Gender and Gaming June 29, 2009
Posted by mikepmillard in : Teaching Millennials , add a commentGender and Gaming
One of my most persistent interests has to do with creative uses of gaming technology to enhance the learning experience. This past week I was captivated by a story in the national media that reported on the experiences of males and females in the gamming culture. This difference in gender expectations rang a bell in my mind and illustrated a fundamental characteristic underlying the experiences of both genders. The reporter stated this basic condition, and I paraphrase….for males games are all about shoot and kill everything you can and you win the game, for females the experiences were about, discovering, finding, cooperating, and creating. What does this tell us about the obvious gender bias within the gaming industry? And more importantly, what does this tell us about the enormous untapped potential of games to stir imaginations and provide an amazingly rich and creative immersive experience?
Anyone at all that has played games of the sort popularized by SimCity, and Civilization knows how addicting these games can be. With the popularization of World of Warcraft, a massive multi-user virtual environment (MMUVE) and secondLife, a user created virtual world, gaming for exploration has indeed gone mainstream. This form of interactive “play” has exploded within the educational community as literally thousands of colleges and universities, not to mention institutions, businesses, and governmental agencies have attempted to make their presence known in some form or another.
The issue of presence however is not enough to encourage real learning and exploration. It’s not enough to re-create a classroom or boardroom in a virtual environment to say learning is actually taking place. What is needed are novel uses of the medium. Show me how this untapped canvass can reveal worlds and environments not accessible through the classroom. I like to walk inside a volcano, explore a nucleus of a cell, and travel to distant galaxies; visit a historical event live and in person. You get my point, we should be transported by the experience, encouraged to interact, discover, and collaborate. Perhaps, in relation to gaming and education, the guys have shown us the way and the girls have made it more interesting making the medium their own.
Here is an example of an interactive molecule I found at the University of Massachusetts.
Interactive molecules
http://www.umass.edu/molvis/tutorials/dna/dnapairs.htm
As always, your comments are encouraged…
Mike
Technology and the Millennial Learner June 19, 2009
Posted by mikepmillard in : Teaching Millennials , 1 comment so far
For this week’s post I was asked to explore “new” uses of technology to enhance learning. This is certainly a compelling subject given the explosive growth of potential learning enhancements throughout the Tech/Ed world. Consider the ubiquitous nature of social media, web delivered content, serious games, wikis, blogs, tweets and a myriad of tools, widgets, and apps that promise to transform teaching and learning as we know it. But apart from the latest flash in the pan technology the current infatuation will all things “techie” has indeed drawn a lot of attention to a subject near and dear to us all…The creative use of technology to enhance teaching and learning. It becomes apparent that the subject is more about learning how to use technology, (evaluate, and motivate) as the ultimate goal after all is the learning. Technology in some ways, although stimulating and engaging, should happen in the background and facilitate learning making it more personal and engaging and provide the tools the learner needs today to succeed in an ever changing and information driven world.
To bring some resources to bear on this evolving subject I offer two different though not unrelated studies. First considering that advances in teaching methods can sometimes be “user driven” particularly when we consider the generational divide and the differences between digital natives, millennials, and their teacher predecessors, we must consider what our students can teach us. Secondly the successful integration of technology into well balanced multi-modal engagements can be viewed not only as to bridging this gap but essential if we are to provide the next generation with the tools they will need to succeed in the informational age. A 1995 Department of Education forum addressed the impacts of technology on achievement, motivation, and numerous measurable components pointing to the positive new competencies essential to success in the modern work environment. This can be viewed here at…http://www.nsba.org/sbot/toolkit/tiol.html
An equally important and companion study was recently posted on the Second Life Educators Listserv (SLED Educators Digest Vol. 1112, Issue 1) by a colleague. The paper, Why Don’t My Students Think I’m Groovy?: The New “R”s for Engaging Millennial Learners, by Cristy Price, professor of psychology Dalton State College, characterizes the millennial learner and explores why many educators today are regarded as ineffectual when teaching to this audience. This is a fascinating look at the generation gap and the expectations our students have for us. I have included the paper from the listserv here, enjoy!
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Why Don’t My Students Think I’m Groovy?: The New “R”s for Engaging
Millennial Learners
Christy Price
Dalton State College
cprice@daltonstate.edu
Ask colleagues who have taught undergraduates for a decade or more if
students have changed, and they will typically respond with a resounding,
“YES!” My interest in this new breed of students was piqued when I began to
notice unrealistically high expectations of success among my students
combined with an astonishingly low level of effort on their part. After
having read the “Bible” on assessment, Angelo and Cross’s Classroom
Assessment, I began to embed formative assessments in the courses I taught
more regularly. One of these assessments turned out to be particularly
valuable. After the first major assessment or exam, I asked students to
anonymously respond to the following four questions:
1. What did you do to prepare for the exam?
2. Considering what you did to prepare for the exam, what grade did you
expect to earn?
