Maximizing Learning in a Multi-Generational Setting Professor Michael Hunter Schwartz Washburn University School of Law Neil Howe & William Strauss, Millennials

Maximizing Learning in Maximizing Learning in a Multi-Generational a Multi-Generational

SettingSetting

Professor Michael Hunter SchwartzProfessor Michael Hunter Schwartz

Washburn University School of LawWashburn University School of Law

Neil Howe & William Strauss, Millennials Rising 48 (Vintage 2000)

OverviewOverview

I. Goals for presentationII. Generational learning differences

A. What are generationsB. Generational learning differences

and their implications for design of CLE

III. Why adapting to the needs of the younger generations will also benefit those in the older generations

IV. Training the trainersV. Praxis (design exercise)

Goals for PresentationGoals for Presentation

You will . . .Understand the learning needs

and preferences among CLE attendees from a generational perspective

Be able to adopt approaches and make design decisions that meet the needs of all CLE attendees

OverviewOverview






What are What are generations?generations?

• Birth year within a 15-20 year range

• Similar experiences during childhood and young adulthood in terms of major public events and parenting experiences

• Share common beliefs and behavior

• Self-perceived to be a generation

• Silent Generation (now ages 64-81)

• Boomers (now ages 46-63)• X Generation (now ages 25-45)• Millenials (a/k/a Y generation)

(now ages 1-24)

Which generations attend Which generations attend CLE?CLE?

OverviewOverview






What differences have What differences have you observed?you observed?

Differences per Experts Differences per Experts and Their Design and Their Design

ImplicationsImplications1. “Meaningful” activities

a. Differencesi. Knowing why ii. “Just in case” learning vs.

“Just in time” learningb. Implications

2. Attendee Attention and the Role of High Tech and Visuals

3. Group Work4. Feedback5. Expect Multi-Modal Instruction

• New generation learners want to know why they are learning what they are learning

• New generation learners prefer to learn “just in time” instead of “just in case”

Importance of Importance of Meaningful ActivitiesMeaningful Activities

“I do have a test today . . .It’s on European Socialism. I mean, really, what’s the point? I’m not European. I don’t plan on being European. So who gives a crap if they’re socialists? They could be fascist anarchists.”

--Ferris Bueller in Ferris Bueller’s Day Off

Implications of the Need Implications of the Need for Meaningful Activitiesfor Meaningful Activities

• Disclose objectives (define what they will know and be able to do)

• Schedule CLE based on existing projects

• Redesign CLE programming away from the “show and go” model

Goals


ImplicationsImplications

1. “Meaningful” activities2. Attendee Attention and the Role of

High Tech and Visualsa. Differences

i. Attention differences ii. View of technology differences

b. Implications3. Group Work4. Feedback and Instructor Contact5. Expect Multi-Modal Instruction

Focused Attention Focused Attention Differences: IntroductionDifferences: Introduction

The

Environment

The Senses

See, hear, feel, etc.

Start

Selective Attention

Long-Term

Memory

Working Memory

End

Retrieval

Encoding

Response Generato

r

More easily distracted

Focused Attention Focused Attention DifferencesDifferences

Focused Attention Focused Attention DifferencesDifferences

• Used to higher levels of stimulation (e.g., edutainment)

• Used to quickly decoding visual metaphors (music videos)

• Possible Myth: New generation learners can more effectively multi-task

High Tech High Tech ExpectationsExpectations

What have you bought for me lately?

Implication: Use Note-Implication: Use Note-Taking Guides to Increase Taking Guides to Increase

FocusFocus

• See handout for this presentation

• Increases focus because attendees are gathering the information

• Also (incidentally) increases retention

Implication: Use Imagery to Implication: Use Imagery to Create Visual Metaphors for Create Visual Metaphors for

ConceptsConcepts

Intervening Causes

Duress

Damages inadequate if:

1. Uncertain OR

2. Irreplaceable contract subject OR

3. Uncollectible

Implication: Use Implication: Use PowerPointPowerPoint

Millennials trained to use it Xers and Millenials expect it Maximizes instructional time

by speeding communication of key ideas and problems

D1 negligently treats P’s heart condition, such that P, while resting his arms on a railing as he was viewing the Grand Canyon, suffers a severe heart attack. At that same moment, D2 negligently bumps into P such that P falls over into the canyon and dies when he hits the ground. An autopsy reveals P died from crashing to the canyon floor but would have died anyway from the heart attack. Discuss P’s claims against D1 and D2.

