Title: Maximizing Learning in a Multi-Generational Setting
1Maximizing Learning in a Multi-Generational
Setting
Neil Howe William Strauss, Millennials Rising
48 (Vintage 2000)
- Professor Michael Hunter Schwartz
- Washburn University School of Law
2Overview
- Goals for presentation
- Generational learning differences
- What are generations
- Generational learning differences and their
implications for design of CLE - Why adapting to the needs of the younger
generations will also benefit those in the older
generations - Training the trainers
- Praxis (design exercise)
3Goals 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
4Overview
- Goals for presentation
- Generational learning differences
- What are generations
- Generational learning differences and their
implications for design of CLE - Why adapting to the needs of the younger
generations will also benefit those in the older
generations - Training the trainers
- Praxis (design exercise)
5What are 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
6Which generations attend CLE?
- 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)
7Overview
- Goals for presentation
- Generational learning differences
- What are generations
- Generational learning differences and their
implications for design of CLE - Why adapting to the needs of the younger
generations will also benefit those in the older
generations - Training the trainers
- Praxis (design exercise)
8What differences have you observed?
??
9Differences per Experts and Their Design
Implications
- Meaningful activities
- Differences
- Knowing why
- Just in case learning vs. Just in time
learning - Implications
- Attendee Attention and the Role of High Tech and
Visuals - Group Work
- Feedback
- Expect Multi-Modal Instruction
10Importance of Meaningful Activities
- 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
I do have a test today . . .Its on European
Socialism. I mean, really, whats the point? Im
not European. I dont plan on being European.
So who gives a crap if theyre socialists? They
could be fascist anarchists. --Ferris Bueller
in Ferris Buellers Day Off
11Implications of the Need for 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
12Differences per Experts and Their Design
Implications
- Meaningful activities
- Attendee Attention and the Role of High Tech and
Visuals - Differences
- Attention differences
- View of technology differences
- Implications
- Group Work
- Feedback and Instructor Contact
- Expect Multi-Modal Instruction
13Focused Attention Differences Introduction
Response Generator
The Senses See, hear, feel, etc.
Start
End
The Environment
Selective Attention
Encoding
Long-Term Memory
Working Memory
Retrieval
14Focused Attention Differences
15Focused Attention Differences
- 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
16High Tech Expectations
- What have you bought for me lately?
17Implication Use Note-Taking Guides to Increase
Focus
- See handout for this presentation
- Increases focus because attendees are gathering
the information - Also (incidentally) increases retention
18Implication Use Imagery to Create Visual
Metaphors for Concepts
- Damages inadequate if
- Uncertain OR
- Irreplaceable contract subject OR
- Uncollectible
Intervening Causes
Duress
19Implication Use PowerPoint
D1 negligently treats Ps 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 Ps claims against D1 and
D2.
- Millennials trained to use it
- Xers and Millenials expect it
- Maximizes instructional time by speeding
communication of key ideas and problems
20Implication Integrate Music and Video
- Learned Hands BltPL Formula
21Implication Use The 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. Ws 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 performance
- b. Estoppel
- c. Waiver
- d. Bad faith
22Instant Messaging
Live Discussion October 3, 2006 Tuesday
925 AMÂ -Â 1055 AM 10/3/2006 95815 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
95854 AM Herrington says Yes but for the
fence not being white, the accident likely would
not have happened10/3/2006 95904 AM Shinkle
says No, the horse bolted from the race he
probably would have jumped the railing if he saw
it10/3/2006 95910 AM Tucker says they paint
rails to allow horses to see them10/3/2006
95920 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 95936 AM
Kohls says it was a violation of a reg. . . .
like Cay10/3/2006 95958 AM DeLaughder says
thats breach... not causation10/3/2006 100055
AM DeLaughder says but for Ds negligence, the
horse would have seen the rail and not turned
into an exit the horse behaviorally was used to
using 10/3/2006 100146 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
23Differences per Experts and Their Design
Implications
- Meaningful activities
- Attendee Attention and the Role of High Tech and
Visuals - Group Work
- Differences
- Implications
- Feedback and Instructor Contact
- Expect Multi-Modal Instruction
24Used to and Comfortable with Small Group Work
- They actually want to work in small groups?
25Best Practices for Avoiding Dysfunction in Small
Group Activities
- Defined, narrow, realistic task
- Assigned roles
- Adequate facilities
- Optimal size groups
- Mobile instructor
26Differences per Experts and Their Design
Implications
- Meaningful activities
- Attendee Attention and the Role of High Tech and
Visuals - Group Work
- Feedback and Instructor Contact
- Differences
- Implications
- Expect Multi-Modal Instruction
27Expect High Quality Feedback and Instructor
Contact
28Ideas for Integrating Feedback into CLE
Experiences
- The Clickers
- Feedback
- From instructor
- From peer or by self with guidelines or model
answer - Small Groups (intervene in discussions)
29Differences per Experts and Their Design
Implications
- Meaningful activities
- Attendee Attention and the Role of High Tech and
Visuals - Group Work
- Feedback and Instructor Contact
- Expect Multi-Modal Instruction
- Differences
- Implications
30Multi-Modal Instruction
- What is it and why should we bother?
31Ideas for Expanding the Modalities of CLE
Instruction
- 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
32Overview
- Goals for presentation
- Generational learning differences
- What are generations
- Generational learning differences and their
implications for design of CLE - Why adapting to the needs of the younger
generations will also benefit those in the older
generations - Training the trainers
- Praxis (design exercise)
33Why Attendees in the Older Generations Also Will
Benefit
- Arousal and memory
- Active learning vs. passive learning
- Lessons from the Constructivist Learning
Theorists - Lessons from expertise research
34Overview
- Goals for presentation
- Generational learning differences
- What are generations
- Generational learning differences and their
implications for design of CLE - Why the new techniques are effective with all
learners regardless of generation - Training the trainers
- Praxis (design exercise)
35Ideas for Training the Trainers
- 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.
36- Design a
- Multi-Generational CLE