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First: A word about Power Pointless! We at the University of Illinois Springfield Center for Online Learning, Research and Service present often at academic conferences. We encourage attendees to freely share presentation materials online using web-native tools that encourage collaboration and updating. You may follow the session using your personal mobile device to dig deeper into the topics we discuss and share with others following the conference.
Let's begin to Explore the Nexter Culture with a few basic facts:
There are five generations in the workforce and in our classrooms today.
The average age of higher education professors in the U.S. is 42 (2015)
The average age of faculty at UIS is 47 (2016)
Only 29% of the students enrolled in higher ed today are "traditional" students
Each of these groups differ in their attitude, expectations and values about learning and the classroom as a learning space.
Who Are You?…
The Silent/Veteran Generation: born between 1927 - 1945
The Baby Boomers: born between 1946 - 1964
Generation X: born between 1965-1980
Millennials: born 1981 - 1995
Generation Z: born after 1995
How Can We Eliminate Technology Bias and Generation Stereotyping?
"Today, the population of learners who are age 25 or older is growing faster than the traditional college-age group, a surge projected to continue."
Undergraduate students and information technology:
(https://www.visioncritical.com/generation-z-infographics/)
Key Findings of 2011 Study
Key Findings of 2011 Study
The ECAR study of undergraduate students and information technology sheds lights on how information technology affects the college experience. ECAR has conducted this annual study since 2004, and though students' ownership and utilization of technology changes from year to year, students consistently rely upon their instructors and institutions to meet their technology expectations and needs. The 2011 study differs from past studies in that the questionnaire was reengineered and responses were gathered from a nationally representative sample of 3,000 students in 1,179 colleges and universities.
Facebook generation students juggle personal and academic interactions
Students prefer, and say they learn more in classes with online components
Students are drawn to hot technologies but they rely on more traditional devices
Students report technology delivers major academic benefits
Students report uneven perceptions of institutions' and instructors' use of technology
ECAR Recommends
ECAR Recommends
See the 2011 Report for a full list of actionable results.
Investigate your students' technology needs and preferences and create an action plan to better integrate technology into courses and information systems.
Provide professional development opportunities and incentives so instructors can better use the technology they have.
Expand or enhance students' involvement in technology planning and decision making.
Meet students' expectations for anytime, everywhere, Wi-Fi access on the devices they prefer to use.
Nail the basics. Help faculty and administrators support students' use of core productivity software for academic work.
Badging and Credentialing - UPCEA Research Study
Among the study’s key findings:
Alternative credentials are offered by 94% of institutions.
One in five institutions offers badges.
Badges are most commonly offered in the business industry.
71% of institutions has consistent engagement with the business community for internships, practicums, and job placement.
64% of respondents either strongly or somewhat agreed that their institution sees alternative credentialing as an important strategy for its future.
21st Century Skills…
Become a Learning Guide
Embrace Technology
Encourage Educational Freedom
Teach Risk-Taking
Understand Speed of Access Matters
What skills do students need to learn as we teach discipline specific content?
Technical skills
Conceptual skills
Interpersonal skills
Entrepreneurial and Innovation skills
...education needs to become a dynamic activity, providing a combination of four ingredients:
Knowledge, starting with the basic skills of literacy and numeracy, moving onto knowledge of core content and then to higher order concepts and thinking skills, to challenge, question, adapt and apply knowledge in new ways.
Personal strengths and character development, including helping students find a sense of purpose and ambition, and building their resilience and persistence (knowing how to stick with it and overcome setbacks and obstacles).
Social experiences so they deepen their relationships with others, learn and think through dialogue and collaboration, and take action together to make and do things for and with other people.
Activities that give students a strong sense of agency, so that they learn how to turn knowledge and ideas into action to see that they can make a difference to the world so they can serve and contribute.
(Ledbetter, 2016)
The ability to prepare for multiple career fields at one time "slash" careers through development of transferable skills
I am a teacher/freelance writer
I am a business associate/waiter
I am an administrative assistant/photographer
I am a middle manager/adjunct faculty member
Reward Systems
The Silent Generation: values being acknowledged for what they know as well as what they do
The Baby Boomers: feel valued when they are rewarded in ways that enhance their future security, i.e., future promotions or raises
Generation X: value external recognition such as gift cards, award, ceremonies.
The Millennials: values rewards that offer more autonomy and freedom, such as flexible work hours, working from home, online and hybrid approaches to working and learning.
Generation Z: need rewards that are changed frequently to meet changing expectations and demands.
Work Styles
The Silent Generation: is most interested in working to get the job done, regardless of personal sacrifice. They are dedicated workers.
The Baby Boomers: like to process, discuss, and collaborate on various work projects and issues toward specific solutions.
Generation X: are more self-reliant. They prefer working solo. "Just do it!" is their mantra.
Millennials: craves a very balanced work-life approach. They want to know WHY not WHAT.
Generation Z: stays connected all the time. Adopts technology at high levels and pushes others to do the same. Approaches all aspects of life from a global and visual perspective.
Learning Preferences
The Silent Generation: wants to be asked to provide learning opportunities to their colleagues.
The Baby Boomers: flourishes in coaching and mentoring situations.
Generation X: are looking for opportunities for alternative learning activities such as independent research and online skill-building.
Millennials: believe 2-way learning experiences are valuable. Not only do they want to learn from the instructor, but the instructor should be willing to learn from them, as well. This is a vital component to building strong relationships with this generation.
Generation Z: craves regular and technology-enhanced training opportunities. Looks for professional development that uses visually enhanced methods of training.
Attitudes toward Authority
The Silent Generation: holds unconditional respect for authority.
The Baby Boomers: believe respect must be earned to receive and to keep.
Generation X: has respect for authority, but wants a less formalized relationship with authority figures. Enjoys being on a first name basis with colleagues.
Millennials: are not opposed to respecting authority, but questions why it should be unconditional and automatic. Not afraid to ask for what they (and others) value.
Generation Z: is high maintenance and wants high intensity in relationships with those in authority, as well as their peers.
Special Interests
The Silent Generation: want to feel needed. They are patient and loyal and expect loyalty in return.
The Baby Boomers: look for future security rewards.
Generation X: are most likely to excel at multi-taking.
Millennials: are amazingly optimistic. "We can do this!" Sometimes this is detrimental to achieving successful outcomes.
Generation Z: thrives on opportunity. Excel when they receive guidance in how to achieve their goals.
Cultivating a "Nexter" Culture for a Successful Learning Environment
Promote understanding, acceptance, and respect
Each student is valued for individual contribution
Each student is respected for their strengths
Communication is open.
Learning environment promotes project-based assignments that utilize the strengths of each member.
Specific individualized guidance is provided.
Function-based work projects are reduced or eliminated.
Technology is used to create interest and enhance content.
Dive Deeper into Learning - Articles and Research Studies
Millennials
Generation Z
Contact information:
Dr. Vickie Cook
Director of the Center for Online Learning, Research and Service
University of Illinois Springfield
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https://sites.google.com/a/uis.edu/colrs_cook/
217-206-7317
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