Implication: Implication: Integrate Music and VideoIntegrate Music and Video

Learned Hand’s B<P*L Formula

Implication: Use “The Implication: Use “The Clickers”Clickers”

W and S entered into the Widgetwerks contract. For each of the first two months of the contract, S submitted a Statement of Charges for S’ expenses, many of which had not received prior approval. W paid both in full. In the third month, S again submitted a statement that included expenses which had not received prior approval. W’s CFO refused to pay the invoice, truthfully stating the prior payments had been the result of “a secretarial error.” S’ best argument that W must pay the third statement is:a. Course of performanceb. Estoppel c. Waiverd. Bad faith

Instant MessagingInstant Messaging

Live Discussion: October 3, 2006 – Tuesday: 9:25 AM - 10:55

AM 10/3/2006 9:58:15 AM Tollefson says: The horse may have run into the railing either way. However, if the railing had been painting, the startled horse may have seen it, and stopped before running into it.10/3/2006 9:58:54 AM Herrington says: Yes; but for the fence not being white, the accident likely would not have happened10/3/2006 9:59:04 AM Shinkle says: No, the horse bolted from the race; he probably would have jumped the railing if he saw it10/3/2006 9:59:10 AM Tucker says: they paint rails to allow horses to see them10/3/2006 9:59:20 AM Ratcliffe says: Maybe not, because this event still could have occurred if the fence had been painted. something else could have been wrong with the horse; the jockey could have better controlled the horse.10/3/2006 9:59:36 AM Kohls says: it was a violation of a reg. . . . like Cay10/3/2006 9:59:58 AM DeLaughder says: that’s breach... not causation10/3/2006 10:00:55 AM DeLaughder says: but for D’s negligence, the horse would have seen the rail and not turned into an exit the horse behaviorally was used to using10/3/2006 10:01:46 AM Hendrix says: and the D knew horses 'knew' that was a point of exit, thus, they should have known or foreseen that a horse may try to exit that way



1. “Meaningful” activities2. Attendee Attention and the Role

of High Tech and Visuals3. Group Work

a. Differencesb. Implications

4. Feedback and Instructor Contact5. Expect Multi-Modal Instruction

Used to and Used to and Comfortable with Small Comfortable with Small

Group WorkGroup WorkThey actually want to work in small groups?

Best Practices for Avoiding Best Practices for Avoiding Dysfunction in Small Group Dysfunction in Small Group

ActivitiesActivities

• Defined, narrow, realistic task

• Assigned roles • Adequate facilities• Optimal size groups• Mobile instructor




of High Tech and Visuals3. Group Work4. Feedback and Instructor Contact


5. Expect Multi-Modal Instruction

Expect High Quality Expect High Quality Feedback and Instructor Feedback and Instructor

ContactContact

More work for us?

Ideas for Integrating Ideas for Integrating Feedback into CLE Feedback into CLE

ExperiencesExperiences

The “Clickers”The “Clickers”

FeedbackFeedbackFrom instructorFrom instructorFrom peer or by self with guidelines From peer or by self with guidelines

or model answeror model answer

Small Groups (intervene in Small Groups (intervene in discussions) discussions)




of High Tech and Visuals3. Group Work4. Feedback and Instructor Contact5. Expect Multi-Modal Instruction


Multi-Modal InstructionMulti-Modal InstructionWhat is it and why should we bother?

Ideas for Expanding the Ideas for Expanding the Modalities of CLE Modalities of CLE

InstructionInstruction Adopt many of the techniques

demonstrated here

Integrate “Cognitive think-aloud” demonstrations

Integrate problems and illustrations, especially movie and television clips

Sequence teaching format changes across the entire presentation

Computerize some CLE training so it can be accessed day or night

OverviewOverview






Why Attendees in the Older Why Attendees in the Older Generations Also Will Generations Also Will

BenefitBenefit

• Arousal and memory

• Active learning vs. passive learning

• Lessons from the Constructivist Learning Theorists

• Lessons from expertise research

OverviewOverview


A. What are generationsB. Generational learning differences and

their implications for design of CLEIII. Why the “new” techniques are effective

with all learners regardless of generationIV. Training the trainersV. Praxis (design exercise)

Ideas for Training the Ideas for Training the TrainersTrainers

• Technology training and support• Importance of also explaining the

“whys”• Adopt, for your training, the

techniques you are recommending• Online training• [Ideas for motivating the trainers to

change is an entirely different issue.]

Design a Design a

Multi-Generational CLEMulti-Generational CLE

Documents

Maximizing Learning in a Multi-Generational Setting Professor Michael Hunter Schwartz Washburn University School of Law Neil Howe & William Strauss, Millennials