Teaching the Millennial Generation

1. Teaching the Millennial Generation Diane Holtzman, Michael Ciocco & Debra Dagavarian

2. The Millennial Generation The Millennial Generation has emerged as a force that will shape the social and economic dynamics of the next decade (Howe & Strauss, 2000). The definition of when millennials were born varies, with estimates ranging from 1977 (Tapscott, 1998) to 1982 (Howe & Strauss, 2000). Researchers agree that the uniqueness of millennials results from technological forces that have affected this generation. Unique millennial competency is the ability to effectively use broadly networked digital communication technologies to quickly and seamlessly accomplish a variety of tasks. This competency has resulted from their experiences with Internet communities (Gorman, Nelson, & Glassman, 2004).

3. Millennial Students • Have never known a life without • computers and the Internet • Consider computers a part of life • Connect to information • Communicate in real-time • Have social networking • Have been raised in the presence of video and computer games • Students in their 20s may have had more experience with games than with reading (Oblinger,2004). • These experiences helped to form the way in which millennials seek, process, and report information.

4. Individuals raised with computers deal with information differently compared to previous cohorts: “They develop hypertext minds, they leap around.” (Prensky, 2001) • These learning styles originated with • millennials growing up with technology • millennials were born around the time the PC was introduced • 20 percent of the students began using computers between the ages of 5 and 8 • and almost all millennials were using computers by the time they were 16 to 18 years of age (Jones, 2002).

5. Characteristics of the Millennials Students of the Millennial Generation are accustomed to using keyboards rather than pens or pencils to write notes and papers to reading information from computer screens or Personal Digital Assistants (PDAs) rather than from printed texts to being connected with friends in social networking computer sites rather than in physical meeting places on college campuses, and are used to multitasking in digital environments They are interested in group activities intuitive visual communicators

6. Characteristics of the Millennials… Millennials • learn better through discovery and experiential learning rather than by being told • have the ability to shift their attention rapidly from one task to another and may choose not to pay attention to things that don’t interest them — attentional deployment • believe multitasking is a way of life and are comfortable when engaged in multiple activities simultaneously • believe staying connected is essential and they want a fast response time • (Howe & Strauss, 2000

7. ENGAGING THE MILLENNIALS Millennials • learn at a fast pace that does not involve a “telling style”/ “text-oriented” style of teaching • like visual examples, less text, and less telling • want interactivity Our challenge is to introduce new learning and teaching approaches to engage the millennial students. • Many faculty are familiar with the use of WebCT/Blackboard in the delivery of instruction or for adapted use in information sharing in hybrid courses.

8. ENGAGING THE MILLENNIALS • Now being introduced into the Blackboard/WebCT environment are programs such as Wimba and Elluminate • Permit the integration of different technologies such as synchronized chat, use of Whiteboard, online text messaging, and display of PowerPoints with voice accompaniment • Other innovative practices that are being implemented include • user-created content • social networking • virtual worlds and avatar creation • use of mobile phones for course content delivery • and multiplayer educational gaming.

9. ENGAGING THE MILLENNIALS • The textbook industry recognizes the millennial students’ ability • to be interactive • to work in group activities • to multi-task • and access information in an expedient manner from faculty as well as other group members— • and the publishers are providing technological tools for faculty to incorporate into their pedagogy to engage the millennial learner.

10. TOOLS FOR ENGAGEMENT • Textbook publishers are offering textbook content • delivered via audio for downloading to students’ iPods • as well as providing e-texts for students to read on their computers or PDAs. • In teaching the faculty member becomes a guide who poses questions-- guides the students’ learning process. • Learning is shifting away from an entire class of faculty-centered lectures. • Educators are encouraged to include • group work activities • experiential learning • and interactive exercises or role playing exercises for students.

11. TOOLS FOR ENGAGEMENT • Textbook publishers recognize the need for the in-class activities and are responding by providing additional • role playing exercises • case studies • as well as experiential exercises for in-class use • PowerPoints developed to use student response systems. Learning environments can be created: • with students sharing information through e-mail dialogues or blogs. • Field-based research projects have students engaged in learning real-time—and, working within a team fosters sharing of diverse ideas and synthesizing information. (“Training the Different Generations” 2004; Frand, 2000).

12. ONLINE VS. TRADITIONAL LEARNING • Traditional Classroom (face-to-face) • Technology is not required for delivery • Heavily based on sequence • Lectures and discussions are interlaced • The student community is inherent • Online Classroom • Technology is required for delivery • Sequence gives way to multi-tasking • Students work at their own pace • Students choose how to learn • Delivery methods encourage student community

13. Transitioning to Online • Simulate your Traditional Classroom • Translate interactive experiences • Plan for group-based activities • Attempt collaborative exercises • Don’t be afraid to try new things • Put the students in charge • Divide responsibilities among the students • Allow students to take on leadership roles • Let the Drama Unfold • Don’t butt in too much • Wait to see where the students take the discussion • Strategize on management techniques • Make the technology work for you

14. Traditional-To-Online Mapping

15. Traditional-TO-Online Mapping

16. WORKS CITED • Frand, J.L. (Sept./Oct., 2000). The information age mindset: Changes in students and implications for higher education. Educause Review. http://www.educause.edu/pub/er/erm00/articles005/erm0051.pdf • Howe, N. & Strauss, W. (2000). Millennials Rising. New York: Vintage Books. • Jones, S. (Sept. 15, 2002). The internet goes to college: How students are living in the culture with today’s technology. Pew Internet & American Life Project, Washington, D.C. http://www.pewinternet.org/reports/toc.asp?Report=71 • Prensky, M. (Dec. 2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9 (6) 15-24, http://www.marcprensky.com/writing/ • Training the different generations” (2004) Retrieved from http://media.wiley.com/product_data/excerpt/7X/07879697/078796977X.pdf