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Nancy Lumpkin

Preparing the Academy of Today for the Learner of Tomorrow | EDUCAUSE - 1 views

  • Opportunities arise from students' familiarity with technology, multitasking style, optimism, team orientation, diversity, and acceptance of authority. Challenges, on the other hand, include the shallowness of their reading and TV viewing habits, a comparative lack of critical thinking skills, naïve views on intellectual property and the authenticity of information found on the Internet, as well as high expectations combined with low satisfaction levels.
  • Institutional leaders need to find ways to think about generations in designing campus and individual student initiatives, as well as to discern trends that will allow future-directed planning.
  • faculty development course designed to guide them in both technological and pedagogical approaches to Web instruction. Through a series of interactive sessions with instructional designers and Web faculty veterans, beginning faculty are encouraged to redesign their courses to focus on being student centered and interactive.
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  • The focus is on faculty facilitating instruction and students becoming active and interactive learners.22
  • Excellent TeachingFrom our exploration of generational issues, an important question evolved: Can students distinguish characterizations of excellent teachers independent of generation, learning style, course modality, and technological sophistication? Data collected at UCF, with more than half a million student responses, suggest an answer.23 We have identified six characteristics that students attribute to the best faculty—characteristics that are independent of age, gender, and academic achievement. Interestingly, these characteristics correspond to the seven principles of good practice in undergraduate education24 and to the national study of student engagement.25 Although students' behaviors, attitudes, and expectations are generally shaped by their generation, what constitutes good teaching appears to be universal across these generations. Students believe that excellent instructors: Facilitate student learning Communicate ideas and information effectively Demonstrate genuine interest in student learning Organize their courses effectively Show respect and concern for their students Assess student progress fairly and effectivelyThis seemingly paradoxical way in which students determine teaching excellence through the lens of their instructors clarifies how universities must accommodate students' needs, realizing that these needs are universal, yet greatly mediated by the Net Generation.
  • If today's students do not represent the constituency that our higher educational system is designed to teach as asserted by Prensky,28 how do we remedy that situation? Possibly, by studying how students interacted (politically, economically, culturally, socially, and technologically) with institutions' instructional climate in the past. By monitoring technology developments and their impact on the student population, we will be better able to anticipate the needs of the class of 2025. This approach will thrust institutions into a forward-thinking posture rather than a reactionary one in response to incoming student cohorts.
Nancy Lumpkin

EBSCOhost: The Net Generation in the Classroom - 1 views

  • The article focuses on the use of modern technology to teach new generation of college students. According to Richard T. Sweency, university librarian at the New Jersey Institute of Technology, Newark, today's college students, sometimes called the Net Generation or the Millennials, will soon alter the way professors teach, the way classrooms are constructed, and the way colleges deliver degrees. Born between roughly 1980 and 1994, the Millennials have already been pegged and defined by academics, trend spotters, and futurists: They are smart but impatient. They expect results immediately.
Nancy Lumpkin

Technology and Learning Expectations of the Net Generation | EDUCAUSE - 2 views

shared by Nancy Lumpkin on 28 Oct 10 - Cached
  • Higher education often talks about the Net Generation's expectations for the use of technology in their learning environments. However, few efforts have been made to directly engage students in a dialogue about how they would like to see faculty and their institutions use technology to help students learn more effectively. Through a series of interviews, polls, focus groups, and casual conversations with other students, I gained a general understanding of the Net Generation's views on technology and learning.1
  • How will institutions define and develop technology-enabled learning when students view technology as encompassing a wide range of mobile options beyond the traditional classroom? Do student expectations regarding technology and customization constitute a barrier to effective teaching and learning with technology? What does it mean when students consider an institution's "advanced technology" as "so yesterday?"
  • The options were: 100 percent lecturing 75 percent lecturing and 25 percent interactive 50 percent lecturing and 50 percent interactive 100 percent interactive
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  • "To me, my success in the classroom depends on the teacher. If the teacher is prepared and knowledgeable about their particular field, I know I can expect to learn from their knowledge as well as know what is expected of me."
  • Thus, student views regarding faculty use of PowerPoint help illustrate the Net Generation's desire for the use of technology to support learning, as long as faculty members have the technological—and pedagogical—knowledge and skill necessary to use it appropriately.
Nancy Lumpkin

