Aacsb Educating Gen Y And Pcl [No Video]

Educating Gen Y: Educating Gen Y: How Collaborative How Collaborative

Technologies Foster Technologies Foster ParticipantParticipant--Centered LearningCentered Learning

Michael Netzley, PhD

Lenovo’s Mary Ma on EducationRegarding the acquisition and integration of IBM, Mary Ma noted how education socialized employees in ways that impacted their job performance for decades. Passive education translated into passive workplace tendencies, and opportunities to improve the M&A process were missed when initiative was not taken.

McKinsey Interview Here

Education 2.0: The Key Points

Goals Overlap

Constituency—Digital Natives

Faculty Adoption of Technology

Technology a Competitive Advantage?

What If Your Student Submitted This?What If Your Student Submitted This?

Food Review on Student Blog

Our Reviewer

Data Surrounding the Data Surrounding the PoutinePoutine ReviewReview• Amelia’s Blog Post: 318 views• Amelia’s Blog averages 195 views per day• Amelia’s Highest Views: 417 in one day• Amelia’s Total Views: 54,126 in 10 months• YouTube: 136 views in two months• Daryl’s Blog: averages 110 visits per day• Daryl’s: Best day ever was 902 visits• Daryl’s Total Views: 41,399

Comparing PCL to Social MediaComparing PCL to Social Media

• Students take greater responsibility

• More student-to-student interaction

• Responsive to student currents

• Faculty facilitate and ask

• Decentralized; user-generated content

• Can link and share in any direction

• Ability to comment, vote, contribute, and more

• Self-regulated or, at most, moderated

Participant-Centered Learning

Social Media’s Strengths

Stepping Back: Web 1.0 and 2.0

• Largely static page

• Read only• One-way

communication• Before dot-com

bust– Technology– Behaviors

Stepping Back: Web 1.0 and 2.0

• Interactive• Read/Write

Web• Dynamic UGC• Web control

decentralized– Technology– Behavior

Meet Gen Y

http://www.genythinktank.com/wp-content/uploads/2008/05/esfacebook.jpg

Who Is Gen Y?• Millennials born 1982 – 2000• “The Connected Generation”• Have ideas and want to voice them• Want to understand underlying rationale• Want to make a difference• Lofty goals and dreams—believe these will be

achieved• Can be direct; state openly what they desire• Communication preferences (next slide)

Communication World, March-April 2008

Socializing a Digital Native• The average college grad starting work

– 5,000 hours of video games on average– 250,000 email, instant, and text messages– 10,000 hours of hand phone use– 3,500 hours of time on-line

• “Today’s younger workers are not little us-es.”

Pew Research, Digital Natives Invade the Workplace, 2006

Gen XGen X Gen YGen YStyleStyle Not-so-serious; irreverent Eye-catching; fun

ContentContent Get to the point—what do I need to know?

If and when I need, I will look it up online

ContextContext Relevance to what matters to me

Relevance to now, today, and my role

AttitudeAttitude Question authority; cynics and skeptics

OK with authority that earns their respect

TacticsTactics Online; some face-to-face meetings, games, tech.

Online; wired; seamlessly connected

SpeedSpeed Immediate; when I need it Five minutes ago

FrequencyFrequency Whenever Constant

A Network of Weak Ties: Learning Beyond the Firewall

Example: Course Wiki Going Global

Evolution of Weak Tie ThinkingWeakly ties individuals see each other infrequently and their relationships are casual rather than intimate.

- M. S. Granovetter, 1983

Heavy email users us email in conjunction with other media to maintain a relatively large number of weak ties.

- Pew Research, 2004

Enterprise social networking software lets our prototypical knowledge worker stay in touch with a large network of colleagues, allowing her to keep up to date with that they're doing, working on, and producing. It also lets her tell this network what she's up to.

- Andrew McAfee, HBS, 2007

Why Does A Global Network Enhance Student Learning?• Leverage: Larger networks of weak and strong

ties enhance the learning opportunity– Faculty in perfect position to grow strong ties

• Motivation: Students love connecting with and learning from professionals around the globe

• Constructivist Process: Students recognize they are creating something new

• Experience: They succeed using social media

Decentralized Learning

Wikitexts: PCL Behind the Firewall

• Students write their own textbook on the wiki• Peer-editing and faculty feedback guide revision• Constructivist and partially decentralized model

where students create their knowledge exchange

What’s the Most Important Question?

Where in the learning process do we have what Clayton Christensen calls “nonconsumption?”

What the Research Says• Preliminary finding that student learning

improves when students are asked to co-create a wikitext– Wikibooks in Higher Education: Empowerment Through Online

Distributed Collaboration by Ravid, Kalman, and Rafaeli. Computers in Human Behavior (24) 2008.

• Study of writing instruction found no statistically significant difference between expert and peer feedback when more than six peers offered instructive feedback– The Impact of Two Types of Peer Assessment on Students’ Performance

and Students’ Performance and Satisfaction within a Wiki Environment by Yun and Lucking. Internet and Higher Education. (2008)

Gartner’s Hype Cycle

Gartner’s Hype Cycle 2008

Quickly compare where you Quickly compare where you university, faculty, and administrators university, faculty, and administrators might generally fall along the hypemight generally fall along the hype--cycle continuum, and where might cycle continuum, and where might your students, recruiters, and other your students, recruiters, and other stakeholders fall?stakeholders fall?

So What’s the Problem?

What the Research Says• “Some faculty members feel that some Web 2.0

technologies could improve students’learning…few choose to use them.”

• Faculty attitude and perceived behavioral control are strong predictors of [faculty] intention to use Web 2.0– Admin should focus on perceived usefulness and ease of use– Faculty need to feel confident using the technologies– Best practices models are needed

Investigating Faculty Decisions to adopt Web 2.0 Technologies: Theory and empirical Tests. Internet and Higher Education. (2008)

Case Study: Michael’s Classroom• Co-create knowledge on wikis• Read about current events and big ideas

(e.g., codes of conduct) with RSS feeds• Update each other with brief interactions

by instant messenger• Increase experiential learning through

blogging and podcast production• Build global networks for learning,

discussion, and feedback

Collecting Content with RSS

• Everyone creates a Google Reader account

• We have 12 common feeds for the class

• Students find their own feeds for project

• 24/7, off and on-line updates for class

Here is What It Looks Like

Google Reader Shared Feeds

RSS Pushed to Facebook

Feedheads Application

What the Research Says: Facebook• Faculty Facebook pages do not appear to have

a significant positive or negative impact on student ratings– 66% student respondents felt it was acceptable for

faculty to be on Facebook– 33% raised privacy or identity issues—concern that

their page may negatively impact faculty perception of that student (unaware of privacy controls?)

• Positive responses suggest that students like getting to know faculty better

• Trade-offs: some loss of control over self-presentation for faculty and students

Crossing Boundaries: Identity Management and student/Faculty Relationships on Facebook. Hewitt & Forte, 2006.

Online = Available to Chat

Michael’s Blog

Faculty Blog: Economics

Faculty Blog and Podcast: Law

Faculty Blog: Organizational Behavior

Faculty Podcast: Leadership Matters

How Media Creates ContentHow Media Creates Content

How Students Create ContentHow Students Create Content

Faculty Example: Kansas State

My Business Card