3. What will you do differently in preparing for the next exam?
4. Is there anything I can do to assist you in preparing for the next exam?
In response to the first question, students offered up surprisingly candid
responses. For example, they replied, “I read parts of the chapter” and “I
looked over my notes the night before and reviewed during my class that
meets right before.” There was the classic commuter student response: “I
looked over my notes in the car before coming to class,” and my personal
favorite, “I’m going to do much better next time, now that I bought the
book.” This student sat through three weeks of class and took the first
exam without purchasing the required text! The most astonishing part of all
of this was when these students were asked what grade they expected to earn,
they confidently listed an A or a B.
The gap that existed between students’ level of effort and their expectation
of success was only one of many Generation Y or Millennial issues thwarting
my efforts to change the world through molding young minds, so I did what
any other self-respecting teacher of psychology would do: I expressed my
negative emotions through interpretive dance and went to the literature!
In my search, I discovered a wealth of information describing the
characteristics of Generation Y Millennials (born between 1981 and 1999) and
their hovering parents. Howe and Strauss (2007) described Millennials as
wanted children who grew up central to their parents’ sense of purpose.
These helicopter parents have often sheltered them, a practice that tends to
extend the students’ adolescence and delay their development of
independence. In her book Generation Me (2006), Jean Twenge described
Generation Y as the first generation to be fully raised in the aftermath of
the technological revolution in which information has been readily available
to them with the click of a mouse. This environment has driven them to be
demanding educational consumers with no tolerance for delay. In addition,
Twenge found that Generation Y youth are more likely to seek wealth as
opposed to meaning and purpose in life; therefore, they typically view their
college education as a means to an end. For these reasons, Generation Y
Millennials often fail to see the value of a liberal arts education.
Finally, this generation finds social rules less important and they have
become very informal in their writing, speaking, dress, and interactions
with authority figures. This generational shift has undeniably increased
incivility in the classroom.
Although there is an abundance of information focused on the traits of
Millennials, very little has been published regarding how these
characteristics impact the teaching and learning process. One exception is
Ellen Pastorino’s 2006 E-xcellence in Teaching essay, “When Generations
Collide in the Classroom,” in which she makes a case for understanding
generational differences and their potential impact on our teaching. In
keeping with Pastorino’s assertion, I conducted a qualitative analysis of
narratives provided by more than a hundred Millennial learners. What I
uncovered was truly enlightening, and it transformed my teaching.
Over the past year, I have maintained an almost dizzying schedule of invited
addresses and faculty development workshops sharing the findings of this
research on the Millennial learner. Whether we like it or not, the
Millennial learner is the new generation of student that we must influence,
inspire, and serve. So take heed, and be warned! There may be moments
during the reading of this essay when you become irate, vehemently protest,
and perhaps even secretly plot to slash the tires of my minivan! At these
moments, it is important to bring yourself back to a peaceful place with a
Tantric Chant or an herbal tea and remember that as the author of this
article, I am simply sharing what Millennial learners have offered up and so
desperately wish for us to hear.
The student narratives I collected focused on three main areas and provided
Millennial student perceptions regarding: (a) professors who were familiar
with Millennial student culture versus those who were not; (b) their ideal
professor; and (c) their ideal learning environment.
Student Perceptions of Professors Who Are Familiar With Millennial Culture
Versus Those Who Are Not
In distinguishing between professors perceived as familiar with Millennial
culture versus those who are not, Millennial learners noted the following
differences:
1. Techno-savvy. Millennials view a professor’s ability to effectively
utilize technology as an indicator of his or her connectedness to their
culture. In fact, when asked to write about professors perceived as
unfamiliar with Millennial culture, one student wrote in frustration, “My
professor is not up to date with technology. He is still confused about how
to work the VCR!”
2. Currently relevant. Use of “real,” “relevant,” and “current” examples
was one of the most obvious themes apparent among professors perceived as
connected to Millennial culture. As one student commented, “Use of old
shows like Taxi are not practical references that the average college
student can relate to.”
3. Seriously humorous. Surprisingly, Millennials associated our tone of
voice as an indicator of our lack of connection to their culture.
Instructors perceived as “boring” or “monotone” were seen as lacking
connection to Millennial culture. I realize this is disheartening news to
those of us who are innately boring. To make matters worse, respondents
perceived professors to be more connected to Millennial culture when they
used “humor” and, dare I quote the other word they used, “fun.”
