generation y

"The art of war" 3000 year old chinese book

We need to teach our students to
Analyse
Synthesise
Evaluate
Apply to a new problem
Come up with creative solutions

Labor advocates we have a national curriculum based on a solid grounding in
English science maths history and ict
Knowledge economy is in the past

Other countries are looking at developing a Creative economy: problem solving and lateral thinking

Analyse document in an educational light, not political
Identify educational theory and analysis

Deep thinking model

Think
Pair
Share

how to maximise learning

our students: the millenials, generation Y

what are they after? what satisfies them?

- provide challenging work that really matters
- provide ongoing training and learning opportunities
- balance clearly delegated assignments with the freedom and flexibility to produce results in their own way?
- get to know their individual strengths and gifts
- mentoring relationships
- comfortable low stress work environment
- flexible scheduling
- be personable and joke around with each other while getting the job done
- balance the role of boss with team player
- treat them as colleagues
- be respectful and call forth respect in return
- consistently provide constructive feedback
- let them know when they have done a good job

characteristics:

love to multi task (mobile phone, web, i pod)
leads to superficial learning therefore need techniques to ensure high level learning
can include in class in a functional way but don't let it disturb the class or your learning

driven by networking - find it hard to work alone

Several such events have been used as ways of defining Generation Y.
The Challenger explosion on January 28, 1986 is one major event that separates Generation X and Generation Y, as most members of Generation Y were either not yet born or too young to remember this major national event.
The fall of the Soviet Union and the First Gulf War are both midway events for members of Generation Y, occurring in 1991, as many members were old enough to remember these events as children, but many had not yet been born.
The widespread use of personal computers and the Internet is an event shared by the majority of Gen Y. Taking off during the period 1996-2001, most members of this generation spent at least part of their youth with a home computer and internet access, and members of this Generation use the Internet as a tool for socialization more so than previous generations.

The date of the September 11 attacks is an often proposed end-point for the generation. Those that were not yet born in 2001 and those that were otherwise too young to remember and/or understand the events of that day (about 1997 up) would thus be grouped into Generation Z or what Cryderman defines as the iGeneration as they would have no memory whatsoever of the 20th Century and any predigital technologies still around in the Nineties. Meanwhile, people who were still in school (or had recently graduated) would be called Generation Y. Such propositions, of course, remain disputed.
Afghanistan and the Iraq War, as well as the "War on Terror" may become the conflicts that define Gen Y, akin to World War II for the GI Generation and the Vietnam War for the Baby Boomers.
Hurricane Katrina, Indian Ocean Tsunami, and other disasters that occurred in a very close span of each other.

Even before they could type and mouse-click their way through the Internet, they grew up with modern media choices: television remotes to encourage channel flipping; cable, with its wealth of channels among which to switch; and multiple TVs (with video recorders and video game systems) in a household. These TV choices reduced the commonality (and centralized control) of the viewing experience.

Trends/problems among Generation Y members

As with previous generations, many problems began to surface as Generation Y came of age.
Underage drinking and illicit drug use is prevalent among high school and college age members of Generation Y. In urban areas, rave culture was known for its influence on Ecstasy usage. Marijuana, methamphetamine, cocaine, and inhalants seem to be most favored.[5] Drug usage prevails even in spite of (and, in some cases, because of) most Gen Y members undergoing programs such as D.A.R.E. during childhood.[6] However, statistically, today's teens are less likely to smoke, drink, do illegal drugs, get pregnant, commit a crime, or drop out of school than their parents in the 1970s.[7]
The use of legal prescription medications illegally is an emerging trend of Generation Y, including the appearance of "Pharming parties" where youths trade, share, and try each other's prescription medications.[8]

