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Classroom Strategies for the Net Generation

Classroom Strategies for the Net Generation. MC 3 Teaching & Learning Conference 2006 James Bradley, MS. Outline. Background Information Teaching Challenges & Strategies Real World Examples Additional Resources. Who are they?. “Educating the Net Generation”

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Classroom Strategies for the Net Generation

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  1. Classroom Strategiesfor theNet Generation MC3 Teaching & Learning Conference 2006 James Bradley, MS

  2. Outline • Background Information • Teaching Challenges & Strategies • Real World Examples • Additional Resources

  3. Who are they? • “Educating the Net Generation” • Diana & James Oblinger, 2005 • Grew up using multiple technologies simultaneously • Expect teachers to use technology • Learn by doing • More visually literate • Likely to use the Internet for research http://www.educause.edu

  4. Who are they? “The Net Generation Goes to College” Chronicle of Higher Education • “Tech-savvy 'Millennials' have lots of gadgets, like to multitask, and expect to control what, when, and how they learn. Should colleges cater to them?” • “Change your teaching style. Make blogs, iPods, and video games part of your pedagogy. And learn to accept divided attention spans. A new generation of students has arrived -- and sorry, but they might not want to hear you lecture for an hour.” The Chronicle of Higher Education, Scott Carlson, October 7, 2005 http://chronicle.com/free/v52/i07/07a03401.htm

  5. Teaching Challenges • Special learning preferences • Bored (unchallenged) typical assignments • Change/control where and how • Point students to particular sources • Attention span • Hands-on • Visual

  6. Teaching Strategies • Engage students with technology • Use PowerPoint with hyperlinks • Use websites with audio/visual materials • Require more • interaction • communication

  7. Non-Traditional Thinking • Think: • Shorter • More frequent / some non-credit • Practical applications? • Incorporate technology/software • Teamwork, peer-evaluation, brainstorming

  8. Focus on Basics • Locating • Evaluating • Communicating

  9. Locate • Students often use the web for research • Results taken from first page or two • “The average visitor scrolled through 1.8 results pages during a typical search.” • Pew Internet & American Life, Aug. 2004 • “11.4 % of results were shared by two search engines.” Dogpile.com Search Engine Overlap Study, July 2005. In collaboration with University of Pittsburg and Pennsylvania State University. http://comparesearchengines.dogpile.com/whitepaper.pdf http://searchenginewatch.com/searchday/article.php/3524411

  10. Evaluate • “…dramatic shift from the use of credible, peer-reviewed materials to popular an unfiltered information in terms of paper bibliographies” • “anecdotal evidence from professors and librarians suggest that students prefer electronic resources, lack the ability to distinguish credible academic sources from popular materials on the Internet, and have difficulty citing what they find.” • “…students were either ill-equipped or unwilling to make the effort to evaluate web resources.” Effect of the Web on Undergraduate Citation Behavior: Guiding Student Scholarship in a Networked Age, portal: Libraries and the Academy, vol 3 No. 1 (2003) Philip M Davis

  11. Communicate • Employers say they consider communication skills to be important in job candidates, but find that many potential employees don't have them, according to a report published by the National Association of Colleges and Employers (NACE). • “Employers complain about communication skills. Bosses say biggest failing among college graduates, job applicants is… inability to speak and write effectively…” http://www.naceweb.org/press/display.asp?year=&prid=235 http://www.post-gazette.com/pg/05037/453170.stm[Sunday, February 06, 2005]

  12. Communicate • “Employers, he says, are increasingly seeking job candidates who possess the "total package" of strong communication skills, computer and technical aptitude, problem-solving capabilities, leadership, teamwork, interpersonal abilities, and a willingness to learn quickly and continuously.” • Philip D. Gardner, director of the Collegiate Employment Research Institute at Michigan State University, reports annually on the occupational outlook for college graduates. http://chronicle.com/jobs/2005/08/2005081801c.htm

  13. Locate • Navigate libraries, Internet, databases • Books • Periodicals • Websites • Primary Source Documents • Audio/Visual Materials • Find information in a specific: • Journal • Database • Internet Domain (.edu, .gov)

  14. Locate • Print Materials • Periodicals (current – new developments) • Reference Books ( background information) • Gen & Spec Encyclopedias • Biographical Dictionaries • Directories • Yearbooks

  15. Locate • Challenge students to search for information in new ways • Design assignments around technology. • Require students to use specific software programs, databases, websites, unique materials, or other industry specific technologies Slide taken from presentation made by James Bradley on March 2006 at Wilmington College Faculty Development Day.

