Teaching the 21st Century Learner

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Teaching the 21st Century Learner. Darla Runyon Northwest Missouri State University Dr. Roger Von Holzen Northwest Missouri State University. Goals. Define 21st century learners Discuss how to teach the 21 st century learner. Pop Quiz #1. What does this mean? ROTFL - PowerPoint PPT Presentation

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<ul><li><p>Teaching the 21st Century LearnerDarla RunyonNorthwest Missouri State University</p><p> Dr. Roger Von HolzenNorthwest Missouri State University</p></li><li><p>GoalsDefine 21st century learnersDiscuss how to teach the 21st century learner</p></li><li><p>Pop Quiz #1What does this mean? ROTFLPneumonic for remembering the 5 plant cell types Reserve Officers Training FloridaRecord of True Foreign Languages Rolling On The Floor Laughing</p></li><li><p>Bonus 1What do these chat acronyms stand for?B4LOL POSGNSTDLTBBB CUL8R KSUSHYGEMA</p></li><li><p>Bonus 2What do these emoticons mean?;-)&gt;:-( ^5 (((((name)))) (::()::) @[_]~~</p></li><li><p>Us vs. Themhttp://www.sciencemag.orghttp://www.brainpop.comhttp://www.yahoo.comhttp://yahooligans.yahoo.comhttp://www.ask.comhttp://www.ajkids.comhttp://www.hgtv.comhttp://www.nick.comhttp://sportsillustrated.cnn.comhttp://www.sikids.com</p></li><li><p>Children age 6 and underSpend 2:01 hours / day playing outsideSpend 1:58 hours using computersSpend 40 minutes reading or being read to48% of children have used a computer27% 4-6 year olds use a computer daily39% use a computer several times a week30% have played video gamesKaiser Family Foundation, 2003</p></li><li><p>By age 21The average person will haveplayed 10,000 hours video gamessent 200,000 emailswatched 20,000 hours of TVtalked 10,000 hours on a cell phonespent under 5,000 hours readingPrensky, 2003</p></li><li><p>Games &amp; SimulationsMarc Prensky data on learning with games (http://www.marcprensky.com)</p></li><li><p>The Natural Selection Game</p><p>Start GameStart GameThe Embryo Shuffler Game</p></li><li><p>Technology &amp; the New LearnerDo video games pose a challenge to education?The time and money that students spend on gaming indicates pervasive role of entertainment in our cultureInsight into engagement, not entertainmentVideo games challenge K-12 and higher ed to foster engagement in learning</p></li><li><p>Dependence on TechnologyAre students becoming too dependent on technology to do spelling and basic arithmetic?Technology empowers todays studentsThey can add, subtract, divide, and multiply faster and more accurately than past students</p></li><li><p>Dependence on TechnologyIf a device can do something better, more efficiently, more accurately, or quicker than we can manually, why not use it? Isnt that the true purpose of technology (cars and electricity)? Our focus must shift from the tools themselves to the capabilities of these new tools to empower students to do new things</p></li><li><p>The 21st Century LearnerBorn in or after 1982Gravitate toward group activity8 out of 10 say its cool to be smartFocus on grades and performanceBusy with extracurricular activitiesIdentify with parents values; feel close to parentsRespectful of social conventions and institutionsFascinated with new technologiesRacially and ethnically diverseHowe &amp; Strauss, 2003</p></li><li><p>Todays LearnersDigitally literate MobileAlways onExperientialSocialComputers arent technologyOblinger, 2004</p></li><li><p>Hypertext minds: QualitiesCrave interactivityRead visual imagesWeak reading skillsVisual-spatial skillsParallel processingInductive discoveryFast response timeShort attention spanPrensky, 2001</p></li><li><p>Technology &amp; the New LearnerThe amount of information grows almost as quickly as the new technologiesWe process more information in 24-hours than the average person 500 years ago would in a lifetimeOldest universities established by AD 1500</p></li><li><p>Technology &amp; the New LearnerBy the time todays kindergarteners graduate from grade 12information will have doubled at least seven timestechnological power will have doubled itself nearly nine times</p></li><li><p>Teaching the New LearnerRequires:much less emphasis on the amount of material memorizedmuch more emphasis on making connections, thinking through issues, solving problemsDiscard notion that schools can teach everything every student will need to knowOld model: primary challenge of learning is to absorb specific information</p></li><li><p>Teaching the New LearnerLearning now a life-long process of coping with changeThe content of a particular lesson less important than manipulating content resourcesLearning how to learn is the basis of education</p></li><li><p>Learning PreferencesTeams, peer-to-peerStructure with flexibilityEngagement &amp; experienceVisual &amp; kinestheticThings that matter</p><p>Oblinger, 2004</p></li><li><p>Learning PreferencesStudents want to learn through explorationStudents want to be challenged to reach their own conclusions, find their own results</p></li><li><p>Learning PreferencesThe new technologies can help create a learning culture in which the