Generation Y is prescribed, in relative terms, a much greater number of pharmaceuticals than previous generations, [citation needed] with many Generation Y-ers prescribed antidepressants and other behavior-altering drugs like Ritalin, which has existed since the 1950s but was seldom prescribed before the early 1990s based on evidence supporting its pharmacological etymology prior to the 1990s. [citation needed] It is interesting to note that Generation Y is more depressed and world-aware than any previous generation, which has led to Generation Y gaining a stereotype as the "sad generation."[citation needed]
Childhood obesity is another health problem that has plagued Generation Y, and X before them. In response, many local school boards have started to remove junk food from school cafeterias in an effort to reverse this trend.[citation needed] In Victoria, Australia, there are laws that restrict the purchase of junk food at canteens in government schools to eight times a year.[9]

Members of this generation are facing higher costs for higher education than previous generations.[10]
As members of Generation Y in the United States begin to enter colleges and universities in large numbers, some of their Baby Boomer parents are becoming helicopter parents. Many college advisors and administrators worry that this could have a negative effect on Generation Y's social progress, ego, and developing maturity.[11]

The Australian Leadership Foundation
Suite 12, 1-7 Belmore Street, North Parramatta NSW 2151 Australia
P: (02) 9890 5363 F: (02) 9890 5373 M: 0411 5000 90 E: mccrindle@hotmail.com
ABN: 92 067 118 889 ACN: 067 118 889

What most influences Generation Y?
Peers:
While the Builders’ Generation are most influenced by authority figures and Boomers make decisions based on data and facts, post-modern youth are more likely to make a decision based on the influence of their own peers. Our research has further confirmed that the biggest factor determining the choice a teenager will make is the experiences of their core group of 3 to 8 friends. Rather than making independent decisions based on core values, they live in a culture encouraging them to embrace community values, and to reach consensus.

Pragmatism:
It is understandable that young people today are less idealistic than generations past due in part to the media and popculture that fills their life. The most popular song of the 1940’s was Bing Crosby’s “White Christmas” (1942), for the 50’s it was “Rock around the Clock” (Bill Haley and his Comets, 1955), and the 60’s it was the Beatles’ “I want to hold yourhand” (1963). A quick listen to the music of choice for Generation Y reveals what different times they live in. Much is made of the dark lyrics of Eminem and Marilyn Manson, but these are just public examples of the popular and pervasive genre. The influence of music is second only to the influence of TV and movies in Gen Y culture. George Barna has found that when teenagers were asked, “What/who has a lot of influence on your thinking and behaviour?” one quarter of the influence on their lives is
from TV and movies.

increasingly short term focus

What are their values?
By understanding what today’s youth most value, we can determine how to most effectively engage them. The core values of the Builders and Boomers generations included solid values such as a strong work ethic, respect for authority, loyalty and commitment, financial conservatism, long-term planning, and delayed gratification. Of course many chose to reject these values however they were still culturally dominant. The values in vogue today are drastically different:

Relational Connection:
Gen Y is seeking after more than just friendships. They want community: to be understood, accepted, respected, and included. Our research shows that while they spend most of their spare time with their peers, they often fail to experience real unconditional love, and connection when with them. Above all else, Australian teens wish for “a happy relationship” and “a loving family”ix. A stereotype is that this generation has no loyalty however they do demonstrate strong loyalty to their friends. They work hard to live up to what their peers expect of them, and their self-esteem often rests on how well
regarded they are in their group or sub-culture.

most materially endowed and entertained generation of teenagers
yet broken marriages, absentee parenting, stress related illnesses
disillusioned
easily bored and don't want to be
want "trustworthy" guidance or direction

How can we better communicate with them?
The traditional talk and chalk won’t work with this generation. Our communication style is structured, yet they want freedom. We stress learning, they like experiencing. We react, they relate. We focus on the individual, while they are socially driven. Here are four essentials to consider when engaging with youth today:

Real:
Not only must our communication style be credible, but we must be also. They don’t expect us to know all about their lifestyle, nor do they want us to embrace their culture. They are simply seeking understanding, and respect. If our communication has a hidden agenda, or we are less than transparent, it will be seen. This generation can sniff a phoney from a long distance.

