millenials. moore's law processing power doubles every 18 monthsprocessing power doubles every...

MillenialsMillenials

Moore's LawMoore's Law

• Processing power doubles every 18 monthsProcessing power doubles every 18 months

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Student

Computer

Computing PowerComputing Power

• 1945 < Digital watch1945 < Digital watch• 1969 (Apollo 11) < Your car1969 (Apollo 11) < Your car• 1991 < Cell Phone1991 < Cell Phone• 2007 < ?2007 < ?

New InitiativesNew Initiatives

• 100 laptop100 laptop• Project InkwellProject Inkwell• Open Source SoftwareOpen Source Software• CurrikiCurriki

The Net GenerationThe Net Generation• Born in or after 1982Born in or after 1982• Gravitate toward group activityGravitate toward group activity• 8 out of 10 say “it’s cool to be smart”8 out of 10 say “it’s cool to be smart”• Focused on grades and performanceFocused on grades and performance• Busy with extracurricular activitiesBusy with extracurricular activities• Identify with parents’ values; feel close to Identify with parents’ values; feel close to

parentsparents• Respectful of social conventions and institutionsRespectful of social conventions and institutions• Fascination for new technologiesFascination for new technologies• Racially and ethnically diverseRacially and ethnically diverse• Hyper CommunicatorsHyper Communicators

―Howe & Strauss, 2000―Howe & Strauss, 2000

MillenniumsMillenniums

• Millenniums are adapt at the social uses Millenniums are adapt at the social uses of technology – “MySpace”- not academicof technology – “MySpace”- not academic

• Students “power down” to go to schoolStudents “power down” to go to school• 75% K-12 students use the Internet 75% K-12 students use the Internet

everydayeveryday• 65% Families in the United States have 65% Families in the United States have

Internet access at homeInternet access at home• More names in Instant Messaging than More names in Instant Messaging than

phone bookphone book

Future skills and Future skills and opportunitiesopportunities

• Most predictions state 80+ % future jobs Most predictions state 80+ % future jobs require technology skillsrequire technology skills

• Our students are completing with a global Our students are completing with a global workforce – Brazil, Russia, India, China. workforce – Brazil, Russia, India, China.

• Future training and education is moving Future training and education is moving onlineonline

By Age 21, The Net GenBy Age 21, The Net GenWill Have Spent…Will Have Spent…

Net Gen AttributesNet Gen Attributes

• Team-oriented and socialTeam-oriented and social• Respectful, if treated respectfullyRespectful, if treated respectfully• Hyper-organizedHyper-organized• Live in the momentLive in the moment• Easily able to multitaskEasily able to multitask• Experiential: prefer doing, and Experiential: prefer doing, and

interactive learning experiencesinteractive learning experiences

– Howe & Strauss, 2000

Net Gen AttributesNet Gen Attributes

• Confident, positive, and optimisticConfident, positive, and optimistic• Trusting of authorityTrusting of authority• Conforming – to avoid pressureConforming – to avoid pressure• Curious – they question everythingCurious – they question everything• SmartSmart

– Howe & Strauss, 2000

Net Gen ExpectationsNet Gen Expectations

• Their service expectations have been Their service expectations have been honed on google, amazon.com, eBayhoned on google, amazon.com, eBay

• They expect 100% uptime, They expect 100% uptime, immediate response, easy navigation, immediate response, easy navigation, and the ability to personalize their and the ability to personalize their environmentenvironment

• They expect They expect everythingeverything to be online, to be online, and everything online to be freeand everything online to be free

Net Gen Internet UseNet Gen Internet Use

• 99%99% use the internet for coursework, use the internet for coursework, andand95%95% use it as recreation use it as recreation

• 99.7%99.7% use e-mail, and use e-mail, and 81%81% use IM use IM– IM is for communicating with friendsIM is for communicating with friends– e-mail is for communicating with “old e-mail is for communicating with “old

people”people”

