Monthly Archives: June 2012

Making the Connection between Millenial Students and Online Education

by Hap Aziz

Earlier this week I attended a conference (for our Ellucian CIOs), and one of the sessions that greatly interested me was “Millienial Behaviors and Higher Educations Focus Group Results” presented by Richard Sweeney, the university librarian for the New Jersey Institute of Technology. Mr. Sweeney’s session was actually in two segments: he first discussed what the research has revealed about Millennial students, and then a group of 13 college and university students were brought onstage as a live focus group. He asked the group several questions (the answers the students gave to some of which were quite surprising), and then for about the last 15 minutes of the session, the students fielded questions from the audience.

Millennial students were defined as those now going to school that were born between 1980 and 2000 – aged ranging fr0m 12 to 32 years old. In a study* comparing Millennial medical students to Generation X medical students, the Millennials were found to be more warm and outgoing, more abstract than concrete, more adaptive and mature, more dutiful, more socially bold and adventuresome, more sensitive and sentimental, more self-doubting and worried, more open to change and experimenting, and more organized and self disciplined. One of the key findings of the study is that Millennials “have greater needs to belong to social groups and to share with others, stronger team instincts and tighter peer bonds, and greater needs to achieve and succeed” (p. 574). The implications are fuzzy when it comes to online learning. Must these social groups be face to face, or will online social networks provide the requisite connectivity between the individuals?

In either case, as educators we need to optimize the social characteristics of the online experience in order to facilitate the Millenials’ feelings of belonging and abilities to bond with their peers. Another datapoint** shared by Mr. Sweeney is that for Millennials, “interaction and a sense of community are the key requests of those born digital when it comes to online learning, as surveys indicate” (p. 248). If we look at examples of online interaction such as participation in Xbox Live or the Playstation Network, we see that it can be quite compelling. Millions of recurring users subscribing to a pay-for-play model is a strong indicator of success in this case.

Having the student focus group allowed us to ask a sample of Millennial students about their perceptions, and one of the questions was whether or not they liked the online mode of learning. Without exception, all the student panelists expressed the sentiment that their online courses were not engaging, with consensus that online courses were not effective as an avenue for learning. I wanted to dig deeper in this direction, hoping to draw a distinction between online courses and online learning. I asked the students whether or not they were comfortable going online to learn about anything, say for a hobby interest or particular need they may have had at some point in time. Again, there was unanimous agreement–this time to express that going online to learn things was something that the students did regularly. The content that they were able to access for the personal needs was much more engaging than was the content developed for their online courses.

The answer to this question certainly requires further study, but it reinforces an intuition that I (and many educators) have had for quite some time: while online content developed for the general consumer (in a highly mind-share competitive environment) captures attention and brings users back repeatedly, online courses are often bland and uninspiring, and the reasons for their use may vary, but the quality of engagement of the overall online course experience is not among those reasons. This doesn’t surprise me, as I sample online courses developed for and within the current breed of learning management systems. There is a cookie-cutter feel to the content, and while there is greater integration of multimedia materials, these elements are episodic within the courses rather than integrated in a way that provides a true interactive experience to engage the learner.

Is this an artifact of the “mass production” of online courses? Perhaps, but there is little reason for this to be the operational model. A decade ago, designers discussed the power of the World Wide Web based in the ability for the “mass customization” of content. Yet when we examine online courses as currently developed, we see the presentation of an experience that is the same for each and every student within the same course. Every student progresses through the same discussion forums in the same sequence, answering the same prompts. Every student completes the same assignments, usually in the same calendar-driven sequence. Every student listens to the same podcasts, flips through the same PowerPoint slides, and watches the same video clips assigned by their instructors.

The important question to answer now becomes one of transformation. How do we as educators infuse online courses with the level of interactivity that will actually engage our students? (Hint: Think computer games, but think “small” at the same time.)

 

*Nichole J Borges et al.  “Comparing Millennial and Generation X Medical Students at One Medical School.  Academic Medicine;  81.6 (2006): 571-576
**Pauley, John and Urs Gasser. Born Digital: Understanding the First Generation of Digital Natives.  New York: Basic Books,  2008

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Filed under computer games, education, education course content, education technology, face-to-face instruction, games, gamification, Hap Aziz, higher education, Internet, Learning Management Systems, Millennial students, online education

The Educational Positioning System Wins at the National Education Startup Challenge

by Hap Aziz

For those of you that have read this blog from its early entries, you’ll know that I have an interest in the Educational Positioning System (EPS). If you haven’t read the other entries, feel free to search back through the blog archives for them. The winners were just announced for the National Education Startup Challenge sponsored by the U. S. Department of Education. The state goal is, “Empowering students to tackle tough education challenges as innovators and entrepreneurs.” I’m pleased to share that Undergraduate Division Winner was the EPS. Click here for details.