learner enjoys enhanced interactivity and connections with othersCentral issue: How can technology be organized around student learning?Use tools to help students think and communicate effectively</p></li><li><p>Students:Multitasking Pictures, sound, videoRandom access Interactive and networkedFaculty:Single or limited tasksText Linear, logical, sequentialIndependent and individual</p></li><li><p>Teaching the New LearnerMultimedia format pervades nearly every part of lifeTelevisionAudioAnimationTextStudents live in a world of digital, audio, and textThey expect a similar approach in classroomFaculty must abandon notion that a lecture and reading assignment are enough to teach a lesson</p></li><li><p>Teaching the New LearnerTeachers Role:No longer the professor dispensing facts and theoriesA participant in the learning processFaculty role will be unbundled--teacher to mentorFacilitate peer-to-peer learning</p></li><li><p>Teaching the New LearnerMust learn to communicate in the language and style of the students going fasterless sequential, more parallelmore random access</p></li><li><p>Teaching the New LearnerInstructional implicationsMovement toward blended coursesMore collaborative learning approaches Continuous and formative assessmentGreater flexibility and customization of course content to meet learner needs</p></li><li><p>Teaching the New LearnerInteractive course site featuresOnline quizzesForms for providing feedback or asking questionsOnline votingGamesFeatures for sharing pictures or storiesMessage boardsForums for offering and receiving informationFeatures for creating/adding content</p></li><li><p>Teaching the New LearnerDiversity in structure, content:singular unit should be kept short and alternatingCourse redesigns must be systematicAvoid incremental add-ons Simply adding a few computer experiences costs more, is more work for the faculty, and adds to the students' burdenTrue innovations change rather than modify systemsJack M. WilsonTen IT Commandments</p></li><li><p>Learning SpacesClassroom was the traditional learning spacephysicalVirtual space is now an option that can be includedConnect the two learning spaces through a blended approach</p></li><li><p>Learning SpacesProvides an array of new pedagogical approachesWireless networkingmobilityVideoconferencingOnline collaborations via whiteboardsVirtual discussions through threaded discussion boards, blogs, wikis, and chat</p></li><li><p>Learning SpacesAllow learning to happen easily outside the classroomEnd of class is a transition to another learning spaceMore time spent with content</p></li><li><p>Pedagogical ApproachesCollaborative learning through group/team projectsDeveloped using multimedia processesProvides a more powerful learning approach than a term paperauthentic learningLooking for practical applications, real-world contextFocus more on applying classroom lessons to real-life problems, institutions, or organizationsAllows students to focus on their learning style strengths</p></li><li><p>Pedagogical ApproachesBlended instruction and learningFace-to-face interaction and activityOnline interaction and activityExperiential interaction and activity Collaborative immersion through videoconferencing and whiteboard integration for group/team projectsSupport of cumulative learning through e-portfolios or repositories</p></li><li><p>Pedagogical ApproachesRelevant, interactive technologyFacilitation of learning through practical uses in courseworkApplicable to content and activitiesMakes it easier to move away from linear formats of learning</p></li><li><p>Learning SpacesWireless technology enabled learning spaces within the classroomProjection screensDocument camerasDVD playersVideo conferencingTablet PCsCollaborative classroom software such as OneNoteStudent response systems </p></li><li><p>Learning SpacesLibrary modules within the building and virtually within the course management systemDual monitors for group work and collaboration in pod designsLibrary research units/modules that can be duplicated into any course siteLibrary course sites for specific content deliveryOnline library support</p></li><li><p>Learning SpacesMobile technologies such as handhelds, iPods, and Tablet PCsAll of these link well with the 21st Century learner habitsSocial interactionExperiential and immersive activitiesTechnology use</p></li><li><p>Teaching StepsConfront the reality of the 21st Century learnerDetermine how to implement changes in pedagogy based on this realityBase instructional decisions on goals rather than traditionsDetermine priorities, execute plan, and evaluate the process</p></li><li><p>Faculty TrainingWe need to have a new set of expectations of facultyFoster a technology cultureNeed for continuous faculty trainingResources and support should be availableReward innovation in technology-rich learning environments</p></li><li><p>Adults look at going online as entering a foreign place called cyberspace</p><p>21st Century Learners look at it as where they live</p></li><li><p>Darla Runyon: drunyon@nwmissouri.edu</p><p>Roger Von Holzen: rvh@nwmissouri.edu</p><p>http://cite.nwmissouri.edu/presentations</p></li></ul>