• 75%75% download music download music• 72%72% shop online shop online

―Kvavik, et al., 2005

Teen’s web useTeen’s web use• 100%100% use the Internet to seek use the Internet to seek

information on colleges, careers and jobs information on colleges, careers and jobs• 74%74% of teens use IM as a major of teens use IM as a major

communication vehicle vs. 44% of communication vehicle vs. 44% of online adults online adults

• 54%54% of students (grades 7-12) know more IM of students (grades 7-12) know more IM screen names than home phone numbers screen names than home phone numbers

• The Internet is a primary communication toolThe Internet is a primary communication tool― 81%81% email friends and relatives email friends and relatives― 70%70% use instant messaging to keep in use instant messaging to keep in

touchtouch― 56%56% prefer the Internet to the telephone prefer the Internet to the telephone

– Lenhart, Simon & Graziano, 2001; NetDay, 2003

The Net Gen and The Net Gen and TechnologyTechnology

• They mix the virtual and real / They mix the virtual and real / fantasy and reality in their lives—and fantasy and reality in their lives—and they expect it in other settingsthey expect it in other settings

• They are the first generationThey are the first generationto be producers of content,to be producers of content,not just consumersnot just consumers

– Oblinger & Oblinger, 2005

Net Gen Technology Net Gen Technology OwnershipOwnership

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Cell Phone Desktop Laptop MP3 Player PDA

―Kvavik, et al., 2005

Perc

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% of Kids On-Line: 2000 % of Kids On-Line: 2000 – Now– Now

2005 Grunwald Associates2005 Grunwald Associates

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Age 6 - 8 Age 9-12 Age 13 -17

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Now

Multi-Tasking: 2000 & Multi-Tasking: 2000 & NowNow

2005 Grunwald Associates2005 Grunwald Associates

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Online +Radio

Online +TV

Online +Phone

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Students Want More Time Students Want More Time OnlineOnline

2005 Grunwald Associates2005 Grunwald Associates

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Too little Just right Too much

2000

Now

What kids want from the What kids want from the netnet

– Grunwald, 2003

New & exciting

Base: Kids 9-17

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Community

Show otherswhat I can do

Be heard

Percentage

Children age 6 and underChildren age 6 and under• 2:012:01 hours / day playing hours / day playing

outsideoutside• 1:581:58 hours using screen hours using screen

mediamedia• 4040 minutes reading or minutes reading or

being read tobeing read to• 48%48% of children have used of children have used

a computera computer• 27%27% 4-6 year olds use a 4-6 year olds use a

computer dailycomputer daily• 39%39% use a computer use a computer

several several times a weektimes a week

• 30%30% have played video have played video gamesgames

00

1.01.0

2.02.0

PlayPlay

outsideoutsideUse Use

computercomputer

ReadingReading

– Kaiser Family Foundation, 2003

A Gap is Developing…A Gap is Developing…

• Between the tools and resources we Between the tools and resources we are deploying and those selected and are deploying and those selected and used by Net Gen studentsused by Net Gen students

• Between us and them in regard to Between us and them in regard to the way these tools and resources the way these tools and resources are usedare used

Digital Natives,Digital Natives,Digital ImmigrantsDigital Immigrants

• Today’s students are “native Today’s students are “native speakers” of the digital language of speakers” of the digital language of computers, video games, and the computers, video games, and the InternetInternet

• They process information and behave They process information and behave differently than previous generationsdifferently than previous generations

• Digital immigrants (we) have had to Digital immigrants (we) have had to adapt; our “accents” are discernableadapt; our “accents” are discernable

– Prensky, 2001

Perhaps This is Because…Perhaps This is Because…

• They want teachers who are They want teachers who are technically savvy, and who use technically savvy, and who use technology effectivelytechnology effectively

• But they observe that many faculty But they observe that many faculty use technology poorly use technology poorly (Kvavik, et al., 2005)(Kvavik, et al., 2005)

• They care more about what they can They care more about what they can dodo with the technology with the technology

• They say, “engage me or enrage me”They say, “engage me or enrage me”(Prensky, 2005)(Prensky, 2005)

