2. THE NEXT GENERATION LEARNER & LEARNING ENVIRONMENT Linda Baer Diana Oblinger 1 Minnesota Online Summer Conference July 29, 2004 1 EDUCAUSE Live, July 21, 2004

4. Who Moved My Cheese?

5. CHALLENGES AND OPPORTUNITIES Declining economic conditions Flood of red ink driving cutbacks and tough decisions Increasing enrollments and demands for new services for students Demands for accountability and use of technology to expand access and reduce costs New opportunities, markets and competitors Norris, 2003

6. CHALLENGES AND OPPORTUNITIES Need to shift learning from a cottage industry Faculty development and training needs are critical It’s about e-Knowledge not e-learning Need to continue to create systemic solutions Norris, 2003

7. Who are the learners of today and the future?

8. Media literacy 10,000 hours video games 200,000 emails 20,000 hours TV 10,000 hours cell phone Under 5,000 hours reading By age 21, the average person will have spent – Prensky, 2003 0 5000 10000 15000 2000025000E-mails Video Games Reading Television Cell Phone

9. Children age 6 and under 2.01 hours/day playing outside 1.58 hours using computer 40 minutes reading or being read to 48% of children have used a computer 27% 4-6 year olds use a computer daily 39% use a computer several times a week 30% have played video games – Kaiser Family Foundation, 2003

10. Teen’s Use 100% use the internet to seek information on colleges, careers and jobs 94% use the internet for school research 41% use email and instant messaging to contact teachers or schoolmate about class work The internet is their primary communication tool 81% email friend sand relatives 70% use instant messaging to keep in touch 56% prefer the intent to the telephone Lenhart, Simon & Graziano, 2001; NetDay, 2003

11. The Net Generation Born in or after 1982 Gravitate towards 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 for new technologies Racially and ethnically diverse Howe and Strauss, 2003

12. Freshman Experience Base 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 Paul Newman has always made salad dressing Bert and Ernie are old enough to be their parents Gas as always been unleaded Beloit College, 2003

13. What kids want from the net – Grunwald Associates, 2003 New & exciting Base: Kids 9-17 0 100 80 60 40 20 Learn more/better Community Show others what I can do Be heard Percentage

14. College Internet use – Jones, 2002 79% Internet has a positive impact on academic experience 73% Use the Internet more than the library for research 72% Check email every day 60% believe the Internet has improved relationships with classmates 56% believe the Internet has improved relationship with professors 46% Allows them to express ideas that they would not have expressed in class

15. Rising expectations The rising expectations of computer-literate constituents are difficult to meet Service expectations ― Self-service ― Customer-service ― Immediacy ― Customization ― Choice Students want customizable learning experiences They are more vocal in expressing their opinions

16. Non-traditional becomes traditional More than half of undergraduates are women One-third are other than white 43% are 24 or older (i.e., of non-traditional college age) 80% are employed 39% are employed full-time 10% or undergraduates have a disability Number of students (ages 5-24) who speak a language other than English at home more than doubled from 1979 to 1999 ―NCES, 2003

17. Adult learners 35% of undergraduates are adult learners 70% of all adult learners are female 38 is the median age of undergraduate adult learners 80% of adult learners are employed – Swail, 2002 citing NCES, 2002

18. Generational Comparison

19. Attitudes TV Generation PC Generation Net Generation Web What is it? Web is a tool Web is oxygen Community Personal Extended personal Virtual Perspective Local Multi- national Global Career One career Multiple careers Multiple reinvention Loyalty Corporation SelfSoul Authority Hierarchy UnimpressedSelf as expert ―Savage, 2003

20. Product of the environment Video games Computers Email GenerationXGenerationX The Web Multiple, mobile devices Instant messaging Online communities Net Gen BabyBoomersBabyBoomers TV generation Typewriters Memos

21. Media literacy 10,000 hours video games 200,000 emails 20,000 hours TV 10,000 hours cell phone Under 5,000 hours reading By age 21, the average person will have spent – Prensky, 2003 0 5000 10000 15000 2000025000E-mails Video Games Reading Television Cell Phone