4. Relaxed and relatable. Respondents perceived professors who “listened,”
“related,” and “talked to students about their lives,” as connected to
Millennial culture and perceived those professors who were “unattached” or
solely focused on course content as not connected to Millennial culture. As
one respondent lamented about her biology professor, “…he doesn’t really
talk about anything that we are interested in… he only talks about
strictly class stuff and he won’t go off onto anything else… he doesn’t
seem like he is into anything but scientific things.” Imagine that, a
biology professor who wants to talk about science!
Millennials also identified professors they perceived as “down-to-earth,”
“informal,” “relaxed,” and “flexible,” as connected to the Millennial
culture; while those described as “uptight,” “strict,” “intimidating,” or
“condescending” were perceived as not connected to Millennial culture. In
general, Millennials seem to strongly resist authoritarian power structure.
Respondents relayed numerous examples of what they viewed as rigid course
policies and harsh reactions on the part of the professors perceived as not
connected with their culture. Student responses such as “if you forget to
turn off your cell phone and it rings, it’s like you’re the devil” and “my
professor locks us out if we are late and does not allow us to wear hats”
perfectly illustrate key generational differences between a mainly Baby
Boomer professoriate and a new Millennial generation of learners.
The Millennials’ Ideal Professor
Most astonishing of all the findings of my study on Millennial learners were
their perceptions regarding the ideal professor. The Top Five List below
summarizes respondents’ views. Millennials feel that the ideal professor
should be:
5. “Energetic,” “enthusiastic,” and “upbeat” with a “positive attitude.” I
know upon reading the student quotes above, some of you may suddenly feel
nauseous. Or perhaps, like me, the very thought of students desiring me to
be “upbeat” drains my energy. The audacity of it all!!!
4. “Open-minded” and “flexible.” Unfortunately, students are not using the
term “flexible” in the physical “Pilates” sense, as they desire flexibility
in assignments, course policy, and our interactions with them.
3. Alert as to whether students understand.
2. “Nice,” “friendly,” “caring,” and “helpful.”
If all this is not disturbing enough, the number one characteristic of the
Millennials’ ideal professor is:
1. “Approachable” and “easy to talk to.”
It is hard to believe that what these students basically want is for us to
be decent individuals who are responsive to them! As the sarcasm begins to
drip from the page, it is important to note that I did ask for Millennials’
views of the ideal professor. We should at least give them credit for not
expecting us all to have chili peppers at ratemyprofessor.com. Upon further
analysis of their responses, what is most intriguing is not what is on their
list, but perhaps what is missing. In other words, they seem to care more
about who we are and how we interact with them, than they care about what we
know. What is painfully obvious is Millennial learners’ responses suggest
they highly value positive interactions with their professors.
The Millennials’ Ideal Learning Environment
The next Top Five List below summarizes Millennials’ perceptions regarding
their ideal learning environment. Millennials felt the ideal learning
environment was one in which:
5. “Students know one another” and “work together in groups.” This is
consistent with Millennials’ team orientation, interdependence, and desire
for connection.
4. Learning is “relaxed,” “enjoyable,” and that awful “F” word we dread
hearing… “fun”
3. A multimedia format is utilized, including podcasts, on-line activities,
video, PowerPoint, etc.
2. “Real examples” that are “relevant” to their culture are used.
The number one characteristic Millennial respondents desired in an ideal
learning environment was that it be:
1. “Interactive” and “participatory.”
Interestingly, the most consistent theme present in the analysis of the
Millennial responses was they preferred a variety of teaching methods as
opposed to a “lecture only” format. It is important to note that these
Millennial students did not attack the lecture method altogether, but they
had strongly negative perceptions of learning environments in which lecture
was the only method used. According to one Millennial respondent, “If you
lecture all throughout the time then we get bored. If you are constantly
changing from lecture, to discussion, to group work, that helps a lot. It
helps keep us awake and we learn more. Stuff gets into our head better.”
Summary
In presenting on this topic, I often summarize the main themes of this
research with the following five new “R”s for engaging the Millennial:
Relevance. Millennials do not typically value information for information’s
sake. One of the greatest challenges of the professoriate will be to
connect course content to the current culture, and make learning outcomes
and activities relevant to Millennial learners and their future.
Rationale. Unlike Boomers who were raised in a more authoritarian manner in
which they more readily accept the chain of command, Millennials were raised
in a non-authoritarian manner and are more likely to conform, comply, and
adhere to course policies when they are provided with a rationale.
Relaxed. Millennials thrive in a less formal, more comfortable learning
environment in which they can informally interact with the professor and one
another.
