Ortiz presentation

Associate Professor Lisa Ortiz

Metropolitan State University of Denver

Challenging the Myths and Succeeding atMulti-Generational Teaching

Challenging the Myths & Succeeding at

Multi-Generational Teaching

• The Multi-Generational Audience– Generational Similarities– Pitfalls to Avoid– Celebrate the unique attributes of 4 Colorado cohorts

• Common Myths– Technological Stereotypes– Learning Styles and Expectations

• Successful Teaching Strategies– Universal Design for Learning (UDL)– Group Experiences– Time Management– Gamefication in the Classroom

ADULT LEARNERSFirst, the Generational Similarities

Generational Similarities: Adult Learning Tenets

• Adult students need to see their learning as practical and relevant, particularly in higher education

• Adults need to feel as if their life experienceis important -- it helps connect old and new knowledge

• Adults will generally prepare more for learning -- unless in life crisis

• Adults want to learn to solve a particular problem or accomplishment – they want to stay focused

• Adults are more intrinsically motivated to learn than children. They are generally learning by choice, and do not need the extrinsic motivational rewards that children do.

Generational Similarities: Pitfalls to Avoid

• Ignoring generational differences completely

• Trying to appeal to all generations in the same assignment

• Not asking and expecting students to bring their life experiences into the classroom

• Not asking and expecting students to stretch beyond their comfort zones

MULTI-GENERATIONAL LEARNERSCelebrate the unique attributes

Meet the Multi-Generational Learner:

The Traditionalist (born before 1945)

• Profile

– Hard work

– Loyal employee

– Sacrifices for the company

– Financially thrify

– Conforms

• Technology of the Era

– Print

– Radio



• Seminal Life Events

– 1937 Hindenburg tragedy

– 1937 Disney’s first animated feature (Snow White)

– 1941 Hitler invades Russia

– 1941 U.S. enters World War II at Pearl Harbor

– 1945 World War II ends in Europe and Japan

– 1947 Jackie Robinson joins major league baseball

– 1947 HUAC investigates film industry

– 1950 Korean War begins



• Learning Motivation– Public recognition

– Training relevant to organizational goals

– Leadership opportunities

• Delivery Methods– Accustomed to classroom-

based lectures

– Dislike role plays and learning games; they fear feeling foolish

• Approach to Learning– Tell Me What to Do

• Feedback– Assume they are meeting

objectives unless they receive contrary feedback

Instructional Strategies • Traditionalists

Learning Preferences Styles

• Like the “traditional” classroom structure

• Will not generally contradict or disagree with instructor in front of others

• Does not enjoy being singled out in group discussions or for questions

• Likes to practice alone, not in groups

• Not likely to ask questions during discussions

Instructional Strategies

• Organize content in bullet/outline form and not too much

• Use at least 12 point type • Take your time through the

important points • Don’t assume that all are

techno phobic • Give computer/research

assignments • Fastest growing segment of

population learning to use the Internet

• Encourage periodic movement during class time


The Baby Boomer (1945-1964)

• Profile

– Workaholic

– Optimistic

– Crusades causes

– Success = materialism

– Works efficiently


– Print

– Radio/Television



• Seminal Life Events– 1954 First transistor radio– 1960 Birth control pills

introduced– 1962 John Glenn circles the

earth– 1963 Martin Luther King,

Jr. leads march on Washington

– 1963 President Kennedy assassinated

– 1965 U.S. sends troops to Vietnam

– 1966 Cultural Revolution in China begins

– 1967 World’s first heart transplant

– 1969 U.S. moon landing– 1969 Woodstock– 1970 Women’s liberation

demonstrations



• Learning Motivation– Public and peer recognition

– Training relevant to career goals

– Training by invitation is a perk

• Delivery Methods– Accustomed to lecture and/or

workshops

– Small group exercises

– Discussion may elicit "safe" rather than honest answers

• Approach to Learning– Show Me What to Do

• Feedback– Prefer well-documented

feedback all at once

Instructional Strategies • Boomers


• Enjoy working in creative and independent manners

• Sensitive to criticism • Often posses significant

professional experience • Require lots of interaction and

“talk” time • Enjoy icebreaker and

introduction activities • Prefer a spirit of collegiality in

classroom • May have problems with

authoritarian Instructors


• Give plenty of time to practice new skills alone

• Organize materials with headings

• Put details on a separate sheet • Use at least 12 point type • Have a tendency to “know”

things but not be able to demonstrate them

• Do not generally like role-play exercises

• Enjoys most team projects • Can serve as group leaders,

appealing to their “me” focus


Generation X(1965-1979)

