Educating the Net Generation Diana G. Oblinger, Ph.D. Copyright Diana G. Oblinger, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Environment Product of the environment Baby Boomers TV generation Typewriters Telephone Memos Family focus Generation X • • • • • Video games PC Email CDs Individualist Net Gen • • • • • Web Cell phone IM MP3s Online communities Children age 6 and under • 2:01 hours / day playing outside • 1:58 hours using screen media • 40 minutes reading or being read to • 48% of children have used a computer • 27% 4-6 year olds use a computer daily • 39% use a computer several times a week • 30% have played video games – Kaiser Family Foundation, 2003 Media exposure By age 21, the average person will have spent • • • • • 10,000 hours video games 200,000 emails 20,000 hours TV 10,000 hours cell phone Under 5,000 hours reading – Prensky, 2003 Neuroplasticity • • • • The brain reorganizes itself throughout life: neuroplasticity Stimulation changes brain structures; the brain changes and organizes itself based on the inputs it receives Different developmental experiences impact how people think For example, language learned later in life goes into a different place in the brain than when language is learned as a child ―Prensky, 2001 Net Generation The Net Generation • Born in or after 1982 • Gravitate toward group activity • 8 out of 10 say “it’s cool to be smart” • Focused on grades and performance • Busy with extracurricular activities • Identify with parents’ values; • • • feel close to parents Respectful of social conventions and institutions Fascination for new technologies Racially and ethnically diverse ―Howe & Strauss, 2003 Today’s learners • • • • • Digital Connected Experiential Immediate Social Net gen learning preferences • Teams, peer-to-peer • Engagement & experience • Visual & kinesthetic • Things that matter Web as a reference library Games are a way of life • 69% have played games since elementary school • • • • • • 77% of students have played games by high school 60% of college students are regular game players Games are part of students’ multitasking environment Games are integrated into daily life (and studying) 29 is the average age of a game player $7 billion: Game sales in 2002 --Jones, 2003 Concerns • • • • • • • Web as information universe not the library Source quality Text literacy Short attention span Multitasking Fast response time Reflection Attitudes TV Generation PC Generation Net Generation What is it? Web is a tool Web is oxygen Community Personal Extended personal Virtual Perspective Local Multi-national Global Career One career Multiple careers Multiple reinvention Loyalty Corporation Self Soul Hierarchy Unimpressed Self as expert Web Authority ―Savage, 2003 Student in-class preferences Moderate IT 40 Percentage Extensive IT 30 Limited IT 20 10 No IT Online 0 ―Kvavik, 2004 Age vs. learning preferences Mature 60 63% Boomer Students who were very satisfied with Web-based learning by generation 55% 40 Gen X Percentage 38% 30 Net Gen 26% 20 10 0 ―Dziuban, 2004 Adding not replacing Online Blended communication Learner expectations • Head: knowledge of subject • Hands: teaching skills ―Clear and systematic presentation ―Teaching at the right level ―Use of learning aids ―Stimulating student interest and thinking ―Encouraging active learning • Heart: concern for students ―Helpfulness ―Empathy for students ―Enthusiasm for subject and teaching ―Noakes, 2005 What can you do? • • • • • • • • Make learning interactive and experiential Consider peer-to-peer approaches Utilize real-world applications Emphasize information literacy in courses Mix online and face-to-face Encourage reflection Create opportunities for synthesis Use informal learning opportunities Nontraditional learners Time-constrained learners • • • • 35% of undergraduates are adult learners 87% commute 80% work At risk: • • • • • • Part-time enrollment Delaying entry into postsecondary ed Lack of high school diploma Having children Being a single parent Working full time – NCES, 2003 Traditional targets of blame • • • 7% academic difficulties 3% academic load too heavy 1% poor advisement – Bleed, 2005 Limitations to learning Work limits: • • • • • 46% 39% 30% 30% class schedules number of classes course options access to library 80% participation in extracurricular activities – AACC, 2004 Life interruptions Health issues Financial problems Family responsibilities Work responsibilities Job shift Transportation problems Limited time – Bleed, 2005 What can you do? Nontraditional learners have unique needs • • • • Make classes flexible Provide online options Tailor support systems to the students’ needs Get data about what works Engagement & interaction Questions that count • Concept inventories • Student response units • Immediate results keep students engaged • Allows real-time modification of instruction Two metal balls are the same size, but one weighs twice as much as the other. The balls are dropped from the top of a two story building at the same instant of time. The time it takes the balls to reach the ground below will be: A. About half as long for the heavier ball B. About half as long for the lighter ball C. About the same time for both balls D. Considerably less for the lighter ball, but not necessarily half as long E. Considerably less for the heavier ball, but not necessarily half as long Collaborative projects Ancient Spaces: Developed by the Faculty of the Arts, University of British Columbia Historical simulation • Players choose leadership of a country • Interaction with variables on the economy, policy, military, natural resources • In multiplayer mode, players can IM each other Augmented reality • • • • Players briefed about rash of local health problems linked to the environment Provided with background information and “budget” Need to determine source of pollution by drilling sampling wells and ultimately remediate with pumping wells Work in teams representing different interests (EPA, industry, etc.) ―Klopfer & Squire, 2003 Alternative instructional strategies Improvement compared with traditional methods Pedagogical approach Net effect (std. dev.) Active learning 0.25 