NeuroplasticityNeuroplasticity• The brain reorganizes itself The brain reorganizes itself

throughout life: throughout life: neuroplasticityneuroplasticity• Stimulation changes brain Stimulation changes brain

structures; the brain changes structures; the brain changes and organizes itself based on and organizes itself based on the inputs it receivesthe inputs it receives

• Different developmental Different developmental experiences impact how experiences impact how people thinkpeople think

• For example, language learned For example, language learned later in life later in life goes into a different goes into a different place in the brain than place in the brain than when when language is learned as a childlanguage is learned as a child

―Prensky, 2001―Prensky, 2001

Adding not replacingAdding not replacing

Face-to-face

Online

Social networks

Blended

communication

Scaffold OneScaffold One

Net-Gen students Net-Gen students are increasingly are increasingly more interested more interested (and able) to (and able) to seamlessly seamlessly combine the real combine the real and the virtual: and the virtual: Leverage that.Leverage that.

Scaffold TwoScaffold Two

K-12 students are K-12 students are increasingly increasingly depending on the depending on the Web to understand Web to understand their world: their world: Provide more Provide more virtual content virtual content with this in mindwith this in mind

Interface I: Interface I: World to the World to the LaptopLaptop

• Content delivery and accessContent delivery and access• CollaborationCollaboration• Mentoring Mentoring • Virtual communitiesVirtual communities• Not psychologically immersiveNot psychologically immersive

Interface II: Interface II: “Alice in “Alice in Wonderland” Multi-User Wonderland” Multi-User

Virtual EnvironmentsVirtual Environments

Interface II: Interface II: “Alice in “Alice in Wonderland” Multi-User Wonderland” Multi-User

Virtual EnvironmentsVirtual Environments• ImmersionImmersion• Immersion Simulated Learning Immersion Simulated Learning

ExperiencesExperiences• Example: Second LifeExample: Second Life• http://secondlife.comhttp://secondlife.com

Interface III: Interface III: Ubiquitous Ubiquitous ComputingComputing

• Mobile ComputingMobile Computing• Mobile Wireless DevicesMobile Wireless Devices• Augmented RealityAugmented Reality

– http://education.mit.edu/arhttp://education.mit.edu/ar

Interface III: Interface III: Ubiquitous Ubiquitous ComputingComputing

• Smart MobsSmart Mobs (Rheingold) (Rheingold)

-- SociabilitySociability

-- SupportSupport

-- InformationInformation

-- Sense of belongingSense of belonging

-- Social identitySocial identity

Interactive & Social Interactive & Social LearningLearning

• Discussion boardsDiscussion boards• BloggingBlogging• WikisWikis• GamingGaming• SimulationsSimulations

Scaffold ThreeScaffold Three

Take platforms Take platforms designed for designed for entertainment entertainment and/or social and/or social interactions and interactions and connect them to connect them to activities that will activities that will enhance learningenhance learning

Scaffold FourScaffold Four

Nurture the Nurture the formation of virtual formation of virtual communities at communities at your institution your institution and link them to and link them to communities at communities at other institutions.other institutions.

Scaffold FiveScaffold Five

Link the Link the collaborative skills collaborative skills created by created by interactive interactive learning to those learning to those demanded by the demanded by the economic sectoreconomic sector

In 5 years…In 5 years…• Most new jobs will occur in IT-related Most new jobs will occur in IT-related

fields…and 80% of those jobs do not exist fields…and 80% of those jobs do not exist yetyet

•   50% of workers will be employed in 50% of workers will be employed in industries that produce or are intensive industries that produce or are intensive users of technologyusers of technology

New Economic Drivers New Economic Drivers James Brian QuinnJames Brian Quinn

• The preeminence of intellect, The preeminence of intellect, innovation, technology and software innovation, technology and software – not capital or products– not capital or products

• The disaggregation and globalization The disaggregation and globalization of technology and economic activity of technology and economic activity in all fieldsin all fields

• The explosion of knowledge The explosion of knowledge generation, innovation, and generation, innovation, and technological progress ratestechnological progress rates

