Multi-generational Learning
How did we get Generational Naming?
Generations span roughly 15-20 years and describe individuals who have experienced shared cultural experiences.
The American Association of State Colleges and Universities observed in 2010 that “nontraditional is the new traditional,” and that higher education would need to be more reflective of and on its diverse range of students (Pelletier)
1. Don't get hung up on who fits where.
2. Establish an even play field for all students.
3. Identify similarities and acknowledge differences as strengths.
4. Establish equity in the classroom
Generational Differences with Tech Initiatives
"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."
Generation X 1965-1980
Generation Y or Millennials 1980 - 1994
Generation Z or Phigitals 1995-2012
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
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
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 Culture for Successful Learning Environments with Multiple Generations
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.
TECHNOLOGY OWNERSHIP BY GENERATION
(https://library.educause.edu/~/media/files/library/2017/9/studentst2017infog.pdf)
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.
Unlike Millennials, who pursue personal fulfillment more widely than financial goals or job titles, Gen Z values college most as a means to secure a good job. (Malat, 2016)
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
35% of Millenials
More than 1/3 of Gen Z students own or plan to own their own business.
(Fong, 2018)
Small group discussions
Explain expectations clearly
What is the purpose of the assignment/assessment?
Clearly discuss varying perceptions and conflicts
Use job functions/duties in assignments
Provide feedback
Simulations
Games
Become "real" to all students - tell your story
Allow strengths of students to modify and improve weaknesses in others - the classroom becomes a "team"
Create a culture of mutual respect
Allow students to let their passions shine
Each generation sees farther than the generation that preceded it because it stands on the shoulders of that generation You're going to have opportunities beyond anything we've ever know. Ronald Reagan, 1981.
Dive Deeper into Learning - Articles and Research Studies
Teaching Across Generations
Robot-proof Higher Education by Joseph Aoun
UMUC Research Study (Smucny, (2010)
Facilitating an Intergenerational Classroom (Ferrell, 2017)
Teaching Across Generations (Longenecker, n.d.)
Intergenerational Classroom Communication
Instructing Multi-generational Students (McGraw & Martindale)
The Multiple Generations in Adult and Higher Education Classrooms (Hansman & McAtee, 2009)
Millennials
How Millennials are Changing Project Management in the Workplace
The Anatomy of the Modern Online Course to Meet the Needs for Future Learners
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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