PCC_Jan_2_2008

Mill

enni

al Learners

Today’s Plan

Activity

• Which Generations are in this Workshop?– Silent (1925-1942) Ages 66-84– Baby Boomer (1943-1960) Ages 48-65– Gen – X (1961-1980) Ages 28-47– Millennial (1980 – 2000) Ages 8-27

Silent Boomer Gen-X Millennial

Activity

• List 3 Defining Events of Your GenerationSilent Boomer Gen-X Millennial

“The expectation for involvement with faculty and

other students overrides a desire to use technology.”

Education the Net GenerationDiana G. Oblinger and James L. Oblinger, Editors

Mill

enni

al Learners

Video – From YouTube

By the numbers

• 2008 – 80 Million 18-29 year olds• 36% of the U.S. Population

http://www.newvotersproject.org/research/demographics

The NCCCS System

Numbers by Generation 2005-2006

Millennials

PCC Student Enrollment – FA07Curriculum Only

Millennials

PCC Faculty by Generation – FA07

BOOMERS

A Closer Look at Millennials

• Born in 1980-82 ish• First high school graduating class – 2000• Cultural icons

Major Events – Millennials

• From the PBS Documentary – Generation Next which aired in 2007

• http://www.pbs.org/newshour/generation-next/demographic/timeline_majorevents.html

• The Technology Timeline• http://www.pbs.org/newshour/generation-next/de

mographic/timeline_technology.html

Major Events

Tech Timeline

60 Minutes on the Millennial Workforce

http://www.cbsnews.com/video/watch/?id=4126233n

The Millennial is…

• Comfortable with technology – never lived without computers

• Connected 24/7• Confident• Optimistic• Hopeful• Independent (often despite

helicopter parents)• Determined

• Goal Oriented• Success driven• Aware of the lifestyle they

desire• Diverse – most diverse

generation EVER• Service oriented• Inclusive• Team Oriented

Core CharacteristicsSPECI

AL

CONFIDENT

STRESSED

eXPERIENtial

Close to Parents

Team Oriented

SERVICE oriented

Special

•Helicopter parents•High self-esteem•Treated as individuals•Media targets directly to them (think reality shows, tech toys)•Sheltered•Most “wanted” generation ever

STRESSED• High achievers• Sleep deprived• Grade-driven• MUST meet goals and think the means

justifies the ends to succeed at meeting goals (i.e. – cheating o.k.)

• Constantly in motion• Live in a 24/7 world

Close to Parents

•Like to hang out with parents

•Comfortable with their parents’ values

•Feel a sense of duty to family

• Learn by doing• Learn through

discovery• Interactive• Collaborative• Engaged• Multitasking• Strong leadership• Well defined goals

D I V E R S E• Value racial diversity• Value ethnic diversity• Least Caucasian generation in history• Largest Asian and Latino population in U.S.

history

Service Minded

•Most agree everyone should commit to at least 1 year of service to the country•Community service is a priority for most Millennials •Part of work/life balance

CONFIDENT• Expect CONSTANT

affirmation• Girls outpacing boys as

leaders• Goal – setters: short

and long term• Plan + Action = Success

Team Oriented

• Learn collaboratively• Strong communicators

• Demand to stay connected• Focus on “We” rather than “I”

What We Know About Millennial Learners

• Visual communicators• Integrate the virtual and the physical worlds• Learn better through discovery than by being

“told”• Shift attention quickly• Pay attention only to what interests them• Respond quickly and expect quick responses

in return

What We Know About Millennial Learners

• Digitally Literate BUT have a poor understanding of information quality – not Information Literate

• Less text literate than other generations – they do not read

• Very goal oriented• Multitaskers• CRAVE interactivity

What We Know About Millennial Learners

• Must be “forced” to reflect• Expect to participate in the learning process –

not passive learners • First person learning is the expectation –

simulations, visualization, experiential activities

• View graphics first, then might check out text

93%

7%

66 students

5 students

WEB 110 – Fall 2008Student Pre-Course Survey

69%49

students

20% 1%

Which types of computers do you use?

39students

14students

1student

WEB 110 – Fall 2008Student Pre-Course Survey

34%37

students

52%

7%

What type of Internet connectivity do you have?

24 students

5 students

WEB 110 – Fall 2008Student Pre-Course Survey

7%5 students

86%High speed

23%5 or more hours/day

13%

How much time do you spend on the Internet each day?