What can you do?What can you do?• Make learning interactive and experiential Make learning interactive and experiential • Consider peer-to-peer approachesConsider peer-to-peer approaches• Utilize real-world applicationsUtilize real-world applications• Emphasize information literacy in coursesEmphasize information literacy in courses• Mix online and Mix online and

face-to-face face-to-face• Encourage reflectionEncourage reflection• Create opportunities for Create opportunities for

synthesis synthesis • Use informal learning opportunitiesUse informal learning opportunities

1. Define your principles1. Define your principles

• AdaptationAdaptation: It is not about whether you are a digital native but : It is not about whether you are a digital native but whether you can adapt to those whose style does not match your ownwhether you can adapt to those whose style does not match your own

• Its not technology aloneIts not technology alone: Technology does not dazzle : Technology does not dazzle this generation; they are interested in function/activitythis generation; they are interested in function/activity

• InteractivityInteractivity: This is a connected, interactive generation; : This is a connected, interactive generation; collaboration and interaction are important learning principlescollaboration and interaction are important learning principles

– Dede, 2005

2. Define your principles2. Define your principles

• Knowledge constructionKnowledge construction: Reasoning is not linear, deductive or : Reasoning is not linear, deductive or abstract but begins from the concrete and assembles a “mosaic”abstract but begins from the concrete and assembles a “mosaic”

• Formal & informalFormal & informal: Learning can occur : Learning can occur anywhere, anytimeanywhere, anytime

– Dede, 2005

2. Articulate your learning 2. Articulate your learning outcomes outcomes

• Information and media literacyInformation and media literacy• Communication skillsCommunication skills• Critical thinking; systems thinkingCritical thinking; systems thinking• Problem identification, formulation and solutionProblem identification, formulation and solution• Creativity and intellectual curiosityCreativity and intellectual curiosity• Interpersonal and collaborative skillsInterpersonal and collaborative skills• Self-directionSelf-direction• Accountability and adaptabilityAccountability and adaptability• Social responsibilitySocial responsibility

21stcenturyskills.org

3. Determine which 3. Determine which learner characteristics learner characteristics

are importantare importantExperientialExperiential Desire to do it for themselves and to Desire to do it for themselves and to

“make it their own” is strong“make it their own” is strong

Non-textNon-text Readily absorb and convey Readily absorb and convey information in non-text formats information in non-text formats

OpportunistOpportunistic styleic style

If there is something of interest, or a If there is something of interest, or a question, learners will look it up on question, learners will look it up on the webthe web

Desire for Desire for personal personal touchtouch

Being connected with peers is Being connected with peers is important; interaction with faculty important; interaction with faculty remains a key satisfierremains a key satisfier

4. Outline the options4. Outline the options• Make learning interactive and experiential Make learning interactive and experiential • Consider peer-to-peer approachesConsider peer-to-peer approaches• Utilize real-world applicationsUtilize real-world applications• Emphasize information literacy in coursesEmphasize information literacy in courses• Mix online and face-to-faceMix online and face-to-face• Encourage reflectionEncourage reflection• Create opportunities for Create opportunities for

synthesis synthesis • Use informal learning Use informal learning

opportunities opportunities• Use non-text mediaUse non-text media

Scaffold SixScaffold Six

Link the physical, Link the physical, virtual and virtual and creative commons creative commons via a variety of via a variety of distributed distributed learning learning communities that communities that include your include your stakeholders as stakeholders as membersmembers

Educating the Educating the Net GenNet Gen

Diana G. Oblinger, Ph.D.Diana G. Oblinger, Ph.D.

Copyright Diana G. Oblinger, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial,

educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the

author. To disseminate otherwise or to republish requires written permission from the author.

Copyright Diana G. Oblinger, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial,

educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the

author. To disseminate otherwise or to republish requires written permission from the author.

Thank YouThank You

Dr. Joel L. HartmanDr. Joel L. HartmanVice Provost for Information Technologies & Vice Provost for Information Technologies & ResourcesResourcesUniversity of Central FloridaUniversity of Central Floridajoel@mail.ucf.edujoel@mail.ucf.edu