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Educating the NetGeneration
Educating the Net
Generation
Diana G. Oblinger, Ph.D.
Copyright Diana G. Oblinger, 2005. This work is the intellectual property of theauthor. Permission is granted for this material to be shared for non-commercial,educational purposes, provided that this copyright statement appears on thereproduced materials and notice is given that the copying is by permission of theauthor. To disseminate otherwise or to republish requires written permission fromthe author.
Copyright Diana G. Oblinger, 2005. This work is the intellectual property of theauthor. Permission is granted for this material to be shared for non-commercial,educational purposes, provided that this copyright statement appears on thereproduced materials and notice is given that the copying is by permission of theauthor. To disseminate otherwise or to republish requires written permission fromthe author.
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EnvironmentEnvironment
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Product of the environment
GenerationX
GenerationGeneration
XXBaby
BoomersBabyBaby
BoomersBoomersNet GenNet GenNet Gen
Video games
PC
CDs
Individualist
Web
Cell phone
IM
MP3s
Onlinecommunities
TV generation
Typewriters
Telephone
Memos
Family focus
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Children age 6 and under
2:01 hours / day playing outside
1:58hours using screen media 40minutes reading or being read to
48% of children have used acomputer 27% 4-6 year olds use a computer
daily
39% use a computer severaltimes a week
30% have played video games Kaiser Family Foundation, 2003
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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
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Neuroplasticity
The brain reorganizes itself throughout life:neuroplasticity
Stimulation changes brain structures; the brainchanges and organizes itself based on theinputs it receives
Different developmental experiences impacthow people think For example, language learned
later in life goes into a differentplace in the brain than when
language is learned as a child
Prensk 2001
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Net GenerationNet Generation
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The Net Generation
Born in or after 1982 Gravitate toward group activity
8 out of 10 say its 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 newtechnologies
Racially and ethnicallydiverse
Howe & Strauss 2003
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Todays learners
Digital Connected Experiential Immediate
Social
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Net gen learning preferences
Teams, peer-to-peer
Engagement & experience Visual & kinesthetic
Things that matter
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Web as a reference library
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Games are a way of life
69% have played games sinceelementary school
77% of students have played gamesby 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
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Attitudes TV Generation PCGenerationNet
Generation
Web What is it? Web is a tool Web is oxygen
PersonalExtendedpersonal
Multi-national
Multiple
careers
Self
Unimpressed
Local
Virtual
Global
Multiple
reinvention
Soul
One career
Corporation
Hierarchy Self as expert
Community
Perspective
Career
Loyalty
Authority
Savage, 2003Savage, 2003
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Student in-class preferences
0
20
40
10
30
Limited IT
Moderate IT
No IT
Extensive IT
Online
Percentag
e
Kvavik, 2004Kvavik, 2004
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Age vs. learning preferences
0
20
40
10
30
Percentage
Dziuban, 200Dziuban, 2004
Mature
63%
Boomer
55%
Gen X
38%
Net Gen
26%
Students who were verysatisfied with Web-basedlearning by generation
Students who were verysatisfied with Web-basedlearning by generation60
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Adding not replacing
Face-to-face
Blendedcommunication
Online
Social
networ
ks
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Learner expectations
Noakes 2005
Use of learning aids
Stimulating student interest andthinking
Encouraging active learning
Heart: concern for studentsHelpfulness
Empathy for studentsEnthusiasm for subject and
teachin
Head: knowledge of subject Hands: teaching skills
Clear and systematic presentationTeaching at the right level
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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 andface-to-face Encourage reflection
Create opportunities forsynthesis
Use informal learning opportunities
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Nontraditionallearners
Nontraditional
learners
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Time-constrained learners
35% of undergraduates are adult learners 87% commute 80% work At risk:
Part-time enrollment Delaying entry into post-
secondary ed
Lack of high school diploma Having children
Being a single parent Working full time NCES, 2003
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Traditional targets of blame
7% academic difficulties 3% academic load too heavy 1% poor advisement
Bleed, 2005
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Limitations to learning
46% class schedules 39% number of classes 30% course options
30% access to library 80% participation in
extracurricular activities
Work limits:
AACC, 2004
Lif i i
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Life interruptions
Health issues
Financial problems Familyresponsibilities
Limited time
Work
responsibilitiesJob shift
Transportationproblems
Bleed, 2005
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What can you do?
Make classes flexible
Provide online options Tailor support systems to
the students needs
Get data about what works
Nontraditional learners have unique needs
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Engagement &
interaction
Engagement &
interaction
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Questions that count
Conceptinventories
Student responseunits
Immediate resultskeep students
engaged
Allows real-timemodification of
instruction
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
Two metal balls are the same size, but oneweighs twice as much as the other. The ballsare dropped from the top of a two storybuilding at the same instant of time. The timeit takes the balls to reach the ground below
will be:
C ll b ti
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Collaborative
projects
Ancient Spaces: Developed by the Faculty of the Arts, University of British Columbia
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Historical simulation
Players choose leadership of a country Interaction with variables on the economy,
policy, military, natural resources
In multiplayermode, players canIM each other
A t d lit
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Augmented reality
Players briefed about rash of local healthproblems linked to the environment Provided with background information
and budget
Need to determine source of pollution bydrilling sampling wells and ultimately
remediate with pumping wells
Work in teams representing differentinterests (EPA, industry, etc.)
