affiliation: PhD Student, Senior Lecturer in Department of Engineering
Technology, and Registered Architect.
Address: 2001 Alpine Trail, San Marcos, TX 78666. Phone: 512-558-2863.
E-mail: bjspencer@txstate.edu
Division or Interest Group Sponsor
We feel that with some significant research, we can provide a forecast into the future
classroom and possibly collaborate with Michigan Institute of Technology and their ICampus
initiative, as well as California Technological and their distance learning initiative. Funding
would need to be a long lead item if we are to build the reconfigurable test-bed of the future at
Texas State University for reaching and measuring the telemetry of instructional technologies.
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Generational Learning: Changing Learning Paradigms by Culture and Technology
References
Bersin & Associates (2007). A new organizational learning model: Learning on-demand.
Retrieved from: http://joshbersin.com/2007/10/01/a-new-organizational-learning-modellearning-on-demand/
Laderas-Kilkenny, N. (2006). Design for Learning: Generational learning styles and methods.
Retrieved from: http://nkilkenny.wordpress.com/2006/08/30/generational-learning-stylesand-methods/
Table 1: Retrieved from: http://nkilkenny.wordpress.com/2006/08/30/generational-learningstyles-and-methods/
Table 2: Retrieved from: http://joshbersin.com/2007/10/01/a-new-organizational-learningmodel-learning-on-demand/
(Bersin, 2007)
Convention
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