  16. Examples • Find the same fact in both a print and electronic source • Copy an article from a specific journal • Require students to use specific types of sources such as: older journal articles on microfilm/fiche, primary source documents, government publications, a particular reference book, etc. • Find a news article from a foreign source on a particular current event

  17. Evaluate • Appropriate sources • Compare against other choices • Analyze content

  18. Evaluate • Critical thinking skills are important in most jobs • Choose, critique/compare, discuss • Require students to read and evaluate information as often as possible • Assignments can be brief yet effective or in-depth.

  19. Examples • Ask students to critique websites, discuss during class in small groups, and then have group leader stand up and explain which site team chose as the best • Demonstrate two websites in class and ask students to write, answer questions, or comment on both • Have students read two articles and write a comparison (one journal and one magazine) Slide taken from presentation made by James Bradley on March 2006 at Wilmington College Faculty Development Day.

  20. Examples • Provide students with two controversial or polarized opinion pieces, news stories, etc. and have them investigate the “facts” • Assign a product comparison project that explains the positive and negative features of two or more items Slide taken from presentation made by James Bradley on March 2006 at Wilmington College Faculty Development Day.

  21. Communicate • Written • Brief • Major • Oral • Individual • Group

  22. Communicate • Written • Executive summaries, reports, response papers, research papers, article abstract • Oral • In seat, front of class • Classroom participation, read paper, progress report, small group discussion, major presentations, debates • Major presentation • Use technology • Incorporate online source into presentation • Show maps, photos, timeline, audio-visual, webliography

  23. Real World Examples

  24. Creative Writing Assignments • Compare Wikipedia vs. Encyclopedia or Bio. Dictionary • www.wikipedia.org • Reaction/Response Paper • Instructor chooses article • Cite specific source(s) or year • Student must incorporate references • Where to go for more ideas: • Creative Writing Assignments – Ohio University • Example http://www.library.ohiou.edu/inst/creative.html • OWL – Purdue University • http://owl.english.purdue.edu/owl/

  25. Specific Projects • Employment, Job Hunting, HR • Write about an interview • Telephone or in person • Give a short talk – job or career path • Write an ideal job description • Mock interview in front of class • Create a Webliography for HR professionals

  26. Specific Projects • Technology • Allow students to demonstrate or explain a device, machine, piece of software, website • Have students research the purchase of an expensive piece of equipment/software

  27. Classroom Tools • Library of Congress Web casts (Link from Blue Web’n) • http://www.loc.gov/today/cyberlc/index.php • Example: Ted Koozer, Poet Laureate • Use these webcast’s to begin a Q & A in the classroom • Prepare questions in advance and have students fill out during the presentation

  28. Teaching Tools • Reinforce complex subjects with animation • Search the web on your topic • Example: Science • Flash Animation of Biological Processes • http://science.nhmccd.edu/biol/bio1int.htm • Research Channel – Video Library Online • http://researchchannel.org/prog/

  29. Teaching Tools • Mathematics • Use online tables, charts, graphs, and interactive demonstrations • http://www.math2.org/ • http://mathworld.wolfram.com/

  30. Teaching Tools • Read Poetry Online • http://www.bbc.co.uk/arts/poetry/outloud/ • http://www.bartleby.com/ • http://www.poemhunter.com/

  31. Teaching Tools • Free Music Online • http://www.bbc.co.uk/music/profiles/chopin.shtml • http://music.library.wisc.edu/Jongleur/furel72.htm • http://www.cpdl.org/wiki/index.php/Main_Page • http://www.lib.washington.edu/subject/Music/dr/elsco.html

  32. Teaching Tools • Website Evaluation Criteria • http://www.library.cornell.edu/olinuris/ref/research/webcrit.html • http://www.lesley.edu/library/guides/research/evaluating_web.html • Web Hoaxes • http://www.google.com/technology/pigeonrank.html • http://www.beerandhealth.com/index_eng.jsp?Page=actueel&Doc=actueel • http://www.miskatonic.net/ • http://www.infotoday.com/searcher/sep00/piper.htm

  33. Teaching Tools • Free e-books online • http://www.gutenberg.org/

  34. Specific Project • Ideas for Using Primary Source Documents • http://memory.loc.gov/ammem/ndlpedu/lessons/primary.html • More links in the webliography