• Profile

– Work-life balance

– Independent

– Lives for today

– Distrusts companies and government

– Bends rules if needed


– Print

– Radio/Television

– Personal Computer



• Seminal Life Events– 1973 Global energy crisis– 1976 Tandy and Apple

market PCs– 1978 Mass suicide in

Jonestown– 1979 Margaret Thatcher

becomes first female British Prime Minister

– 1979 Massive corporate layoffs

– 1980 John Lennon killed– 1981 AIDS identified– 1986 Chernobyl disaster– 1986 Challenger disaster

– 1987 Stock market plummets

– 1989 Exxon Valdez oil spill– 1989 Berlin Wall falls– 1989 Tiananmen Square

uprisings



• Learning Motivation

– Training as fast track to success

– Recognition from instructor

– Mentoring opportunities

• Delivery Methods

– Accustomed to eLearning

– Experiential learning, such as role play activities

– On-the-job training and self-study, allowing them to multi-task

• Approach to Learning

– Why Do I Need to Learn This?

• Feedback

– Prefers regular feedback

Instructional Strategies • Gen XersLearning Preferences Styles

• Self-reliant

• Require regular, if not constant, feedback

• May lack interpersonal skills

• Can be cynical

• Require relevance in assignments and courses

• Often impatient

• Consider themselves to be technologically capable

• Are adaptable and informal


• Will resist working outside class

• Use pop-culture examples when possible

• Give lots of individual attention

• Use most exciting material in short lecture (15-20 min)

• Use small groups to cover other material

• Use bullets, graphics, and white space - visual appeal is key

• Explain why assignments, courses, skills are important


The Millennial/Gen.Y(1980 & later)

• Profile

– Realism

– Confidence

– Extreme fun

– Social and networking

– Structured environment with clear expectations


– Print, Radio, TV

– Computers, the Internet

– Mobile Media

Note: This generation has come full cycle from the “No Child Left Behind Act” – Standardized testing!



• Seminal Events– 1990 Nelson Mandela

released

– 1993 Apartheid ends

– 1995 Bombing of Federal building in Oklahoma City

– 1997 Princess Diana dies

– 1999 Columbine High School shootings

– 2001 World Trade Center attacks

– 2001 Sept. 11 attacks

- 2002 Enron/corporate scandal- 2003 War begins in Iraq- 2004 Tsunami in the Asian Ocean- 2005 Hurricane Katrina



• Learning Motivation

– Learning as fast track to success

– Structured assignments with tight deadlines

– Networking opportunities

• Delivery Methods

– Accustomed to eLearning, wikis, blogs, podcasts, and mobile applications

– Hands-on learning and collaboration leveraging technology

•Approach to Learning-Connect Me to What I Need

•Feedback- Prefers frequent, on-demand feedback

Instructional Strategies • Millennials


• Accustomed to group work

• Comfortable with active learning

• Multi-task with ease

• Technological experts

• Goal and achievement oriented

• Require more structure and mentoring

• Learn from failure

• Motivated by money and earning potential


• Give relevant activities with several steps

• Use the most appropriate technology, examples, and references available

• Tie course goals to economic gain

• Get creative or allow them to be creative with assignments

• Give reading materials for lectures or supplemental information

MEET SOME MYTHS

Myth #1 – Technological Skills

• Older Generation (Traditionalists

& Boomers) Lack Technical Skills– A person who has several

years logged in the real world work force has been forced to learn how to roll with the technological punches.

– They didn’t learn previous waves of technology by watching a YouTube video, they used them…. everyday…. to do their jobs.

– They may not be proficient on the latest gadget, but they can learn a new inventory system in their sleep.

Myth #1 – Technological Skills

• Younger Generations (GenX&Millennials) Have Advanced Technical Skills

– Most people under the age of 30 can run a smart phone in their sleep while uploading a video and changing their Facebookstatus, but most of them have absolutely no experience with things like data security, programming languages, or technical infrastructure.

Myth #2 - Learning Styles-Expectations

• Older generations learn better from lectures than younger generations.

