Maximizing Learning in a Multi-Generational Setting

1. Maximizing Learning in a Multi-Generational Setting Professor Michael Hunter Schwartz Washburn University School of Law

2. Overview 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)

3. Goals 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 *

4. Overview 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)

5. What 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

6. 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) Which generations attend CLE?

7. Overview 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)

9. Differences 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

10. 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� Importance of Meaningful Activities

11. Implications 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

12. Differences 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

13. Focused Attention Differences: Introduction

14. More easily distracted Focused Attention Differences

15. Focused 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

16. High Tech Expectations What have you bought for me lately?

17. Implication: Use Note-Taking Guides to Increase Focus See handout for this presentation Increases focus because attendees are gathering the information Also (incidentally) increases retention

18. Implication: Use Imagery to Create Visual Metaphors for Concepts

19. Implication: Use PowerPoint Millennials trained to use it Xers and Millenials expect it Maximizes instructional time by speeding communication of key ideas and problems

20. Implication: Integrate Music and Video Learned Hand�s B<P*L Formula

21. Implication: 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. W�s 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

22. Instant Messaging

23. Differences 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

24. Used to and Comfortable with Small Group Work They actually want to work in small groups?

25. Best Practices for Avoiding Dysfunction in Small Group Activities Defined, narrow, realistic task Assigned roles Adequate facilities Optimal size groups Mobile instructor (1) recorder (takes notes), (2) reporter (presents ideas to all attendees), (3) leader (keeps group on task), (4) synthesizer (brings group together by focusing on melding ideas), (5) evaluator-critic (finds flaws in ideas and suggests solutions) (1) recorder (takes notes), (2) reporter (presents ideas to all attendees), (3) leader (keeps group on task), (4) synthesizer (brings group together by focusing on melding ideas), (5) evaluator-critic (finds flaws in ideas and suggests solutions)

26. Differences 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

27. Expect High Quality Feedback and Instructor Contact More work for us?

28. Ideas 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)

29. Differences 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

30. Multi-Modal Instruction What is it and why should we bother?

31. Ideas 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

32. Overview 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)

33. Why 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

34. Overview 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)

35. Ideas 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