Learning Theories &

The Net Generation

Knowledge is specific content

Learners are empty vessels to

be filled with knowledge

Knowledge is created

Learning is a collaborative social endeavor

A Paradigm Shift

Motivation? Relevance? Authenticity?

Turned off to school

Focused on passing the next test

Not excited by the classroom

No application to life after school

Discouraged from following their own interests

From an article by Roger Shank, Engines for Education

http://www.engines4ed.org/hyperbook/nodes/NODE-44-pg.html

1st Year College Student Knowledge = gradual accumulation of

right answers acquired through effort and obedience to the instructor Role of the instructor is to TEACH them Right answers for everything exist

Focused on passing the next test Turned off to school Discouraged from following

their own interests No application to life after school

Where did this thinking

come from?

Traditional Classroom

Prescribed Curriculum Chalkboards Desks in rows Books and worksheets Paper & pencil Focus on the front

(teacher) Read, take notes Study as an individual Take tests to measure

learning

Behaviorism Current educational system built

on the beliefs of Behaviorism Conditioning—Pavlov, Skinner Stimulus-Reinforcement-

Consequences

AntecedentStimulus that

prompts behavior

BehaviorAction that

follows stimulus

ConsequenceResponse that

follows behavior

Assumptions Learning = behavior change Learning = related to changes in the

environment Learning demonstrated as response to

external stimulus Learning contingent on reinforcement All species interact with environment

in the same way

In Education Observable and measurable outcomes

(learning objectives) conditions under which the behavior is to

take place task(s) learner to perform series of actions learner is to be able to

carry out to indicate understanding actions described using verb that denotes

some observable behavior criterion defines acceptable level of

performance

Linear Approach

Original model

Updated model

Bloom’s Taxonomy

In Education Reinforcements

Tangible rewards Consequences Interval of rewards/consequences

Mastery Learning Sequencing of instruction Use of cues, prompts, practice

Roles Instructor

Teacher-centered Determines desired behavior Develops environmental conditions to

elicit behavior Learner

Passive recipient Memorization, regurgitation emphasized

Activities

Reading, review, and analysis of provided text and materials

Individual work submitted directly to instructor for review

Structured assignments directly linked to learning objectives.

Little or no cohort discussion.

Cognitivism

Learning = change in knowledge stored in memory

Learning results when information is stored in memory in organized, meaningful manner Developing schema Making connections to prior knowledge

Metacognition—what & how learned

In Education Present information to help

learners attend to, encode and retrieve information

Mental planning

Goal-setting

Organization strategies

Activities Explanations Demonstrations Examples/non-examples Advance Organizers Graphic organizers/diagrams Practice Feedback

Roles Instructor

Teacher-centered with student input Help learners memorize information Organize information Connect to prior knowledge

Learner Learners motivated when event,

object, or experience conflicts with what already know

Constructivism

Learning = creating meaning from experience

Knowledge cannot be “transmitted” Learners must create own meanings

based on individual experiences and interactions Authentic context Relevant to student’s experience

In Education Emphasis on interaction, reflection & collaboration

Learners need opportunity to define for themselves goals and objectives for the course

Focus more on process and interaction, less on what is specifically to be accomplished

Outcomes defined more in terms of a new common perspective rather than particular tasks/actions that individuals able to perform

Assumes learners motivated by common interest in problem or issue

Activities Application of principles—case studies

and projects Open-ended assignments linked to

changing learning objectives Assignments reflect "real world"

conditions and requirements

Roles Instructor

Facilitator, Guide, Coach, Mentor Co-learner

Learner Active participant—explore information

& environment Make connections—make own meaning Apply knowledge in personally

meaningful contexts

Connectivism Recent Theory-developed by George Siemens

Behaviorism, cognitivism, & constructivism developed in a time when learning was not impacted by/through technology

Internet & speed new information being discovered and documented

Knowing how to find information is becoming more important than knowing the information

Acquiring 21st century skills such as higher level thinking,

stronger communication abilities, and collaborative learning

will encourage student engagement and increase academic achievement

(Department of Education, 2002)

Acquiring 21st century skills such as higher level thinking,

stronger communication abilities, and collaborative learning

will encourage student engagement and increase academic achievement

(Department of Education, 2002)

Generational Experiences

• Video games

• PC

• Email

• CDs

• Individualist

GenerationGenerationXX

GenerationGenerationXX

• Web

• Cell phone

• IM

• MP3s

• Online communities

Net GenNet GenNet GenNet GenBaby Baby BoomersBoomers

Baby Baby BoomersBoomers

TV generation

Typewriters

Telephone

Memos

Family focus

Immigrant or Native Do you turn to the Internet first or second for

information? Do you use a manual to learn a program, or is it

intuitive. Do you print out your e-mail, or have your secretary

print it out? Do you need to print out a document in order to edit

it? Do you call people into your office to see an

interesting website rather than sending the link via e-mail?

Do you make the “Did you get my e-mail?” phone call?

Digital Natives

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

Faces of the Future

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 with new technologies Racially and ethnically diverse

―Howe & Strauss, 2003―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

What can you do? Make learning interactive & experiential Consider peer-to-peer approaches Utilize real-world applications Emphasize information literacy in courses Encourage reflection Incorporate collaborative learning Use informal learning opportunities Create opportunities for synthesis

Decide what’s important

Technology does not drive choices Learning outcomes drive choices

Knowledge construction Interactivity Relevance Authentic contexts

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

Find the Right Balance

Action Reflection

Visual Text

Social Individual

Process Content

Speed Deliberation

Peer-to-peer Peer review