Rapport. Millennials are extremely relational. They are more central to
their parents’ lives than previous generations and are used to having the
adults in their lives show great interest in them. They appreciate it when
professors show that same interest, and they seem to be more willing to
pursue learning outcomes when we connect with them on a personal level.
Research-based methods. Millennials have grown up in an era in which they
were constantly engaged. When they are not interested, their attention
quickly shifts elsewhere. This research suggests Millennials prefer a
variety of active learning methods, as opposed to a more traditional
lecture-only format.
Conclusion
Clearly, meeting the needs of Millennial learners is a topic still under
study, yet I highly encourage you to apply these initial findings to your
practice in the classroom. I regularly receive enthusiastic e-mails from
professors who have participated in my workshops and subsequently altered
their methods. It is my hope that this essay will inspire you to do the
same.
References
Angelo, T. A., & Cross, P. K. (1993). Classroom assessment techniques: A
handbook for college teachers. San Francisco, CA: Jossey-Bass.
Howe, N., & Strauss, W. (2007). Millennials go to college. Great Falls,
VA: LifeCourse Associates.
Pastorino, E. E. (2007). When generations collide in the classroom. In B.
K. Saville, T. E. Zinn, S. A. Meyers, & J. R. Stowell (Eds.), Essays from
e-xcellence in teaching, 2006 (Ch. 4). Retrieved from the Society for the
Teaching of Psychology Web site:
http://teachpsych.org/resources/e-books/eit2006/eit2006.php
Twenge, J. M. (2006). Generation me: Why today’s young Americans are more
confident, assertive, entitled — and more miserable than ever before. New
York: Free Press.
About the Author
A Professor of Psychology at Dalton State College, Christy Price has been
teaching at the collegiate level for seventeen years. Christy won the
Excellence in Teaching Award at Dalton State in 2007, the University System
of Georgia Teaching Excellence Award in the Two and Four-Year College sector
for 2008/2009, and she was honored by the National Resource Center for the
First-Year Experience and Students in Transition as one of ten Outstanding
First-Year Student Advocates for 2009. Christy’s awards are, in part, a
result of her use of innovative strategies in assisting students to achieve
learning outcomes. Her dynamic and interactive style make Christy a
favorite as a professor and presenter. As a recipient of an institutional
foundation grant award, Christy has studied teaching techniques that
influence student motivation. Her most recent research focuses on engaging
Millennial learners and preventing incivility in the classroom.
What technologies are educators using? June 10, 2009
Posted by mikepmillard in : Technology in Education , add a commentThis topic demands particular attention since we are inundated with what seems like a never ending stream of choices or distractions given your point of view. Technology particularly related to the web, with e-this and e-that promising to transform teaching and learning as we know it the question must be asked how do we make sense of it all? There has been a lot written on this subject of late but again some starting places useful to educators include Education World/ The educator’s best friend, technology archive, http://www.education-world.com/a_tech/archives/technology.shtml Here you will find a systematic and categorized break down of technologies, applications, and experiences by real educators in real life situations.
Scholarly works papers and resources are available at the EDITLIB Education and Information Technology Library where a paper entitled “Technology-Using Teachers: How Powerful Visions and Student-Centered Beliefs Fuel Exemplary Practice” by Ertmer, Ross, Gopalakrishnan from Purdue University can be found along with countless others. http://www.editlib.org/p/8949
So what are you using? What has been your experience, and those of your students? What teaching technologies would you recommend, or not, and why?
Hello world, Let’s get started! June 9, 2009
Posted by mikepmillard in : Technology in Education , 1 comment so farSince this is a collaborative blog I should mention two of the most active e-Learning blogs available today. Tony Karrer at http://elearningtech.blogspot.com/ offers the premier version, and this is my opinion, of a world class e-Learning technology blog. He covers a variety of fascinating topics with a flair and expertise that makes him the industry leader that he is. Secondly, but equally as important is Cathy Moore’s blog, Making Change, http://blog.cathy-moore.com/about/ . Here she provides in her words…” practical ideas that will help you create lively, powerful e-learning for adults in the business world.”
Now with these two alone if this is just the beginning there are limitless possibilities to where this might lead. But to begin in earnest let me provide a question or topic of the day. Recently a colleague of mine and I were discussing how we as content developers often exist in two very different worlds simultaneously, the world of learning theory, and the world of content production. Or scholarship vs. business as my friend aptly pointed out. My question today is ….
How do we as educators and trainers of the next generation reconcile these often conflicting forces? This is particularly salient in regards to the adoption of the “new technologies” made available by the worldwide web. What experiences can be shared that shed light on this subject, and what means can we as teachers employ to strike a necessary balance?
Your comments are encouraged….