Computer-assisted 0.31 Cooperative learning 0.51 Small group learning 0.51 – Pascaralla & Terenzini, 2005 Redefining space • Social • Interactive • Flexible • Multipurpose • Reconfigurable • Open Reconfiguring activities and space • • • • • SCALE-UP: Student Centered Activities for Large Enrollment Undergraduate Programs Class time spent on tangibles and ponderables Problem solving, conceptual understanding and attitudes are improved Failure rates are reduced dramatically “The job is not to teach physics but to teach thinking.” --Beichner & Saul, 2003 Informal spaces • • • • • • Students spend more time out of class than in it “Capture time” is particularly important for non-residential students Learning occurs through conversations, web surfing, social interactions Team projects Spontaneous interactions Mingle, share, make connections Kids Intuitive understanding • • • Began with children in New Delhi slum Children taught themselves to surf the Net, read news, download games Replicated in many locations: children learn to browse the Internet without instruction ―www.hole-in-the-wall.com Growth in Internet use 2005 Growth since 2000 Use the Internet 87% 73% Go online daily 51% 42% Play games online 81% 52% Get news online 76% 38% – Lenhart, et al. 2005 Teens and technology 84% Own 1+ personal media device 45% Have own cell phone 75% Use IM 57% Get college information online 38% Send text messages via cell phone – Lenhart, et al. 2005 What kids want from the net New & exciting Learn more/better Community Show others what I can do Be heard 0 Base: Kids 9-17 20 40 60 Percentage 80 100 – Grunwald, 2003 Multitasking while online Listen to radio while online Watch TV while online Talk on phone while online Visit a site mentioned by someone on the phone Send an IM to person you’re talking to Visit website seen on TV Visit website mentioned on radio – Grunwald, 2004 Media saturated lives • • • • 6:21 hours watching TV 26% of the time kids use more than 2 media simultaneously 8:33 of media messages 1:02 using computer other than for school work • • • 49 minutes playing video games 43 minutes of recreational reading (Children ages 8-18) – Kaiser Family Foundation, 2005 The next generation • • • • • • • Represents a new set of characteristics Not expert users; laptop as a tool Speed-dominated culture Screen culture Independence from parents; dependence on peers Spatial flexibility (real & virtual) Culture of childhood being replaced by adult created toys and games – Backon, et al. 2003; Elkind, 2003 Generational comparison Net Gen experience base • • • • • • • • Ctrl + Alt + Del is as basic as ABC They have never been able to find the “return” key Computers have always fit in their backpacks They have always had a personal identification number Photographs have always been processed in an hour or less Bert and Ernie are old enough to be their parents Gas has always been unleaded Rogaine has always been available for the follicularly challenged --Beloit College, 2003, 2004 Text vs. visual Not an age phenomenon • • • • • • Are you more comfortable composing documents online than long-hand? Have you turned your “remembering” over to a technology device (phone numbers, meetings, etc.)? Do you go to meetings with your laptop or PDA? Are you constantly connected? (The Internet is always on whether you are at home or work? Your cell phone is always with you?) How many different activities can you effectively engage in at one time? Do you play video or computer games? ―Suter, 2001 Comfort zones differ Students Multitasking Pictures, sound, video Random access Faculty Single or limited tasks Text Linear, logical, sequential Interactive and networked Independent and individual Engaging Spontaneous Disciplined Deliberate ―adapted from Himes, 2004 Student advice • • • • • • • • • Be engaging; challenge us Be responsive: answer voice mails and emails; office hours still matter Be seen: we’d like to see you and get to know you outside of class Set boundaries: tell us when you’re available Use technology appropriately: don’t be “Power Pointless” Use real world, relevant examples Be an active participant in class; show you are excited about the subject Ask students what they think Not everything needs to be on the Web ―Windham, 2005 Steps to take 1. Decide what is important • • • • • Its not technology alone: Technology does not dazzle this generation; they are interested in function/activity Knowledge construction: Reasoning is not linear, deductive or abstract but begins from the concrete and assembles a “mosaic” Interactivity: This is a connected, interactive generation; collaboration and interaction are important learning principles Formal & informal: Learning can occur anywhere, anytime Adaptation: It is not about whether you are a digital native but whether you can adapt to those whose style does not match your own – Dede, 2005 2. Determine which learner characteristics are important Experiential Desire to do it for themselves and to “make it their own” is strong Non-text Readily absorb and convey information in non-text formats Limited time Large percentage of students working more than 30 hours per week; commuting population Opportunistic style If there is something of interest, or a question, learners will look it up on the web Desire for personal touch Being connected with peers is important; interaction with faculty remains a key satisfier 3. Involve students • Students as consumers with a choice • They have a unique perspective on their learning environment • Input ranges from opinion to action • Language and perspectives differ; not all students are alike • “Spend a day in their shoes” 4. Find the right balance Action Reflection Visual Text Social Individual Process Content Speed Deliberation Peer-to-peer Peer review 5. Evaluate and modify Qualitative and quantitative measures • Knowledge building • Organizational change • Decision-making • Program development • Infrastructure development ―Olds, 2005 The goal is an organization that is constantly making its future rather than defending its past. ―Hamel & Valiksngas, 2003 doblinger@educause.edu www.educause.edu/educatingthenetgen © 2005 All rights reserved