Raw:
Today’s youth have access to the most advanced technology, movie special effects, and video games with which we can never compete. But the good news is that they are not impacted by slick presentations. They don’t want a rehearsed talk, or a manufactured spiel. The more spontaneous and interactive we are in the classroom, the less intimidated, and more open they will be.

Relevant:
Obviously what we are communicating has to fall within their area of interest. But the style, as well as the content of our message must be relevant to a generation who are visually educated and entertained. There is no point in giving music to a friend on a cassette tape if they only have a CD player, or on CD if they only use MP3. Similarly we must research in the most appropriate format for those we are reaching. So in understanding the communication styles of our target cohort we will be better equipped to reach them.

Relational:
There is an old and true saying in education circles: “They don’t care how much you know until they know how much you care!” Communicating to this generation requires openness, vulnerability, and genuine interest in those we are trying to teach, and above all else, understanding. The more relaxed the environment, and the more socially conducive to discussions; the better will be the quality of the learning.

A Final Word:
Whether we are involved in educating youth, or in a leadership role, a quality outcome is dependent on our understanding of them. Once we have a foundational grasp of their characteristics, communication styles, and social attitudes, we will be well equipped to effectively impact this enormous and emerging generation.

Businessweek.com...
Following the fiercely independent Gen Xers, Gen Y has emerged as the "self-esteem generation." After all, Yers grew up basking in "the Decade of the Child," as the humanistic theories of childhood psychology permeated counseling, education, and parenting. Don't forget, during the '90s, parents worked double-time to get the balancing act right after the workaholic '80s. A growing number of businesses extended parental leave to men as well as women, and fathers became more involved in parenting than ever before.

Beyond the self-esteem-laced parenting, educating, and counseling most Gen Yers received throughout their childhood and adolescence, most also received a healthy dose of technology immersion. Gen Yers' facility with technology has empowered them in ways older cohorts can only imagine. This digital generation has never experienced life without computers. In fact, many of them were booting up computers long before they were hopping on bikes.

Techno-savvy Yers are now usurping "intellectual authority" in their homes and classrooms, leaving parents and teachers both confused and in awe. They can access worlds of information and master increasing complex systems so much faster than their elders.

No. 2 -- Gen Yers are the most education-minded generation in history
Influenced by Baby Boomer parents who value education and a workplace that demands it, most Gen Yers recognize that the key to their success lies in advanced learning:
90% of high school seniors expect to attend college 70% of them expect to work in professional jobs 70% of teens believe college is necessary to meet their career goals 40% of college freshman expect to get their master's degrees

As a result, more high school students than ever before are taking harder college prep courses. For the "education is cool" generation, the expectation of lifelong education is a fact of life. The good news for college grads is that their talents are in great demand and starting salaries continue to rise. JobTrak.com reports that for the class of 2000 they rose anywhere from $600 at the low end (in the communications and media fields) to $3400 at the high end (in computers and information sciences fields).

No. 3 -- Paving the way for a more open, tolerant society Products of biracial and multicultural marriages, creators of customized spiritual paths, railers against racism, sexism and homophobia: Gen Y is the most cross-culture, cross-creed, and cross-color generation in U.S. history -- and the best hope we've had so far for a more open, tolerant society. With icons like Tiger Woods and Mariah Carey leading the way, young adults are struggling to define themselves beyond the traditional confines of race, worship, or ethnicity.

The more self-confident of them are exhibiting a growing self-acceptance that opens the way to other-acceptance.

No. 4 -- Leading a new wave of Volunteerism
Right now, we are witnessing the coming of age of the most socially conscious generation since the '60s. Responding to messages from schools, homes, and churches that they can make a difference, Gen Yers are exhibiting a refreshing altruism that embraces the environment, poverty and community problems.

From toy drives to working for better child labor laws; from supporting local recycling programs to calling for corporate ecological standards; from traveling to India to work with Mother Teresa's community to traveling to the local food banks to distribute groceries; from raising money for breast cancer research to saving music and arts programs in local high schools, Gen Yers are contributing in record numbers.