Educating the Net Generation | EDUCAUSE - 1 views

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    2005...too old? Explores many of the same things we are in this group.
Nancy Lumpkin

The Open, Social, Participatory Future of Online Learning - Wired Campus - The Chronicl... - 0 views

  • Most faculty teach the way they were taught, but most weren't taught with technology. To learn how to do so requires time, incentives and support to go back to being a student of one's craft (teaching), preferably in an environment one will be asked to teach in.
  • Also, the joint Educause and Gates Foundation "Next Generation Learning Challenges" identifies "Learning Analytics" as one of four key challenges will receive funding consideration:http://www.nextgenlearning.com/the-challenges/learning-analyticsHere at UMBC, we've been pursuing academic analytics by looking at how strong and weak students using the LMS. We've been very much influenced by the fine work being done at Purdue University, the University of Georgia, and others.
Danny Thorne

Tame The Web, re: Flipboard for iPad - 2 views

shared by Danny Thorne on 21 Jul 10 - Cached
  • Not only can individuals have a social magazine constantly updating at their fingertips, but groups could someday have tailor made versions of Flipboard for their own content – think a class of students or a certain community. Then, add in channels of content supplied by libraries – local info, user-generated digital collections and news.
Nancy Lumpkin

Tomorrow's College - Online Learning - The Chronicle of Higher Education - 0 views

  • Will this mash-up of online and offline learning become the new normal elsewhere, too?
  • The Chronicle spent three days trailing Ms. Black, Mr. Harrison, and Ms. Hatten to get a closer look at how that shift is changing the student experience
  • There isn't much downtime in her schedule. The hybrid class she has next—a fast-growing style here—helps her pull off that packed course load.
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  • about 75 percent of online students were already on the campus or lived nearby
  • hybrid university
  • Blended classes generate the highest student evaluations of any learning mode at Central Florida
  • Mr. Harrison, the accounting major, takes a business class with more than 1,000 students. The lectures are given live, he says, in a room that fits 68.
  • There's a lot of distractions that come with putting courses on the Internet.
  • e-mail students, call them, tweet them, Facebook them, chat with them
  • Beyond course announcements, Ms. Hatten's interactions with the professor have been limited to one e-mail exchange.
  • If you want to encounter distance education, a student once said, sit in the back of a 500-seat lecture.
  • Teaching and learning are inextricably linked in a shared process.
  • close UCF, for surely it is not serious about university level education
  • streaming recorded content, which is not online learning
  • a good education is not a product but an experience
  • the current culture views us as providing a product not an experience
  • Online education will eventually denigrate into the 500-seat classroom, minus the classroom.
  • he convenience of online classes can be a slacker's paradise. Schedule the right mix, and you might not have to face a live professor before 1:30 in the afternoon. Which means you can stay out until 4 in the morning and still sleep nearly eight hours. Not only that: Some students talk about online classes being so easy a caveman could pass them. In a test, there's no one telling you that you can't look at the book, says Ariel Hatten, 20, a junior and nursing major who considers her online class an easy A.
  • "No one enforces you to do the right thing" in an online course, Ms. Hatten says. "It's at your discretion. I care about my grade, so if I don't know the answer, I'm not gonna let myself fail when I have an opportunity to look in the book."
  • . For her finance class, there's a quiz on Chapter 4. Basic stuff—10 questions, open book. And there's also a discussion question to answer: "What is working capital, and where is it listed on the balance sheet?" "That's more or less your participation for the class," she says.
  • Mr. Choi, who teaches tourism management, worries some students may view the reduced class schedule as time off.
  • I still have a phobia and a concern," he says. "Maybe I should still talk about a few basic things to some of the students who probably enjoyed the football yesterday and didn't do anything for the class."
  • Mr. Harrison catches some lectures and skips others. He likes the freedom of these video classes. Learning online can also be a challenge. "You can walk through the library, and literally, you'll see students who are watching a lecture but also have Facebook open right behind it," he says. "And, it's sort of like, 'How much time are you spending on each frame? Are you actively taking notes, or are you just chatting with your friends?'
  • Once the shaggy-haired fraternity rusher learned to manipulate the system, though, he ended up handling so much of his course work online that his actual butt-at-a-desk class time has shrunk to about six hours a week.
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