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My Generation

“The outlook of those we teach has changed, and thus the way in which we teach must change. The world in which we all live has changed, and thus the content we teach must change ” - Frand , 2000, p2. My Generation. By: KA Johnston.

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My Generation

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  1. “The outlook of those we teach has changed, and thus the way in which we teach must change. • The world in which we all live has changed, and thus thecontent we teach must change” - Frand, 2000, p2 My Generation By: KA Johnston

  2. “The outlook of those we teach has changed, and thus the way in which we teach must change. • The world in which we all live has changed, and thus thecontent we teach must change”- Frand, 2000, p.2

  3. http://www.my-generation.org.uk/

  4. Judith Addo & Michael Railton • Explored the Net Generation's learning styles; the perceptions of these learning styles held by faculty members and how to treat the ensuing gap in perceptions in order to better facilitate the education of the Net Generation

  5. Generations Defined Y Generation Facultystaff Students The omnipresence of technology has shaped the way the Net Generation views life, learning and society Oblinger & Oblinger,

  6. Generations Defined Y Generation And they smoked….. No one size fits all Frand; Howe & Strauss; Oblinger & Oblinger

  7. Net Generation behaviours Computers are not atechnology, computers are an assumed part of life. Internetis better than TV: spend more time online than watching TV. Reality no longer real: Things that appear real over the internet may not really be, and the content may or may not be accurate. Doing rather than knowing: Results & actions are considered more important than the accumulation of facts. Nintendo over logic: Nintendo symbolises a trial-and-error approach to solving problems. Frand

  8. Net Generation behaviours Multitaskingway of life: Students appear to be comfortable when engaged in multiple activities. Typing rather than handwriting: penmanship has been superseded by keyboarding skills. Staying connected: Students stay in touch real time using a variety of devices. Zero tolerance for delays: Students expect service to be available 24/7 in various modes. Consumer/Creator blurring: There’s a general assumption amongst this generations that digital resources are everyone’s property. Frand

  9. Research Questions Faculty Members • How do South African faculty members prefer to learn? • What perceptions of student learning styles do SA faculty members have? • How do SA faculty use Educational Technologies to facilitate their teaching? Students • How do SA students belonging to the Net Generation prefer to learn? • What are the preferred learning styles of SA Net-Gen students? • What learning technologies do SA students expect faculty members to use in their teaching? Bridging the Gap • What are the differences between the perceptions held by faculty members of how studentsprefer to learn and the preferred learning styles of students? • Is there a discrepancy between students’ expectations of facultyuse of learning technologies and the faculty members’ comfort with using these technologies? • What corrective measures need to be taken (if any) to remedy the discrepancies?

  10. Research Design • Builds on other studies - Oblinger & Oblinger • Quantitative approach • Use of two questionnaires (Faculty & Students) – approved by ethics committee • Electronic questionnaires distributed to UCT, Wits & CPUT • 307 student respondents and 15 IS faculty • Variety of statistical tests used

  11. Faculty • Number of Courses Taught –ranged from 1 to 4 per semester • Years of Experience – discontinuous distribution beginning at a range from 4 to 6 years (27% of respondents) whilst 40% had between 7 and 12 years of experience, remaining 33% had been teaching for more than 21 years. • Academic Area –60% teaching IT courses and 40% teaching business courses

  12. Students

  13. Learning preferences * - Significant difference between OverallStudent and Faculty responses C - Significant difference between Student and Faculty responses at CPUT U- Significant difference between Student and Faculty responses at UCT W- Significant difference between Student and Faculty responses at Wits 1 1 2 3 2 3 4 4 5 5

  14. Learning Styles 1 2 3 4 5 6 7 8 9 10 11 12 13 in learning Practical Learning (Statement: 3) Visual Learning (Statement: 5) Interactive Learning (Statements: 6, 9, 11, 12, 13) Online Learning (Statements: 8, 10, 12) Patience (Statement: 7) Perceived Importance of Technology (Statements: 1, 2, 4)

  15. Use of Educational Technologies

  16. Recommendations • Top learning preferences of SA students: • Use of classes and demonstrations & • Peer demonstrations in groups • Top learning preferences of faculty members are: • Use of hands on approaches - learn by doing & • Paper instruction manuals • Faculty should focus on classes and use peer demonstrations

  17. Recommendations • Need to adopt teaching methods to meet learning styles of Net Generation • Teach using relevant material which can be applied in practice • Use visual methods of teaching • Make educational material available to students on internet • Facilitate interactive educational environments • Facilitate fast access to information • Use of Technologies • Make use of presentation software in class -PowerPoint • Use a course management system - Vula • Communicate with students via email – not notice boards • Have course discussion boards • Deliver course content online

  18. Video – my Generation The following is a video that was submitted in a contest by a 20 year old. The contest was titled "u @ 50". Apparently this video won second place http://www.youtube.com/watch?v=42E2fAWM6rA

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