Educating the Net Generation Proceedings
August 18 and September 19, 2005

Seminar Presentation: Educating the Net Generation

This PowerPoint presentation explores the key characteristics of Net Generation learners, including the environment in which they have developed and how it has influenced their views and needs related to teaching, learning, and technology. View presentation [PPT 878 KB]

Seminar Presentation: Implications of the Net Generation

This PowerPoint presentation highlights the implications the Net Generation poses for the development of courses, learning spaces, and support services in higher education.View Presentation [PPT 990 KB]

Seminar Worksheets

• Net Generation Survey Exercise [DOC 34 KB]
  

  This scenario-based exercise walks users through considering how they might best use the results of a student survey to encourage progress in teaching and learning with technology at a given institution.

• Net Generation Discussion Guide [DOC 34 KB]
  

  In this activity, participants are encouraged to choose one of a number of significant institutional issue areas, such as services and support, faculty roles, and leadership, and discuss the implications the Net Generation poses for that area.

• Planning for Change on Campus [DOC 75 KB]
  

  This exercise focuses on the questions participants must answer and the audiences they must reach to develop and implement a successful plan for changing institutional and academic processes to meet the needs of Net Generation learners.

• Key Themes [DOC 34 KB]
  

  This document highlights some of the basic assumptions and concepts to consider in trying to generate institutional progress toward better serving Net Generation learners.

Educating the Net Generation One-Day Seminars: Related References and Resources

The following list identifies a number of online and print articles, texts, presentations, and other resources to help you gain a deeper understanding of the Net Generation and its needs, wants, and implications for teaching, learning, and technology.

