The Influence of Generation M on Learning Object Development

2. The Influence of Generation M on Learning Object Development Denise Stockley, PhD Joy Mighty, PhD

3. Agenda • Generation M • Millennial Characteristics • Teaching Generation M • Learning Objects and Generation M

4. Generation M

5. Generations

6. Generational Differences Generation X • Video games • Computers • Email Net Gen • The Web • Mobile devices • IM • Text Messaging • Online communities Baby Boomers • TV generation • Typewriters • Memos D. Oblinger

8. For this Generation… • Ctrl + Alt + Del is as basic as ABC • Computers have always fit in their backpacks • The Internet is better than TV • Reality is no longer real • Doing is more important than knowing • Multitasking is a way of life • Typing is preferred to handwriting • Staying connected is essential • There is zero tolerance for delays • Consumer and creator are blurring • Bert and Ernie are old enough to be their parents

9. Millennial Characteristics “The Top 7 List” • Howe and Straus

10. MILLENIALS ARE SPECIAL Special - Product of a dramatic birth-rate reversal. Older generations have instilled in Millennials that they are vital to the Nation. • Generation of “wanted” children • Central to their parents’ sense of purpose • Many Boomer parents delayed having children until financially secure

11. MILLENIALS ARE SHELTERED Sheltered – Spawned by the youth safety movement after events such as Columbine, child-abuse in the media, child safe devises and rules. • Baby on Board signs were created for this generation • Their well being has dominated legislation (child restraints, home products, movie/video ratings, campus security) • Boomer parents tend to be over-protective

13. MILLENIALS ARE CONFIDENT Optimistic/Confident - Good news for a Millennial = good news for the Nation! 9 in 10 Millennials describe themselves as “confident,” “happy,” and “positive”. • Raised by parents believing in the importance of self-esteem • Optimistic yet practical • Hopeful of the future • Enjoy strong connections with their parents

14. MILLENIALS ARE TEAM-ORIENTED Team Oriented - Millennials believe in their “collective power”. Group learning is emphasized in the classroom. • They are used to being organized in teams • They have spent much of their time working and learning in groups • They have established tight peer bonds • They are inclusive

15. MILLENIALS ARE ACHIEVING Achieving – Higher school standards and more accountability. • They are very much into setting and meeting goals • They have the benefit of best-educated parents • They are the smartest ever with rising proficiency in math, science and standardized tests • They are subject to mandatory testing

16. MILLENIALS ARE PRESSURED Pressured – Parents are pushing them to avoid risks, study hard, and take advantage of opportunities. • They are pushed to succeed • They are pushed to attend college • They are pushed to choose careers that “pay off” nicely

18. MILLENIALS ARE CONVENTIONAL Conventional – Millennials support the idea that rules can help. They take pride in their improving behavior. • They identify with their parents’ values • They are “rule followers” (if we give them clear rules they can understand) • They accept authority • “Whatever” – passive approach to dissent • They feel close to their parents

19. The Millennial Generation

20. Teaching Generation M

21. Generation M’s Learner Characteristics • Rules are perceived without personal or moral commitment leading to “cheating is OK if you don’t get caught’ • Learning not for the sake of learning and thrill of knowledge • Studying to pass the test, pass the course, and get the degree • Easily bored if ‘nothing to do’ • More general knowledge but less discipline to explore a subject in depth • Experience high levels of stress and anxiety • Large career aspirations, but with unrealistic expectations about what is required to reach the goal

23. Generation M:Pedagogical Strategies • Collaborative Learning • Problem or Case Based Learning • Service-Learning - learning must expand beyond classroom walls • Learning Communities • Learn academic content through real-world examples • Learning must be relevant, engaging, and meaningful to their lives • Information must be individually tailored • Portability of information is critical

25. Learning Objects and Generation M

26. “Based on these perspectives of the new generation of learners, we are faced with a design conundrum where instructional design epistemological traditions may not be consistent with the constructivist, collaborative engagements afforded by online environments. At the same time we have the potential of a new generation of learners for whom technology IS the environment and for whom learning means different things. If we adopt this assumption, then we must re-think the paradigms for conceptualising, creating and implementing online learning environments.” (Sims, 2006)

27. Learning Objects Definition • Sample definitions • Interactive computer program • 15 minutes to 2 hours • One sitting • Addresses an Instructional Bottleneck Ultimately, learning objects are any digital entity designed to meet a specific learning outcome that can be reused to support learning.

28. CLOE@Queen’s • CLOE@Queen’s is our approach for learning object development, which is rooted in the need to build and sustain a learning community. This approach is used in the partnership, hiring of students, and working with faculty. • Partnership between the Centre for Teaching and Learning, Information Technology Services, Queen’s Library • Team includes: Educational Developer, Technical Staff, Librarian, and 2 senior undergraduate students • http://www.queensu.ca/cloe/

29. Students as Learning Object Developers • Actively involved in the design process – not just the consumer of learning objects • Participate in Camp CLOE • Act as the project manager and worked directly with the faculty • Students are recommended to us by our Computing Science faculty • Students felt honored to be asked to be on the project • Students worked more hours than their contractual agreement as they were very involved in the project

30. Design Considerations • Expect personalized/individualized needs and preferences to be incorporated • Expect immediate gratification/feedback • Expect to be challenged • Expect to be rewarded • Expect teamwork to be built in – not everything is an individual or solo activity • Expect multi-user ability - influence of the gaming industry • Expect learner-centric vs teacher-centric • Expect content to be dynamically generated • Expect experiential learning, facilitation, and reflection all in one neat package

31. Accessing Learning Objects • Need to run on as many platforms as possible • Mobile computing • Tablets • PDAs • IPODS • Cell phones • Etc. Remember the importance of needs analysis and usability testing!

33. Next Steps • How can you develop learning objects that are Generation M friendly? • For More Information • Denise Stockley • stockley@post.queensu.ca