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Danny Thorne

2010 Campus Computing Survey | The Campus Computing Project - 1 views

  • (70.3 percent) of the survey participants agree/strongly agree that “mobile [LMS] apps are an important part of our campus plan to enhance instructional resources and campus services.”
  • (60.5 percent) of the survey participants agree/strongly agree that “lecture capture is an important part of our campus plan for developing and delivering instructional content.”
  • (86.5 percent) agree or strongly agree that “eBook content will be an important source for instructional resources in five years,”
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  • (78.6 percent, up from 66.0 percent in2009) agree/strongly agree that “eBook readers (hardware) will be important platforms for instructional content in five years.”
  • CC2010-Executive Summary.pdf309.26 KB Green-CampusComputing10-slides.pdf1.97 MB
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

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

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

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.
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