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Legacy Systems and the Anchors that Work Against Change

by Hap Aziz

Back in October, 1995, a small computer company called Be, Inc. (founded by former Apple executives), released a new computer into the marketplace. This machine was called the BeBox, and from 1995 to 1997, less than 2000 of these computers were produced for developers. The BeBox had a lot of unique features going for it such as dual CPUs, built-in MIDI ports, and something called a GeekPort that allowed hardware experimenters both digital and analog access directly to the system bus. One of my personal favorite features of the BeBox was the pair of “Blinkenlight” stacks on both sides of the front bezel. Functioning like a graphic equalizer, they depicted the real-time load of each of the CPUs in the machine.

But as exciting as the hardware was to computer geeks like me, the real revolution was in the Be Operating System, or the BeOS, as it was called. Written specifically to run on the BeBox hardware, BeOS was optimized for digital media applications, and it actually took full advantage of modern computer hardware with its capabilities of symmetric multiprocessing, true preemptive multitasking, and a 64-bit journaling file system (which for practical purposes meant you could shut off power at any time without going through a shut-down process, and when you turned the machine back on, you would find that your open files were still intact).

BeOS was able to accomplish all sorts of things that Windows, the Mac OS, and Linux could not by shedding nearly all of the legacy “baggage” that the other operating systems continued to carry. The Be team was free to rethink the underlying software systems paradigm at the very deepest levels, and the results were truly astounding to those that saw the BeBox in operation.

The moral of the story is that the greatest transformation is possible when we rethink processes and technologies that have been in place for years, decades, and even generations. This is significant when we think of education, because the majority of our education systems are indeed legacy systems, designed and implemented to facilitate processes that were put into practice over a century ago. Even our “modern” Student Information Systems and Learning Management Systems are limited by the “legacy anchor,” and as a result, we see little true transformation in the teaching and learning space. Education timelines are based on year “blocks” of content, and each block is targeted to a particular age group of student (why is every student of approximately the same age grouped in the same grade?). The foundation of the classroom experience is still the lecture, and with online courses we work to “fit the lecture” into an asynchronous mode. Assessment and evaluation processes are, well, pretty much the same as they have been, only with more variation in execution. Schools and institutions of learning are hardly any different than they were in the 1700s–a group of students go to a building where they meet in a room and work with a single instructor. Even in the online environment, we build virtual analogs to the physical world: a group of students go to a URL where they meet in discussion forums and still work with a single instructor.

What would true transformation look like, given the technologies that are available now? How would we write a new, legacy-free education operating system for the 21st century? Those are two very big questions that could spawn a series of lengthy discussions (and, frankly, I need to write a book about it), but I have a few principles that I would offer up:

  • Education should be non-linear from the perspective of time spent on task. That is to say, a concept such as “4th Grade Mathematics” where all 9 year old children are expected to learn the same content over the same amount of time should go away. Little Julie may master fractions and long division in three months while little Stanley may take half a year. At the same time, little Stanley might be happily absorbing 18th century American literature, while little Julie is still working on more basic reading comprehension skills.
  • Places of education should be built to meet specific learner needs rather than be built around the same specifications of classroom space, administration space, cafeterias, gymnasiums, and so on. Why does every elementary school look like every other elementary school, and not just across stretches of geography, but across time as well? The elementary school I attended in the 1960s would function with little modification for my daughter who is in elementary school now. Surely learners (at any age group) are not a monolithic group with singular needs, yet we build places of education as though they are.
  • Education should offer multiple pathways forward rather than a single path that results in matriculation to the “next grade” or failure and repetition of the previous grade. In the world of computer game design, multiple pathways forward is commonplace, allowing players with various skills to progress according to his or her particular strengths–and in making progress, the player is often able to “circle back” and solve particular challenges that he or she was unable to complete earlier in the game. In the same way, a learner may bypass a particularly challenging content area, yet come back with greater skills acquired in a different “track” better able to solve the original challenge.
  • In fact, the idea of “grade levels” is in many respects antithetical to the concept of the lifelong learner. Why measure start points and end points as set dates on a calendar? Rather, education milestones should be set and achieved on a skills-mastery framework, and this process is ongoing for the true lifelong learner. The ramifications of this would be profound on a social level (the singular graduation moment may no longer exist), but from the perspective of personal growth and fulfillment, the benefits could be tremendous, and there will certainly be just as many–if not more–opportunities for celebrations of achievement.

Ultimately, bringing significant transformative change to the education-industrial complex will require rethinking of almost every segment of the teaching and learning process, including the manner in which we engage technologies to support that process. Being willing to discard our legacy baggage will be extremely difficult for many. Yet doing so will be the only way in which we might remix our 21st century technologies of smart devices, mobile connectivity, social media, the Internet, and more into an educational system that meets the diverse needs of our 21st century learners.

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