• Research has shown that all adults, regardless of their age, learn better with active engagement and participation than passive listening. Many of today’s learners will no longer tolerate long, irrelevant monologues by presenters.

STRATEGIES

Strategy #1 • Universal Design for Learning

• UNIVERSAL DESIGN FOR LEARNING (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn.

From the Higher Education Opportunity Act 2008• The term UNIVERSAL DESIGN FOR LEARNING means a

scientifically valid framework for guiding educational practice that:– (A) provides flexibility in the ways information is presented, in

the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and

– (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students with limited English proficiency.


Principle I

• Provide Multiple Means of Representation– Learners differ in the ways that they perceive and

comprehend information that is presented to them. • For example, those with sensory disabilities (blindness or

deafness); learning disabilities (dyslexia); language or cultural differences, etc. all require different ways of approaching content.

• Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text.

– Learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. Providing options for representation is essential.

– Present content in multiple modalities.


Principle II

• Provide Multiple Means of Action and Expression– Learners differ in the ways that they can navigate a

learning environment and express what they know. • For example, individuals with significant movement impairments

(cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, etc. approach learning tasks differently. Some may be able to express themselves well in written text but not speech, and vice versa.

• Action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

• Provide project/assignment options


Principle III

• Provide Multiple Means of Engagement– Affect represents a crucial element to learning, and

learners differ markedly in the ways in which they can be engaged or motivated to learn.

– There are a variety of sources that can influence individual variation in affect including motivation, neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.

– Some learners are highly engaged by spontaneity and novelty while other are disengaged, preferring a strict routine. Some learners might like to work alone, while others prefer to work in groups.

– Providing multiple options for engagement/participation

UDL Guidelines

UDL Resources

• National Center on UDL (http://www.udlcenter.org/)

• Examples and Resources (http://www.udlcenter.org/implementation/examples)

• UDL Toolkit (http://udltechtoolkit.wikispaces.com/)

• Web Accessibility (http://webaim.org/)

http://www.udlcenter.org/

http://udltechtoolkit.wikispaces.com/

http://webaim.org/

Strategy #2 • Group Assignments

Work to foster a team environment

• Consider the use of formal groups with clearly defined roles that are rotated throughout the group – Assign group roles for the first few team projects – Enforce individual accountability for group projects– Encourage discussion between the groups– Recognize excellent performers individually

• Require participation in some form each class period• Give individual work in addition to group work

– Appeals to the individual nature of Gen-Xers and the Traditionalists

– Allows Boomers to be in charge of their own success

Strategy #3 • Time Management

Strategy #3 • Time Management

• Create a course FAQ discussion area. This is a place for students to ask questions (raising their virtual hand). This reduces email and encourages student interaction.

• Create a To-Do list in each module. Clear directions significantly reduce confusion and provide learners with sequencing and time mgt suggestions.

• Establish written rules and expectations early regarding deadlines, participation, communication, etc.

• Take advantage of toolswithin the CMS such as calendars and reminders, student tracking, self-graded tests, project rubrics, etc. Embedded external tools such as wikis, Google tools, portfolios, social bookmarks, etc. all can increase class efficiency.

• Suggest a working routine – Develop a suggested schedule for learners to interact with reading materials, discussion boards, assignments, tests, etc. Whether you prefer hrs/week or check-in/day, give them your expectation, and tell them why. Your logic may not be obvious to these adult learners. Expect them to actually spend about half of what you suggest.

Strategy #4 - Gamefication

• Gamification is not about video games; it’s about employing game theory and game mechanics in non-game environments in order to engage users and solve problems.

• Many industries are adopting gamification as a way to increase engagement and participation.

• Gamification is not expensive and appeals to all generations.


Gamification for Traditionalists and Baby Boomers

• Most adult students are already familiar with game theory, (even if they don't know it)– Airlines, and many other, loyalty programs use game mechanics and theory –

such as collecting points and progressing toward a higher levels/status. – The Boy and Girl Scouts award badges for mastering activities and level up

according to accomplishments. – Education systems are based on completing a set of activities and leveling up –

in this case, the badge awarded is a diploma or degree.

• Baby Boomers have been conditioned to progress and respond to the challenges at hand. They believe in mastering concepts and putting in your time. Game theory builds on these basic premises.

• This group is comprised of a high number of achievers. Despite their altruistic intentions, Baby Boomers want a challenge; they want to be compared publicly to their peers and they want to progress to a higher status or level of achievement.


