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The Influence of Generation M on Learning Object Development. Denise Stockley, PhD Joy Mighty, PhD. Agenda. Generation M Millennial Characteristics Teaching Generation M Learning Objects and Generation M. Generation M. Generations. Generational Differences. Generation X Video games

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Presentation Transcript
agenda
Agenda
  • Generation M
  • Millennial Characteristics
  • Teaching Generation M
  • Learning Objects and Generation M
generational differences
Generational Differences

Generation

X

  • Video games
  • Computers
  • Email

Net Gen

  • The Web
  • Mobile devices
  • IM
  • Text Messaging
  • Online communities

Baby

Boomers

  • TV generation
  • Typewriters
  • Memos

D. Oblinger

for this generation
For this Generation…
  • Ctrl + Alt + Del is as basic as ABC
  • Computers have always fit in their backpacks
  • The Internet is better than TV
  • Reality is no longer real
  • Doing is more important than knowing
  • Multitasking is a way of life
  • Typing is preferred to handwriting
  • Staying connected is essential
  • There is zero tolerance for delays
  • Consumer and creator are blurring
  • Bert and Ernie are old enough to be their parents
slide9
Millennial Characteristics

“The Top 7 List”

  • Howe and Straus
millenials are special
MILLENIALS ARE SPECIAL

Special - Product of a dramatic birth-rate reversal. Older generations have instilled in Millennials that they are vital to the Nation.

  • Generation of “wanted” children
  • Central to their parents’ sense of purpose
  • Many Boomer parents delayed having children until financially secure
millenials are sheltered
MILLENIALS ARE SHELTERED

Sheltered – Spawned by the youth safety movement after events such as Columbine, child-abuse in the media, child safe devises and rules.

  • Baby on Board signs were created for this generation
  • Their well being has dominated legislation (child restraints, home products, movie/video ratings, campus security)
  • Boomer parents tend to be over-protective
millenials are confident
MILLENIALS ARE CONFIDENT

Optimistic/Confident - Good news for a Millennial = good news for the Nation! 9 in 10 Millennials describe themselves as “confident,” “happy,” and “positive”.

  • Raised by parents believing in the importance of self-esteem
  • Optimistic yet practical
  • Hopeful of the future
  • Enjoy strong connections with their parents
millenials are team oriented
MILLENIALS ARE TEAM-ORIENTED

Team Oriented - Millennials believe in their “collective power”. Group learning is emphasized in the classroom.

  • They are used to being organized in teams
  • They have spent much of their time working and learning in groups
  • They have established tight peer bonds
  • They are inclusive
millenials are achieving
MILLENIALS ARE ACHIEVING

Achieving – Higher school standards and more accountability.

  • They are very much into setting and meeting goals
  • They have the benefit of best-educated parents
  • They are the smartest ever with rising proficiency in math, science and standardized tests
  • They are subject to mandatory testing
millenials are pressured
MILLENIALS ARE PRESSURED

Pressured – Parents are pushing them to avoid risks, study hard, and take advantage of opportunities.

  • They are pushed to succeed
  • They are pushed to attend college
  • They are pushed to choose careers that “pay off” nicely
millenials are conventional
MILLENIALS ARE CONVENTIONAL

Conventional – Millennials support the idea that rules can help. They take pride in their improving behavior.

  • They identify with their parents’ values
  • They are “rule followers” (if we give them clear rules they can understand)
  • They accept authority
  • “Whatever” – passive approach to dissent
  • They feel close to their parents
generation m s learner characteristics
Generation M’s Learner Characteristics
  • Rules are perceived without personal or moral commitment leading to “cheating is OK if you don’t get caught’
  • Learning not for the sake of learning and thrill of knowledge
  • Studying to pass the test, pass the course, and get the degree
  • Easily bored if ‘nothing to do’
  • More general knowledge but less discipline to explore a subject in depth
  • Experience high levels of stress and anxiety
  • Large career aspirations, but with unrealistic expectations about what is required to reach the goal
generation m pedagogical strategies
Generation M:Pedagogical Strategies
  • Collaborative Learning
  • Problem or Case Based Learning
  • Service-Learning - learning must expand beyond classroom walls
  • Learning Communities
  • Learn academic content through real-world examples
  • Learning must be relevant, engaging, and meaningful to their lives
  • Information must be individually tailored
  • Portability of information is critical
slide25
Learning Objects

and Generation M

slide26
“Based on these perspectives of the new generation of learners, we are faced with a design conundrum where instructional design epistemological traditions may not be consistent with the constructivist, collaborative engagements afforded by online environments. At the same time we have the potential of a new generation of learners for whom technology IS the environment and for whom learning means different things. If we adopt this assumption, then we must re-think the paradigms for conceptualising, creating and implementing online learning environments.” (Sims, 2006)
learning objects definition
Learning Objects Definition
  • Sample definitions
    • Interactive computer program
    • 15 minutes to 2 hours
    • One sitting
    • Addresses an Instructional Bottleneck

Ultimately, learning objects are any digital entity designed to meet a specific learning outcome that can be reused to support learning.

cloe@queen s
CLOE@Queen’s
  • CLOE@Queen’s is our approach for learning object development, which is rooted in the need to build and sustain a learning community. This approach is used in the partnership, hiring of students, and working with faculty.
  • Partnership between the Centre for Teaching and Learning, Information Technology Services, Queen’s Library
  • Team includes: Educational Developer, Technical Staff, Librarian, and 2 senior undergraduate students
          • http://www.queensu.ca/cloe/
students as learning object developers
Students as Learning Object Developers
  • Actively involved in the design process – not just the consumer of learning objects
  • Participate in Camp CLOE
  • Act as the project manager and worked directly with the faculty
  • Students are recommended to us by our Computing Science faculty
    • Students felt honored to be asked to be on the project
    • Students worked more hours than their contractual agreement as they were very involved in the project
design considerations
Design Considerations
  • Expect personalized/individualized needs and preferences to be incorporated
  • Expect immediate gratification/feedback
  • Expect to be challenged
  • Expect to be rewarded
  • Expect teamwork to be built in – not everything is an individual or solo activity
  • Expect multi-user ability - influence of the gaming industry
  • Expect learner-centric vs teacher-centric
  • Expect content to be dynamically generated
  • Expect experiential learning, facilitation, and reflection all in one neat package
accessing learning objects
Accessing Learning Objects
  • Need to run on as many platforms as possible
  • Mobile computing
    • Tablets
    • PDAs
    • IPODS
    • Cell phones
    • Etc.

Remember the importance of needs analysis and usability testing!

next steps
Next Steps
  • How can you develop learning objects that are Generation M friendly?
  • For More Information
    • Denise Stockley
      • stockley@post.queensu.ca