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Jan

2010

How to propose a toast | Speaking about Presenting: Presentation Tips from Olivia Mitchell

www.speakingaboutpresenting.com/...propose-a-toast

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presentation toast

Aug

2008

Innovate: Why Professor Johnny Can't Read: Understanding the Net Generation's Texts

A bit academic for my taste, but good article, nontheless (free registration required) that explores the nature of today's online content as a reflection of the differences between today's students and their older instructors. It discusses the unique challenges this group of learners may present for instructors who don't share their students' technological immersion. But, it also suggests how such challenges might be overcome.

www.innovateonline.info/index.php

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businesscasual training presentation articles learning theory

In the last two decades, computer-enhanced learning has exploded to the point where almost every college campus markets its cutting-edge technology resources. Part of the impetus behind this growth is an attempt to address the needs of a fundamentally different type of learner who has been identified in the literature as the Net-Generation, or N-Gen, student
One indicator of the extent and type of differences between the Net Generation and previous generations of learners are the texts that N-Gen learners create and consume.
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- Failing to recognize these texts as valuable tools in the teaching and learning process, professors dismiss an entire constellation of literacy skills.
- while N-Gens interact with the world through multimedia, online social networking, and routine multitasking, their professors tend to approach learning linearly, one task at a time, and as an individual activity that is centered largely around printed text
- Research in social psychology suggests that culture influences not only what a person thinks about but also how he or she thinks; that is, strategies for processing information may differ according to the culture in which a person matures
- a phenomenon referred to by Trojan et al. (2004) as "adaptational neuroplasticity" (104). This research points to the possibility that N-Gen students are literally wired differently from previous generations, their brains shaped by a lifelong immersion in virtual spaces. Repeated and prolonged exposure to the digital world may mean that N-Gen students process and interact with information in a fundamentally different way from those who did not grow up in this environment.
- How does what we learn by studying the N-Gen's texts compare with what happens in the classroom? Gee (2007) points out a key distinction:
  Classrooms tend to encourage and reward individual knowledge stored in the head, not distributed knowledge. They don't often allow students to network with each other and with various tools and technologies and be rewarded for doing so . . . . classrooms tend to narrowly constrain where students can gain knowledge, rather than utilize widely dispersed knowledge. (103)
- While interaction certainly exists in a traditional classroom, much of the pedagogy is built on models that require solitary, independent learning.
- One way to build a stronger understanding of the N-Gen student is by participating in the same learning spaces where this generation spends so much time.
- think of places where N-Gens create, consume, and reshape text not as strictly entertainment or social gathering places but as alternate classrooms