Gamification and Gen X (the Gamer Generation)

• Gamification is not about gaming. But the game theory used in creating addictive games is evident in gamification. The average gamer is 37 years old, making them a Gen Xer.

• Gen Xers are the in-between generation, sandwiched between two very large groups (approximately 80 million Baby Boomers and 78 million Millennials) that both get a lot of media attention. Gen Xersare looking for a way to get the recognition they deserve on their own time.

• Gen Xers are independent; the latchkey generation, spending a good part of their youth figuring things out for themselves. Self-reliance has been a key part of their development. They want to investigate, discover and create. They can do this independently or in groups.

• Gamification appeals to them because their natural curiosity propels them to continued action. If you want to appeal to this group, make sure your gamified features involve discovery and changing content.


Gamification and the Millennials(the Digital Natives)

• Millennials long for instant feedback and gratification, and have been conditioned to receive it since childhood. Their educational programs have been focused around interaction and sharing.

• Although Millennials have been lauded for their contributions to technology and their start-up mentality, they are largely the social generation. They are natural collaborators and sharers. They already believe their opinions should be heard and valued.

• In order to maximize their engagement, make sure there are ways for them to share expertise, comments and help others. They embrace a platform that allows them to showcase their skills and talents before the greater community. Incorporating boards and social commentary abilities is a great way to involve them.

5 Principles of Gamification1. Display progress through material/project/course

A. Progress bars (LMSs are starting to automate progress bars)

1) Fixed intervals (learning modules or lessons)

2) Random intervals to keep it interesting

B. Badges/Increasing levels (persistent reward) for completion of tasks

C. Rewards should reward both success and effort

2. Maximize competition among learners /groups

A. Standings list on a leaderboard

B. Separate extra credit and required materials

C. Respect privacy laws (FERPA)/ pseudonym options for students

5 Principles of Gamification3. Calibrate difficulty carefully

A. Allow for easy, early wins while students learn how to use the game

B. Require incremental (paced) challenges to skills to avoid both boredom and anxiety

4. Provide diversions

A. Provide breaks in the action as well, even in online courses (help avoid task-switch!)

B. Embedded mini games, web 2.0 interactivities, supplemental media, etc.

C. Embed Easter eggs (rewarding exploration) in the online material

5. Employ narrative elements (for longer term projects)

A. High concept elevator pitch (One sentence overview)

B. Start with a hook (story, mystery, challenge) to draw students in

C. Build from a central conflict to a payoff

Classroom Tips• Set ground rules early : Older generations are concerned with

following the rules and clear rules help focus younger generations with divided attention spans.

• Mix up classroom seating : Students tend to gravitate towards those like themselves. Have them count off and divide into tables (if feasible) so that more experienced learners can sit with less experienced learners. Alphabetized seating may also be a quick option in the beginning. Speed-seat introductions also works well.

• Share your credentials and experience : Educators who are younger than their learners can gain credibility by sharing their experience and background. However, educators should also expect to respond to challenging questions and be prepared to demonstrate their expertise to those who are less likely to grant instant credibility.

• Avoid pre-judgments based on generation : Ultimately, learners are all individuals, and factors other than age affect learning style. It is important to remember that each generation has experience to share, and encouraging them to do so can set the stage for success

References

• http://www.nten.org/articles/2012/the-multi-generational-appeal-of-gamification-in-online-communities

• http://www.dcoe.health.mil/Content/Navigation/Documents/Fact%20Sheet_Generational%20Learning%20Styles.pdf

• Bridging Multigenerational Gaps in the Online Classroom(http://tinyurl.com/c6uxs74)

• Teaching Across Generations, Baker College, Effective Teaching and Learning Department

• National Center on Universal Design for Learning (http://www.udlcenter.org/)

http://www.nten.org/articles/2012/the-multi-generational-appeal-of-gamification-in-online-communities

















http://www.dcoe.health.mil/Content/Navigation/Documents/Fact Sheet_Generational Learning Styles.pdf

http://www.dcoe.health.mil/Content/Navigation/Documents/Fact Sheet_Generational Learning Styles.pdf

http://deoracle.org/online-pedagogy/teaching-strategies/bridging-multigenerational-gaps-in-the-online-classroom.html

http://www.udlcenter.org/

Ortiz presentation

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