Learning Theories & The Net Generation

Knowledge is specific content Learners are empty vessels to be filled with knowledge

Learning is a collaborative social endeavor Knowledge is created Learning is a collaborative social endeavor

A Paradigm Shift Tools for Tools for Supporting Supporting Individuals Relationships

Motivation? Relevance? Authenticity? Turned off to school Focused on passing the next test Not excited by the classroom No application to life after school Discouraged from following their own interests From an article by Roger Shank, Engines for Education http://www.engines4ed.org/hyperbook/nodes/NODE-44-pg.html

1st Year College Student Knowledge = gradual accumulation of right answers acquired through effort and obedience to the instructor Role of the instructor is to TEACH them Right answers for everything exist Focused on passing the next test Turned off to school Discouraged from following their own interests No application to life after school Where did this thinking come from?

Traditional Classroom Prescribed Curriculum Chalkboards Desks in rows Books and worksheets Paper & pencil Focus on the front (teacher) Read, take notes Study as an individual Take tests to measure learning

Behaviorism Current educational system built on the beliefs of Behaviorism Conditioning—Pavlov, Skinner Stimulus-Reinforcement-Consequences Antecedent Stimulus that prompts behavior Behavior Action that follows stimulus Consequence Response that follows behavior

Assumptions Learning = behavior change Learning = related to changes in the environment Learning demonstrated as response to external stimulus Learning contingent on reinforcement All species interact with environment in the same way

In Education Observable and measurable outcomes (learning objectives) conditions under which the behavior is to take place task(s) learner to perform series of actions learner is to be able to carry out to indicate understanding actions described using verb that denotes some observable behavior criterion defines acceptable level of performance

Bloom’s Taxonomy Linear Approach Updated model Bloom’s Taxonomy Linear Approach Original model

In Education Reinforcements Mastery Learning Tangible rewards Consequences Interval of rewards/consequences Mastery Learning Sequencing of instruction Use of cues, prompts, practice

Roles Instructor Learner Teacher-centered Determines desired behavior Develops environmental conditions to elicit behavior Learner Passive recipient Memorization, regurgitation emphasized

Activities Reading, review, and analysis of provided text and materials Individual work submitted directly to instructor for review Structured assignments directly linked to learning objectives. Little or no cohort discussion.

Cognitivism Learning = change in knowledge stored in memory Learning results when information is stored in memory in organized, meaningful manner Developing schema Making connections to prior knowledge Metacognition—what & how learned

In Education Present information to help learners attend to, encode and retrieve information Mental planning Goal-setting Organization strategies

Activities Explanations Demonstrations Examples/non-examples Advance Organizers Graphic organizers/diagrams Practice Feedback

Roles Instructor Learner Teacher-centered with student input Help learners memorize information Organize information Connect to prior knowledge Learner Learners motivated when event, object, or experience conflicts with what already know

Constructivism Learning = creating meaning from experience Knowledge cannot be “transmitted” Learners must create own meanings based on individual experiences and interactions Authentic context Relevant to student’s experience

In Education Emphasis on interaction, reflection & collaboration Learners need opportunity to define for themselves goals and objectives for the course Focus more on process and interaction, less on what is specifically to be accomplished Outcomes defined more in terms of a new common perspective rather than particular tasks/actions that individuals able to perform Assumes learners motivated by common interest in problem or issue

Activities Application of principles—case studies and projects Open-ended assignments linked to changing learning objectives Assignments reflect "real world" conditions and requirements

Roles Instructor Learner Facilitator, Guide, Coach, Mentor Co-learner Active participant—explore information & environment Make connections—make own meaning Apply knowledge in personally meaningful contexts

Connectivism Recent Theory-developed by George Siemens Behaviorism, cognitivism, & constructivism developed in a time when learning was not impacted by/through technology Internet & speed new information being discovered and documented Knowing how to find information is becoming more important than knowing the information

Acquiring 21st century skills such as higher level thinking, stronger communication abilities, and collaborative learning will encourage student engagement and increase academic achievement (Department of Education, 2002)

Generational Experiences Baby Boomers Generation X Net Gen TV generation Typewriters Telephone Memos Family focus Video games PC Email CDs Individualist Web Cell phone IM MP3s Online communities

Immigrant or Native Do you turn to the Internet first or second for information? Do you use a manual to learn a program, or is it intuitive. Do you print out your e-mail, or have your secretary print it out? Do you need to print out a document in order to edit it? Do you call people into your office to see an interesting website rather than sending the link via e-mail? Do you make the “Did you get my e-mail?” phone call?

Digital Natives Ctrl + Alt + Del is as basic as ABC They have never been able to find the “return” key Computers have always fit in their backpacks They have always had a personal identification number Photographs have always been processed in an hour or less Bert and Ernie are old enough to be their parents Gas has always been unleaded Rogaine has always been available for the follicularly challenged --Beloit College, 2003, 2004

Faces of the Future

The Net Generation Born in or after 1982 Gravitate toward group activity 8 out of 10 say “it’s cool to be smart” Focused on grades and performance Busy with extracurricular activities Identify with parents’ values; feel close to parents Respectful of social conventions and institutions Fascination with new technologies Racially and ethnically diverse ―Howe & Strauss, 2003

Today’s learners Digital Connected Experiential Immediate Social

Net gen learning preferences Teams, peer-to-peer Engagement & experience Visual & kinesthetic Things that matter

What can you do? Make learning interactive & experiential Consider peer-to-peer approaches Utilize real-world applications Emphasize information literacy in courses Encourage reflection Incorporate collaborative learning Use informal learning opportunities Create opportunities for synthesis

Decide what’s important Technology does not drive choices Learning outcomes drive choices Knowledge construction Interactivity Relevance Authentic contexts Adaptation: It is not about whether you are a digital native but whether you can adapt to those whose style does not match your own – Dede, 2005

Find the Right Balance Action Reflection Visual Text Social Individual Process Content Speed Deliberation Peer-to-peer Peer review