The following are excerpts from the February, 2010 issue of Campus Technology, page 34.
I recently read some interesting information that was compiled by Project Tomorrow, a nonprofit organization that surveys K-12 students, teachers, administrators, preservice teachers, and parents nationwide to understand the trends in student learning. In 2008, they surveyed 281,500 K-12 students.
“When Julie Evans, the CEO of Project Tomorrow, gives presentations to higher ed leaders, she discovers that they are usually interested in the students that will be going to college in a couple of years – the high schoolers. But she explains that “looking at the middle school students or upper elementary students – in grades 3 through 8 – is actually a better instructional tool for them, because those kids have a very, very different view from their high school peers.”
“As example of those differences, she points to their viewpoints about online learning. ‘The traditional, conventional theory is that high school students take online classes because they want to get college credit and they want to have a class that fits into their schedule. But when we look at middle school students, they’re more interested in blended learning – where they take a traditional class with a teacher and then also have an online component.’
“Her point: ‘If I’m a college CIO (chief information officer) or CTO (chief technology officer), and I’m only thinking about the 100 percent online class that my students are looking for, then I’m not properly preparing for that next generation of students coming up, who want a blended approach. I want to be building for kids I’m going to see five-plus years from now.’”
“Evans lists nine attributes that characterize these students:
- They’re self-directed in their learning.
- They’re untethered from traditional education.
- They’re expert at personal data aggregation.
- They engage in the power of connections.
- They create new communities.
- They’re not tethered to physical networks.
- They prefer experiential learning.
- They’re content developers.
- The process is as important as – and sometimes more important than – the knowledge gained.”
“Ultimately, Evans says, “students want to define and direct their own educational destinies.” That will, she explains, require schools to develop new kinds of learning spaces, move to more social-based learning, tap digital resources that add relevancy, and move learning beyond the classroom walls, whether those walls reside in a district or on a campus.”
Here’s my take on this – Many of these characteristics such as being expert at personal data aggregation, they engage in power of connections, and they create new communities are features that tell me they are very comfortable in the online world. The fact that to them “the process is as important as the knowledge gained” tells me that they would prefer to learn by doing rather than by listening to a lecture or even engage in a discussion. They are content developers. They like to create and experience what they are learning.
So how do we change the learning environment? As already indicated, hybrid learning may help. Connections and learning communities are not made (or at least not as easily) in 50 minute periods. But learning that can be accomplished anytime, anywhere using mobile, portable devices that have wireless access will allow these students to thrive.
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