Klopfer & Squire, 2003
Alt ti i t ti l t t i
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Alternative instructional strategies
Improvement compared with traditional methodsImprovement compared with traditional methods
Net effect(std. dev.)Pedagogical approach
Active learning 0.25
Computer-assisted 0.31
Cooperative learning 0.51
0.51Small group learning
Pascaralla & Terenzini 2005
R d fi i
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Redefining space
Social
Interactive
Flexible
Multipurpose Reconfigurable
Open
R fi i ti iti d
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Reconfiguring activities and space
SCALE-UP: Student Centered Activities for LargeEnrollment 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
Infor al spaces
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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
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KidsKids
Intuitive understanding
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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.comwww.hole-in-the-wall.com
Growth in Internet use
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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
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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
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What kids want from the net
New & exciting
0 80604020
Learnmore/better
Community
Show others
what I can do
Be heard
100
Base: Kids 9-17 Percentage Grunwald, 2003
Multitasking while online
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Multitasking while onlineListen to
radio whileonline
Watch TVwhile online
Talk onphone while
online
Visit a site mentioned bysomeone on the phone
Send an IM toperson youre
talking to
Visit websiteseen on TV
Visit websitementioned on
radio
Grunwald, 2004
Media saturated lives
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Media saturated lives
6:21 hours watching TV 26% of the time kids use more than 2
media simultaneously
8:33 of media messages
1:02using computer other than forschool work
49 minutes playing video games 43 minutes of recreational reading
(Children ages 8-18) Kaiser Family Foundation, 2005
The next generation
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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
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Net Gen experience base
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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
--Beloit College, 2003, 2004
Photographs have alwaysbeen processed in an houror less
Bert and Ernie are oldenough to be their parents
Gas has always beenunleaded Rogaine has always been
available for the follicularlychallenged
Text vs. visual
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Text vs. visual
Not an age phenomenon
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Not an age phenomenon
Are you more comfortable composing documents onlinethan long-hand?
Have you turned your remembering over to a technologydevice (phone numbers, meetings, etc.)? Do you go to meetings with your laptop or PDA?
Are you constantly connected? (The Internet is always onwhether you are at home or work? Your cell phone is
always with you?)
How many different activities can you effectively engagein at one time?
Do you play video or computer games?
Suter, 2001Suter, 2001
Comfort zones differ
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Comfort zones differ
StudentsStudents FacultyFaculty
Multitasking Single or limited tasks
TextPictures, sound, video
Linear, logical, sequentialRandom access
Interactive and networked Independent and individual
Engaging Disciplined
Spontaneous Deliberate
adapted from Himes, 2004
Student advice
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Student advice
Be engaging; challenge us Be responsive: answer voice mails and emails; office hours still
matter Be seen: wed like to see you and get to know you outside of class Set boundaries: tell us when youre available
Use technology appropriately: dont bePower Pointless
Use real world, relevant examples
Be an active participant in class; showyou are excited about the subject
Ask students what they think Not everything needs to be on the Web
Windham 2005
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Steps to takeSteps to take
1. Decide what is important
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p
Its not technology alone: Technology does not dazzle thisgeneration; 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 canoccur anywhere, anytime
Adaptation: It is not aboutwhether 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
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characteristics are important
ExperientialDesire to do it for themselves and to make it their
own is strong
Non-textReadily absorb and convey information in non-text
formats
Limited time Large percentage of students working more than 30hours per week; commuting population
Opportunistic
style
If there is something of interest, or a question,
learners will look it up on the web
Desire forpersonal touch
Being connected with peers is important; interaction
with faculty remains a key satisfier
3. Involve students
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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
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g
Action Reflection
TextVisual
Social Individual
Process Content
Speed Deliberation
Peer-to-peer Peer review
5. Evaluate and modify
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y
Knowledge building Organizational change
Decision-making Program development
Infrastructure development
Olds 2005
Qualitative and quantitative measures
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The goal is an organization that is
constantly making its future ratherthan defending its past.
The goal is an organization that is
constantly making its future ratherthan defending its past.
Hamel & Valiksngas, 2003
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[email protected]@educause.eduwww.educause.edu/educatingthenetgen
2005 All rights reserved
www.educause.edu/educatingthenetgen
http://www.educause.edu/educatingthenetgenhttp://www.educause.edu/educatingthenetgenhttp://www.educause.edu/educatingthenetgenhttp://www.educause.edu/educatingthenetgen