• Stephen Acker and Michael Miller, "Campus Learning Spaces: Investing in How Students Learn" (Boulder, Colo.: EDUCAUSE Center for Applied Research, Research Bulletin, Issue 8, 2005), <http://www.educause.edu/ir/library/pdf/ecar_so/erb/ERB0508.pdf>.
• J. A. del Alamo et al., "Educational Experiments with an Online Microelectronics Characterization Laboratory" (2002), <http://science.donntu.edu.ua/konf/konf7/o102.pdf>.
• Robert Beichner and Jeffery Saul, "Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project," paper submitted to the proceedings of the International School of Physics Enrico Fermi, Varenna, Italy (July 2003), <http://www.ncsu.edu/per/Articles/Varenna_SCALEUP_Paper.pdf>.
• Ron Bleed, "Overcoming the Biggest Barrier to Student Successful Course Completions by Redesigning the Course Schedule andUsing a New Economic Denominator," November 2004, unpublished manuscript.
• Katherine Boswell and CynthiaWilson, eds., Keeping America's Promise: A Report on the Future of the Community College (Denver: Education Commission of the States, July, 2004), <http://www.communitycollegepolicy.org/html/top.asp?page=/html/publications_main.asp>.
• Caine Learning Institute, "What Is Brain/Mind Learning?" <http://www.cainelearning.com/principle01.html>.
• Orville Chapman and Michael Fiore, "The White Paper: A Description of CPR" (2001), < http://cpr.molsci.ucla.edu/cpr/resources/documents/misc/CPR_White_Paper.pdf>.
• Chris Dede, "Planning for Neomillennial Learning Styles: Implications for Investments in Technology and Faculty," in Educating the Net Generation, Diana Oblinger and James Oblinger, eds. (Boulder, Colo.: EDUCAUSE, 2005), e-book,<http://www.educause.edu/ir/library/pdf/pub7101o.pdf>.
• National Research Council, How People Learn: Bridging Research and Practice, M. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, eds. (Washington, D.C.: National Academies Press, 1999), <http://www.nap.edu/catalog/9457.html>.
• David Elkind, "The Reality of Virtual Stress," CIO Magazine (Fall/Winter 2003), <http://www.cio.com/archive/092203/elind.html?printversion=yes>.
• Sandra Gregerman quoted in "Research on Undergraduate Research," Inside Higher Ed (June 2, 2005), <http://insidehighered.com/news/2005/06/02.undergrad>.
• Peter Grunwald, "Key Technology Trends: Excerpts from New Survey Research Findings," Exploring the Digital Generation, Educational Technology, U.S. Department of Education, September 23–24, 2003.
• Peter Grunwald, The School and Home Markets (Bethesda, Md.: Grunwald Associates, 2004), <http://www.grunwald.com/>.
• Gary Hamel and Liisa Valikangas, "The Quest for Resilience," Harvard Business Review, September 2003.
• Joel Hartman, Patsy Moskal, and Chuck Dziuban, "Preparing the Academy of Today for the Learner of Tomorrow" in Educating the Net Generation, Diana Oblinger and James Oblinger, eds. (Boulder, Colo.: EDUCAUSE, 2005), e-book, <http://www.educause.edu/ir/library/pdf/pub7101f.pdf >.
• Frances Himes, "Inspiring Digital Expression in Students," keynote address at the New Media Consortium conference, Vancouver, British Columbia, July 2004, <http://www.nmc.net/events/2004summerconf/himes2.html>.
• Neil Howe and William Strauss, Millennials Rising: The Next Greatest Generation (New York: Vintage Books, 2000).
• David Huffaker, The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom, First Monday, 2005, <http://firstmonday.org/issues/issue9_6/huffaker/index.html>.
• Steve Jones, Let the Games Begin: Gaming Technology and Entertainment Among College Students (Washington, D.C.: Pew Internet & American Life Project, 2003), <http://www.pewinternet.org/reports/toc.asp?Report=93>.
• Robert Kvavik, "Convenience, Communications, and Control: How Students Use Technology," in Educating the Net Generation, Diana Oblinger and James Oblinger, eds. (Boulder, Colo.: EDUCAUSE, 2005), e-book, <http://www.educause.edu/ir/library/pdf/pub7101g.pdf>.
• Amanda Lenhart, Mary Madden, and Paul Hitlin, Teens and Technology: Youth Are Leading the Transition to a Fully Wired and Mobile Nation (Washington, D.C.: Pew Internet & American Life Project, July 2005), <http://www.pewinternet.org/pdfs/PIP_Teens_Tech_July2005web.pdf>.
• "New Study Finds Children Age Zero to Six Spend as Much Time with TV, Computers, and Video Games as Playing Outside," <http://www.kff.org/entmedia/entmedia102803nr.cfm>.
• Diana Oblinger and Jill Kidwell, "Distance Learning: Are We Being Realistic?" EDUCAUSE Review, Vol. 35, No. 3 (May/June 2000), pp. 30–39, <http://www.educause.edu/apps/er/erm00/articles003/oblinger.pdf>.
• Marc Prensky, Digital Game-Based Learning, available from <http://www.marcprensky.com/>.
• Marc Prensky, "Do They Really Think Differently? "On the Horizon, Vol. 9, No. 6 (December 2001), pp. 15–24; available from <http://www.marcprensky.com/writing/>.
• Ernest Pascarella and Patrick Terenzini, How College Affects Students: A Third Decade of Research, Volume 2 (San Francisco: Jossey-Bass, 2005).
• James Rhem, "Just in Time Teaching," Tomorrow's Professor (2005), <http://ctl.stanford.edu/Tomprof/postings/615.html>.
• Donald F. Roberts, Ulla G. Foehr, and Victoria Rideout,Generation M: Media in the Lives of 8–18 Year-Olds (Menlo Park, Calif.: Kaiser Family Foundation, March 2005), <http://www.kff.org/entmedia/7251.cfm>.
• SENSER project, Student Assessment of Learning Gains, < http://www.wcer.wisc.edu/salgains/instructor/LearningGainsEntryForm.asp?CourseID=1052984215 >.
• Kurt Squire and Henry Jenkins, "Harnessing the Power of Games in Education," Insight, Issue 2003 (2003), <http://www.iaete.org/insight/articles.cfm?&id=26>.
• U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2002 (Washington, D.C.: U.S. Government Printing Office, 2002), <http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002025>.
• Carie Windham, "From a Student's Perspective," presentation at NLII/ELI Summer Focus Session (June 16, 2005), <http://www.educause.edu/LibraryDetailPage/666?ID=ELI0516>.