22. Implications

23. Electricity Grid

24. ELECTRICITY GRID Seamless continuum of physical, virtual and blended learning experiences Students can enter at any point and experience similar learning environment services Use community of practice model for each course/program Assure students graduation schedules Make every place of work and congregation a learning place Leverage faculty roles Deal with areas of high professional demand Drive costs down so tuition can cover coast and generate enough margin to enable growth

25. New Trends in Curriculum

26. Digital archives http://valley.vcdh.virginia.edu/

27. Learning objects Any digital resource that can be reused to support learning Customizes learning experiences Fosters new relationships through sharing content Streamlines course development ―Metros, 2003

28. Cyberinfrastructure Remote data collection First-person learning Development of expertise NSF IIS-0329837 --Sanderson, 2004

29. 28

30. Pedagogy

31. http://workbench.concord.org/modeler/ss3.htmlhttp://workbench.concord.org/modeler/ss3.html Simulations

32. Visualizing problems

33. SCALE-UP Student Centered Activities for Large Enrollment Undergraduate Programs Class time spent on tangibles and ponderables Problem solving, conceptual understanding and attitudes are improved Failure rates are reduced dramatically --Beichner & Saul, 2003

34. Augmented reality Combines physical world and virtual world contexts Embeds learners in authentic situations Engages users in a socially facilitated context Computer simulation on handheld computer triggered by real world location ―Klopfer & Squire, 2003

35. Environmental detectives Players briefed about rash of local health problems linked to the environment Provided with background information and “budget” Need to determine source of pollution by drilling sampling wells and ultimately remediate with pumping wells Work in teams representing different interests (EPA, industry, etc.) ―Klopfer & Squire, 2003

36. Questions to ask How well do we understand our students? Do we have an infrastructure that enables ubiquitous access? How interactive are our learning environments? Are there ways that technology could increase that interaction? What types of physical spaces will lead to greater learning? to greater community? Do we meet student expectations for service and convenience?

37. The Next Generation Learner Slides Diana G. Oblinger, Ph.D. EDUCAUSE Live, July 21 2004 Copyright Diana G. Oblinger, 2004. 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.

38. Bibliography Robert Beichner and Jeffery Saul. 2003. Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project. http://www.ncsu.edu/per/Articles?Varenna_SCALEUP_Paper.pdf. Charles Dzuiban. 2004. Personal communication. Peter Grunwald. September 23-24, 2003. Key technology trends: Excepts from new survey research findings. Exploring the Digital Generation. Educational Technology, US Department of Education. Neil Howe & William Strauss. Millennials Rising. 2000. Vintage Books. Steve Jones. 2002. The Internet Goes to College: How students are living in the future with today’s technology. Steve Jones. 2003. Let the games begin: Gaming technology and entertainment among college students. Retrieved July 8, 2003 from, Kaiser Family Foundation. 2003. New Study Finds Children Age Zero to Six Spend As Much Time With TV, Computers and Video Games As Playing Outside. George D. Kuh, Katie Branch Douglas, Jon P. Lund and Jackie Gamin-Gyurnek. 1994. Student Learning Outside the Classroom. ASHE-ERIC Higher Education Report No. 8. Washington, DC. The George Washington University, School of Education and Human Development. Amanda Lenhart, Maya Simon, Mike Graziano. September 2001. The Internet and Education: Findings of the Pew Internet and American Life Project. Lextant Group. 2003. Always On. Unpublished report. Richard Light. 2001. Making the Most of College. Harvard University Press. Susan Metros. 2003. Engaging or Enraging? Sharing Learning Objects. National Center for Education Statistics (NCES). 2002. The Condition of Education 2002. National Center for Education Statistics (NCES). August 2002. Teaching Undergraduates in U.S. Postsecondary Institutions: Fall 1998. Marc Prensky. 2003. Digital Game Based Learning. Arthur Sanderson. 2004. Personal communication; NSF IIS-0329837. Tammy Savage. 2003. Personal communication. Kurt Squire & Klopfer reference is personal communication. For a useful article see Kurt Squire and Henry Jenkins. 2003. Harnessing the Power of Games in Education. The manuscript should be published soon.