1-5 hours/day

WEB 110 – Fall 2008Student Pre-Course Survey

65%

1 or less hours/day

Why do you use the Internet?

WEB 110 – Fall 2008Student Pre-Course Survey

Entertainment

Other

Communication

Personal Research

Find Info

Academics

Have you ever posted to a blog?

WEB 110 – Fall 2008Student Pre-Course Survey

NO

BEST PRACTICESTeaching the Millennial Learner

• Provide structure for students– Clear expectations, detailed instructions– Allow students to help determine the structure of the

course (syllabus, goals, assignments)• Be specific about acceptable behavior – offering visual examples if possible

• Provide both leadership and guidance• Use positive and frequent affirmation of

achievement (like video games)– Actions/consequences– Effort = reward

BEST PRACTICESTeaching the Millennial Learner

• Allow students to connect with each other and the content through collaborative and peer-to-peer assignments– Clear instructions on how to manage problems

• Challenge the students• Hold students accountable– Flexible assignment schedule with “choices”

• Provide active, engaged, fun, and student-centered learning activities

BEST PRACTICESTeaching the Millennial Learner

• Teach “delayed gratification” by building reflection into the curriculum

• Encourage learning for “learning’s sake” not just a grade

• Provide service learning opportunities• Build a sense of community within the course

and/or major

BEST PRACTICESTeaching the Millennial Learner

• Incorporate time management skills into the curriculum– Paced schedule for assignments– Short modules of study

• Proven pedagogical success strategies– Provide study guides– Provide extra credit opportunities– Provide model examples of assignments and projects– CLEARLY and EXPLICITILY explain rules of behavior and

link the consequences to grades

Action Plan• What do I want to teach?–Objectives–Specific skills–Specific concepts

Action Plan• How do I teach it now?–Lecture–Activities–Assignments–Assessment

• How can I teach it using…– A more structured approach

content modules, more frequent feedback

– More visual contentuse games, slide shows, role-playing

– Incorporating collaboration among studentssmall groups

– Personalization peer coaching, case studies, choices

– Digital communication tools wikis, blogs, Google Docs

Action Plan

Action Plan

• How do I know students are learning?– Use journaling – blogs, wikis– Create small groups with role assignments– Hold synchronous chats

• What assessment strategies will I use?– Objective– Subjective– Project based– Group activities– A combination

Action Plan• How do I add more structure to the course?– Create a “paced schedule” for the Unit of Study – Email reminders for assignments even if you’ve

told the students the due date and posted it online

– ALWAYS have an online supplement for your courses – the online presence gives students 24/7 access to content and other students

– Give students very detailed step-by-step instructions with visual content whenever possible

Step – by – Step with Visuals

Action Plan• How do I add more personalization to the course?

– Assign students with similar interests to small groups for some projects/assignmentsexample: nursing majors complete a writing/reflection project in a Business 110 course on the “Business of Nursing”

– ASK students what they want to learn in the course and why – survey them – share the findingsuse a survey tool like Zoomerang to ask the students questions the very first week of class, share the results week 2 and let the students know what you incorporated in the course from the survey

– Allow students more input in how the content and assessments will be delivered – give them choicesgive students a choice of an objective test, a take-home test, an online test; let them choose to take 3 of 4 assessments in the course, give them choices within the test

– Be sure students know some of your human story and encourage them to share theirstake advantage of the technology and have students set up profiles, share yours, setup a Facebook account, a blog, a wiki and invite students to join you there; I recommend edublogs and pbwiki www.edublogs.org http://pbwiki.com/academic.wiki

Action Plan• A list of collaboration options…– Assign students to small groups; assign roles to

each member of the groupFacilitator – initiates and keep sthe communication going; Recorder – makes sure the information being shared is condensed and presented appropriately; Contributor – participates in the conversation, project, etc.; – change groups and roles throughout the semester for other assignments

– Assign students projects which might be turned in individually or as a group, but allow them to work together on the projects. Require that students “journal” or report on the project status directly to the instructor

What We Know For Sure

• Millennials expect an Academic Experience• Millennials expect instructors to use

Technology• Millennials use a lot of Technology • Millennials want to build Relationships• There are more of “them” than there are of

“us” so we had better migrate toward their planet – at least a little

What We Know For Sure

• Tools – both high tech and low tech - are available to instructors to help us create– Visual learning– Collaborative learning– 24/7 access to learning– Student/Student, Student/Instructor,

Student/Content interaction