Maximizing Learning in a Multi-Generational Setting Professor Michael Hunter Schwartz Washburn...
Transcript of Maximizing Learning in a Multi-Generational Setting Professor Michael Hunter Schwartz Washburn...
Maximizing Learning in Maximizing Learning in a Multi-Generational a Multi-Generational
SettingSetting
Professor Michael Hunter SchwartzProfessor Michael Hunter Schwartz
Washburn University School of LawWashburn University School of Law
Neil Howe & William Strauss, Millennials Rising 48 (Vintage 2000)
OverviewOverview
I. Goals for presentationII. Generational learning differences
A. What are generationsB. Generational learning differences
and their implications for design of CLE
III. Why adapting to the needs of the younger generations will also benefit those in the older generations
IV. Training the trainersV. Praxis (design exercise)
Goals for PresentationGoals for Presentation
You will . . .Understand the learning needs
and preferences among CLE attendees from a generational perspective
Be able to adopt approaches and make design decisions that meet the needs of all CLE attendees
OverviewOverview
I. Goals for presentationII. Generational learning differences
A. What are generationsB. Generational learning differences
and their implications for design of CLE
III. Why adapting to the needs of the younger generations will also benefit those in the older generations
IV. Training the trainersV. Praxis (design exercise)
What are What are generations?generations?
• Birth year within a 15-20 year range
• Similar experiences during childhood and young adulthood in terms of major public events and parenting experiences
• Share common beliefs and behavior
• Self-perceived to be a generation
• Silent Generation (now ages 64-81)
• Boomers (now ages 46-63)• X Generation (now ages 25-45)• Millenials (a/k/a Y generation)
(now ages 1-24)
Which generations attend Which generations attend CLE?CLE?
OverviewOverview
I. Goals for presentationII. Generational learning differences
A. What are generationsB. Generational learning differences
and their implications for design of CLE
III. Why adapting to the needs of the younger generations will also benefit those in the older generations
IV. Training the trainersV. Praxis (design exercise)
What differences have What differences have you observed?you observed?
Differences per Experts Differences per Experts and Their Design and Their Design
ImplicationsImplications1. “Meaningful” activities
a. Differencesi. Knowing why ii. “Just in case” learning vs.
“Just in time” learningb. Implications
2. Attendee Attention and the Role of High Tech and Visuals
3. Group Work4. Feedback5. Expect Multi-Modal Instruction
• New generation learners want to know why they are learning what they are learning
• New generation learners prefer to learn “just in time” instead of “just in case”
Importance of Importance of Meaningful ActivitiesMeaningful Activities
“I do have a test today . . .It’s on European Socialism. I mean, really, what’s the point? I’m not European. I don’t plan on being European. So who gives a crap if they’re socialists? They could be fascist anarchists.”
--Ferris Bueller in Ferris Bueller’s Day Off
Implications of the Need Implications of the Need for Meaningful Activitiesfor Meaningful Activities
• Disclose objectives (define what they will know and be able to do)
• Schedule CLE based on existing projects
• Redesign CLE programming away from the “show and go” model
Goals
Differences per Experts Differences per Experts and Their Design and Their Design
ImplicationsImplications
1. “Meaningful” activities2. Attendee Attention and the Role of
High Tech and Visualsa. Differences
i. Attention differences ii. View of technology differences
b. Implications3. Group Work4. Feedback and Instructor Contact5. Expect Multi-Modal Instruction
Focused Attention Focused Attention Differences: IntroductionDifferences: Introduction
The
Environment
The Senses
See, hear, feel, etc.
Start
Selective Attention
Long-Term
Memory
Working Memory
End
Retrieval
Encoding
Response Generato
r
More easily distracted
Focused Attention Focused Attention DifferencesDifferences
Focused Attention Focused Attention DifferencesDifferences
• Used to higher levels of stimulation (e.g., edutainment)
• Used to quickly decoding visual metaphors (music videos)
• Possible Myth: New generation learners can more effectively multi-task
High Tech High Tech ExpectationsExpectations
What have you bought for me lately?
Implication: Use Note-Implication: Use Note-Taking Guides to Increase Taking Guides to Increase
FocusFocus
• See handout for this presentation
• Increases focus because attendees are gathering the information
• Also (incidentally) increases retention
Implication: Use Imagery to Implication: Use Imagery to Create Visual Metaphors for Create Visual Metaphors for
ConceptsConcepts
Intervening Causes
Duress
Damages inadequate if:
1. Uncertain OR
2. Irreplaceable contract subject OR
3. Uncollectible
Implication: Use Implication: Use PowerPointPowerPoint
Millennials trained to use it Xers and Millenials expect it Maximizes instructional time
by speeding communication of key ideas and problems
D1 negligently treats P’s heart condition, such that P, while resting his arms on a railing as he was viewing the Grand Canyon, suffers a severe heart attack. At that same moment, D2 negligently bumps into P such that P falls over into the canyon and dies when he hits the ground. An autopsy reveals P died from crashing to the canyon floor but would have died anyway from the heart attack. Discuss P’s claims against D1 and D2.