Merrill's first principles of instruction

Merrill, professor of instructional technology at Utah State University reacted to the inadequacies of many Web-based training programs saying
"information is not instruction."

He reviewed a number of instructional design theories and models to try and determine those fundamental principles to which various approaches agree. He called these principles First Princiiples of Instruction

In a June 1998 interview in Training magazine, Merrill put it simply, "If you don't provide adequate practice, if you don't have an adequate knowledge structure, if you don't provide adequate guidance, people don't learn."
To guarantee the effectiveness of any training program, remember that while technology will always change, the way adults learn will not.

Merrill's keys to learning:
provide structured knowledge
provide practice
provide guidance

First principles of instruction is an attempt by M. David Merrill to identify fundamental invariant principles of good instructional design, regardless of pedagogic strategy. It can be used both as an instructional design model and as evaluation grid to judge the quality of a pedagogical design

The five principles of instruction
Merrill's first and central principle of instruction is task-centered learning. Task centered learning is not problem-based learning, although it shares some features.
The task / problem
A task is a problem that represents a problem that may be encountered in a real-world situation. Learning objectives or samples of the types of problems learners will be able to solve at the end of the learning sequence may also substitute for a problem. A progression through problems of increasing difficulty are used to scaffold the learning process into manageable tiers of difficulty.

Does the courseware
relate to real world problems?
show learners the task or the problem they will be able to do/solve ?
involve a progression of problems rather than a single problem?

are students engaged at problem or task level not just operation or action levels?

The five principles of instruction (Merrill, 2006)

The demonstration principle:
Learning is promoted when learners observe a demonstration
The application principle:
Learning is promoted when learners apply the new knowledge
The activation principle:
Learning is promoted when learners activate prior knowledge or experience
The integration principle:
Learning is promoted when learners integrate their new knowledge into their everyday world
The task-centered principle:
Learning is promoted when learners engage in a task-centered instructional strategy

The task (or problem) is center stage. Here is a summary of the four remaining components

Activation of relevant previous experience promotes learning by allowing them to build upon what they already know and giving the instructor information on how to best direct learners.
Providing an experience when learners previous experience is inadequate or lacking to create mental models upon which the new learning can build.
Activities that stimulate useful mental models that are analoguous in structure to the content being taught can also help learners build appropriate schemas to incorporate the new content.
Does the courseware activate prior knowledge or experience?
do learners have to recall, relate, describe, or apply knowledge from past experience (as a foundation for new knowledge) ?
does the same apply to the present courseware ?
is there an opportunity to demonstrate previously acquired knowledge or skill ?
Demonstration through simulations, visualizations, modelling, etc. that exemplify what is being taught are favoured. Demonstration includes guiding learners through different representations of the same phenomena through extensive use of a media, pointing out variations and providing key information.
Does the courseware demonstrate what is to be learned ?
Are examples consistent with the content being taught? E.g. examples and non-examples for concepts, demonstrations for procedures, visualizations for processes, modeling for behavior?
Are learner guidance techniques employed? (1) Learners are directed to relevant information?, (2) Multiple representations are used for the demonstrations?, (3) Multiple demonstrations are explicitly compared?
Is media relevant to the content and used to enhance learning?
Application requires that learners use their knew knowledge in a problem-solving task, using multiple yet distinctive types of practice Merrill categorizes as information-about, parts-of, kinds-of, and how-to practice that should be used depending upon the kind of skill and knowledge identified. The application phase should be accompanied by feedback and guidance that is gradually withdrawn as the learners' capacities increase and performance improves.
Can learners practice and apply acquired knowledge or skill?
Are the application (practice) and the post test consistent with the stated or implied objectives? (1) Information-about practice requires learners to recall or recognize information. (2) Parts-of practice requires the learners to locate, name, and/or describe each part. (3) Kinds-of practice requires learners to identify new examples of each kind. (4) How-to practice requires learners to do the procedure. (5) What-happens practice requires learners to predict a consequence of a process given conditions, or to find faulted conditions given an unexpected consequence.
Does the courseware require learners to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?
In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually diminished as the instruction progresses?
Integration in effective instruction occurs when learners are given the opportunity to demostrate, adapt, modify and transform new knowledge to suit the needs of new contexts and situations.
Reflection through discussion and sharing is important to making new knowledge part of a learner's personal store and giving the learner a sense of progress. Collaborative work and a community of learners can provide a context for this stage.