  35. Specific Project • News • Compare one story across several sources • Compare US coverage vs. foreign source • Contrast how two US parties frame an issue • Online Sources (Audio & Video) • American • http://www.cnn.com/video/ • http://www.foxnews.com/ • http://www.cbsnews.com/sections/i_video/main500251.shtml • http://www.ap.org/ovn/ • http://news.yahoo.com/video/2704 • Foreign • http://www.cbc.ca/news/ • http://news.bbc.co.uk/ • http://www2.ignatius.edu/faculty/turner/linksfr.htm

  36. Specific Project • Politics, Geography • Examples • http://www.worldatlas.com/aatlas/world.htm • http://www.sitesatlas.com/

  37. Specific Project • Business Resources Online • http://www.sc.edu/library/pubserv/selsites.html • http://www.ala.org/ala/rusa/rusaourassoc/rusasections/brass/brassprotools/bestofthebestbus/bestbestbusiness.htm

  38. Specific Project • Free Online Religion Resources • http://www.library.yale.edu/div/forfree.html

  39. END To receive an electronic copy of this presentation including hyperlinks, simply email me at the email address below. James Bradley, MS bradleytraining@gmail.com

  40. Additional Recommendations • Talk to your peers • Work with an Instruction Librarian • Search the web for ideas related to your curriculum • Use the keyword list • Be creative & try new things

  41. Keywords for Teachers • Search the Internet for materials: • Add these keywords along with your topic: • Pathfinder / Subject Guide • Internet / Electronic Resources • Online, Websites, Links, Webcast • Webliography • Animated, Animation • Interactive or Online Activity • Free, Downloadable • Music, News, Video, Audio, Movie • Lesson Plans, Assignment

  42. Being on the Cutting Edge • Blogs, Podcasts, Wikis • Is the source credible? • Search Engines • http://searchenginewatch.com/links/ • Guest Speakers • Student Demonstrations

  43. Additional Resources forTeachers & Students • Background Information • Recommended Sites • Education Blogs • Articles • Sites for Students • Extended Webliography (Previous Presentation links)

  44. Background Information • National Forum on Information Literacy • http://www.infolit.org/ • Recruiting Trends • http://www.ceri.msu.edu/ • Pew Internet & American Life Project • http://www.pewinternet.org/index.asp • Understanding Critical Thinking • http://www.austhink.org/critical/

  45. Recommended Sites • MERLOT – Multimedia Educational Resource for Learning and Online Teaching • http://www.merlot.org/Home.po • Blue Web’n • http://www.kn.pacbell.com/wired/bluewebn/ • http://www.kn.pacbell.com/wired/wired.html • Online Writing Lab – Purdue University • http://owl.english.purdue.edu/handouts/ • Print Friendly Handouts • http://owl.english.purdue.edu/handouts/print/index.html

  46. Recommended Sites • Google (Book, Scholar, Video, Finance, News) • http://www.google.com/intl/en/options/ • The Learning Page • http://lcweb2.loc.gov/ammem/ndlpedu/index.html • Educause (Teaching and Learning with Technology) • http://www.educause.edu/Browse/645?PARENT_ID=107

  47. Education Blogs • http://educational-weblogs-swicki.eurekster.com/classroom+blog/ • http://awd.cl.uh.edu/blog/

  48. Miscellaneous Sites • Resources for Educators (Career and Technical) • http://www.khake.com/page96.html • Repository of Primary Sources • http://www.uidaho.edu/special-collections/Other.Repositories.html • Search Tools • http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html

  49. Articles • “Education and Employment.” ERIC Digest No. 50. Cheryl Harrison. ED268303 • “Transitioning to the World of Work.” Texas Center for the Advancement of Literacy and Learning. Literacy Links. Vol 5, No.2, April 2001. Mary Helen Martinez http://www-tcall.tamu.edu/ • Rochester Institute of Technology, Transferable skills, Rosita Smith. http://www.rit.edu/~964www/student/stu_alum_pdfs/TransferableSkills.pdf • Of Course it’s true; I saw it on the Internet! Critical thinking in the Internet era.” Communications of the ACM, Leah Graham and Panagiotis Metaxas

  50. Articles • Information Literacy in the Workplace Context: Issues, Best Practices and Challenges • Bonnie Wai-Yi Cheuk, Knowledge Manager, Arthur Andersen • http://www.nclis.gov/libinter/infolitconf&meet/papers/cheuk-fullpaper.pdf • Secretary's Commission on Achieving Necessary Skills. Identifying Necessary Job Skills: A Review of Previous Approaches. American Institutes for Research. September 19, 1990 http://wdr.doleta.gov/SCANS/ http://wdr.doleta.gov/SCANS/idsrw/scansrep.pdf

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