Implication: Implication: Integrate Music and VideoIntegrate Music and Video
Learned Hand’s B<P*L Formula
Implication: Use “The Implication: Use “The Clickers”Clickers”
W and S entered into the Widgetwerks contract. For each of the first two months of the contract, S submitted a Statement of Charges for S’ expenses, many of which had not received prior approval. W paid both in full. In the third month, S again submitted a statement that included expenses which had not received prior approval. W’s CFO refused to pay the invoice, truthfully stating the prior payments had been the result of “a secretarial error.” S’ best argument that W must pay the third statement is:a. Course of performanceb. Estoppel c. Waiverd. Bad faith
Instant MessagingInstant Messaging
Live Discussion: October 3, 2006 – Tuesday: 9:25 AM - 10:55
AM 10/3/2006 9:58:15 AM Tollefson says: The horse may have run into the railing either way. However, if the railing had been painting, the startled horse may have seen it, and stopped before running into it.10/3/2006 9:58:54 AM Herrington says: Yes; but for the fence not being white, the accident likely would not have happened10/3/2006 9:59:04 AM Shinkle says: No, the horse bolted from the race; he probably would have jumped the railing if he saw it10/3/2006 9:59:10 AM Tucker says: they paint rails to allow horses to see them10/3/2006 9:59:20 AM Ratcliffe says: Maybe not, because this event still could have occurred if the fence had been painted. something else could have been wrong with the horse; the jockey could have better controlled the horse.10/3/2006 9:59:36 AM Kohls says: it was a violation of a reg. . . . like Cay10/3/2006 9:59:58 AM DeLaughder says: that’s breach... not causation10/3/2006 10:00:55 AM DeLaughder says: but for D’s negligence, the horse would have seen the rail and not turned into an exit the horse behaviorally was used to using10/3/2006 10:01:46 AM Hendrix says: and the D knew horses 'knew' that was a point of exit, thus, they should have known or foreseen that a horse may try to exit that way
Differences per Experts Differences per Experts and Their Design and Their Design
ImplicationsImplications
1. “Meaningful” activities2. Attendee Attention and the Role
of High Tech and Visuals3. Group Work
a. Differencesb. Implications
4. Feedback and Instructor Contact5. Expect Multi-Modal Instruction
Used to and Used to and Comfortable with Small Comfortable with Small
Group WorkGroup WorkThey actually want to work in small groups?
Best Practices for Avoiding Best Practices for Avoiding Dysfunction in Small Group Dysfunction in Small Group
ActivitiesActivities
• Defined, narrow, realistic task
• Assigned roles • Adequate facilities• Optimal size groups• Mobile instructor
Differences per Experts Differences per Experts and Their Design and Their Design
ImplicationsImplications
1. “Meaningful” activities2. Attendee Attention and the Role
of High Tech and Visuals3. Group Work4. Feedback and Instructor Contact
a. Differencesb. Implications
5. Expect Multi-Modal Instruction
Expect High Quality Expect High Quality Feedback and Instructor Feedback and Instructor
ContactContact
More work for us?
Ideas for Integrating Ideas for Integrating Feedback into CLE Feedback into CLE
ExperiencesExperiences
The “Clickers”The “Clickers”
FeedbackFeedbackFrom instructorFrom instructorFrom peer or by self with guidelines From peer or by self with guidelines
or model answeror model answer
Small Groups (intervene in Small Groups (intervene in discussions) discussions)
Differences per Experts Differences per Experts and Their Design and Their Design
ImplicationsImplications
1. “Meaningful” activities2. Attendee Attention and the Role
of High Tech and Visuals3. Group Work4. Feedback and Instructor Contact5. Expect Multi-Modal Instruction
a. Differencesb. Implications
Multi-Modal InstructionMulti-Modal InstructionWhat is it and why should we bother?
Ideas for Expanding the Ideas for Expanding the Modalities of CLE Modalities of CLE
InstructionInstruction Adopt many of the techniques
demonstrated here
Integrate “Cognitive think-aloud” demonstrations
Integrate problems and illustrations, especially movie and television clips
Sequence teaching format changes across the entire presentation
Computerize some CLE training so it can be accessed day or night
OverviewOverview
I. Goals for presentationII. Generational learning differences
A. What are generationsB. Generational learning differences
and their implications for design of CLE
III. Why adapting to the needs of the younger generations will also benefit those in the older generations
IV. Training the trainersV. Praxis (design exercise)
Why Attendees in the Older Why Attendees in the Older Generations Also Will Generations Also Will
BenefitBenefit
• Arousal and memory
• Active learning vs. passive learning
• Lessons from the Constructivist Learning Theorists
• Lessons from expertise research
OverviewOverview
I. Goals for presentationII. Generational learning differences
A. What are generationsB. Generational learning differences and
their implications for design of CLEIII. Why the “new” techniques are effective
with all learners regardless of generationIV. Training the trainersV. Praxis (design exercise)
Ideas for Training the Ideas for Training the TrainersTrainers
• Technology training and support• Importance of also explaining the
“whys”• Adopt, for your training, the
techniques you are recommending• Online training• [Ideas for motivating the trainers to
change is an entirely different issue.]
Design a Design a
Multi-Generational CLEMulti-Generational CLE