Are learners encouraged to integrate (transfer) the new knowledge or skill into their everyday life?
Is there an opportunity to publicly demonstrate their new knowledge or skill?
Is there an opportunity to reflect-on, discuss, and defend new knowledge or skill?
Is there an opportunity to create, invent, or explore new and personal ways to use new knowledge or skill?

To design the first four phases (activation - demonstration - application - integration), whole tasks have to be broken down into components and the components have to be analyzed. Then one has to decide what should be taught in what way.
Merrill suggests to teach individual components with a direct instruction approach (which is more efficient and often also more effective). Most tasks or problems include five different instructional compontents. Firstly. initial "telling" should always activate prior knowledge. Demonstration (phase 2) should focus on adequate portayals of components (but linked to the whole), before the application phase is entered. Here are few hints on how to tell/demonstrate different sorts of components:
Information-about
Tell facts or associations and link them to previous knowledge
Parts-of
Tell names and descriptions
Portrayal: Show location
kinds-of
Tell definition
Portrayal: Show examples and counter-examples
how-to
Tell about steps and sequence
Portrayal: Illustrate steps for specific cases (work-through examples)
what-happens
Tell about the process as a whole, conditions, consequences
Portrayal: Illustrate specific conditions and consequences for specific cases
In the third (application) phase students have to work on skills related to portayals and then put "things together" in the forth (integration) phase.

Each increasingly difficult whole task (problem) requires going back and forth from (1) demonstration of the whole task (2) to component "teaching" and (2) back to integration. Once the whole task is mastered, this procedure is repeated which the next whole task until the "real world" problem is mastered without much "direct component teaching".
A few principles for teaching materials and learning activities

Components of Merrill's First Principles of Instruction
Navigation
Learners should see how contents are organized
They should be able go forth and back, correct themselves

Motivation
Learning environments should be interesting, relevant and achievable
Real tasks are more motivating than formal objectives, glitz and novelty
Known content is not motivating, students should be able to skip over
Performing whole tasks is more motivating then decontextualized actions and operations
Immediate feed feedback decreases motivation - delayed judgement increases (interesting, this is not like direct instruction)

Collaboration
Favor small groups (2-3) to optimize interactions
Group assigments should be structured around problems (whole tasks), i.e. "real" products or processes

Interaction
Navigation is not interaction (i.e. it is not cognitive interactivity)
Interaction means solving real-world problems or tasks
Key elements are: a context, a challenge, a learner activity and feedback.

See also the pebble in the pond model that outlines a simple instructional design method that can be used to design a learning environment according to Merrill's principles of instruction. Additionnally there is also the issue of levels of instructional strategies , i.e. what we get when we do less ...

education1

From behaviour model to constructive model of education

constructive
-student constructs their own understanding of knowledge
-constructive problem solving through social interaction

Zone of proximal development- Vgotsky - start learning where you’re at

Adelaide declaration

http://www.det.nsw.edu.au/proflearn/docs/pdf/annib.pdf

pedagogy that -promotes high levels of intellectual quality
-establishes a high quality learning environment
-generates significance by connecting students with the intellectual demands of their work

underlying socio-cultural perspective - children need to be active participants in their learning as opposed to teacher directed and highly structured models

Productive pedagogy approach
i) Problem based learning
ii) Higher order thinking
iii) Deep understanding

Deep learning comes from critical reflection

self reflection
critical reflection

blooms taxonomy - images