Educating the Net Generation - Educause

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Chapter 10: Support Services for the Net Generation by James Wager, The Pennsylvania State University • Introduction • Students as Consumers • Crossing Organizational Boundaries • It’s Not About Technology • Integration, Opportunity, and Service • Eliminating the Stovepipe Approach to Student Services • Conclusion • About the Author Chapter 11: Faculty Development for the Net Generation by Anne Moore, John Moore, and Shelli Fowler, Virginia Tech • Introduction • Fluency in Information Technology • The Faculty Development Institute • The Graduate Education Development Institute • Conclusion • Endnotes • About the Authors Chapter 12: Learning Spaces by Malcolm Brown, Dartmouth College • What Are Learning Spaces? • Learning Theory • Scenarios • Conclusion • Acknowledgments • Endnotes • Further Reading • About the Author Chapter 13: Net Generation Students and Libraries by Joan Lippincott, Coalition of Networked Information • Introduction • Access to and Use of Information Resources • Library and Information Services • Conclusion • Endnotes • About the Author Chapter 14: The New Academy by Carole Barone, EDUCAUSE • Introduction • Confronting the Reality of Change • Expectations • New Context, New Academy • Institutional Resolve • Conclusion • Endnotes • About the Author © 2005 EDUCAUSE. Available electronically at www.educause.edu/educatingthenetgen/
Chapter 15: Planning for Neomillennial Learning Styles: Implications for Investments in Technology and Faculty by Chris Dede, Harvard University • How Emerging Media Foster Neomillennial Learning Styles • Conclusion • Endnotes • Further Reading • About the Author Index A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W
Page 2 and 3: Educating the Net Generation Diana
Page 6 and 7: CHAPTER 1 1.1 Educating the Net Gen
Page 8 and 9: and face-to-face situations. Their
Page 10: and higher education. We consider t
Page 13 and 14: simply the way things are done. Eri
Page 15 and 16: socializing mechanism. Not only is
Page 17 and 18: work—you can always get ahold of
Page 19 and 20: Nontraditional Learners At the same
Page 21 and 22: ensures that most individuals gradu
Page 23 and 24: Personal does not always mean “in
Page 25 and 26: Digital Natives accustomed to the t
Page 27 and 28: � What learning activities are mo
Page 29 and 30: 20. Jones, op. cit. 21. Online Comp
Page 31 and 32: Acknowledgments The authors would l
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Page 35 and 36: faculty members’ technology knowl
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Page 44 and 45: But the same “tinkering” practi
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Page 48 and 49: While usability has gotten better a
Page 50 and 51: CHAPTER 5 The Student’s Perspecti
Page 52 and 53: est have just entered the workforce
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This acceptance of and emphasis on
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player, and the busy sidewalks outs
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Multimedia Turn on the nightly news
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Instead of quizzes and tests, we we
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“Cash? I have a debit card. Or co
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and more on using e-mail and Web si
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CHAPTER 6 Preparing the Academy of
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led to the kind of global village o
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A challenge for campus planners is
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to go into debt. They populate high
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63 percent for the Boomers, 56 perc
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Excellent Teaching From our explora
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9. Howard Rheingold, Smart Mobs: Th
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Patsy Moskal is the faculty researc
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� With what levels of skill are t
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Table 1. Activities and Hours Spent
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Table 2. Levels of Skills Attained
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even if that answer is wrong. 9 Mar
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Table 3. Preferences for Technology
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Table 4. Effect of IT on Class Acti
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improved learning and to use them a
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When combining the percentage of st
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In 1997, Michael Hooker proclaimed,
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12. The scale for this question was
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diverse focus groups, students repo
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� At the most basic level, educat
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computational power have also enabl
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how the process of communication ab
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tual understanding. 18 Typically, c
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their own data. Learner-constructed
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Significant Research Challenges As
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people in cyberspace might experien
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now in face-to-face encounters with
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24. See . 25. See . 26. See . 27. F
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CHAPTER 9 Curricula Designed to Mee
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educate a much larger, more diverse
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Examples of products of this early
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According to the Greater Expectatio
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and newspaper articles. At the end
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Blended Instruction As faculty beco
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In light of this, higher education
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10. See Arthur W. Chickering and Ze
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CHAPTER 10 Support Services for the
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The Net Generation brings a special
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The units responsible for student s
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clearinghouse; the lending institut
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� Inappropriate uses of technolog
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� Direct service to consumers—U
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For the first three years, progress
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student service centers that combin
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tradition. It took a concerted effo
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CHAPTER 11 Faculty Development for
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complish their work and play, that
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Early FDI programs focused more on
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� Teaching strategies that can su
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while simultaneously amplifying com
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In the first part of the GEDI cours
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GEDI participants explore the use o
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12. Donald Z. Spicer, Peter B. DeBl
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CHAPTER 12 12.1 Educating the Net G
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habits of Net Gen students, such as
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from novices. Experts have a deep a
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Obviously not all forms of learning
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Scenarios If we could implement thi
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the room’s rows of paired tables
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Figure 4. Technology in the Library
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Scenario 3: From the Information Co
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Figure 8. Media Studio effective. T
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Table 2. Aligning Net Gen Character
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for her permission to use some of t
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CHAPTER 13 Net Generation Students
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choices about how to access informa
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students’ mental model is one foc
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literacy skills. The report’s aut
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used the service instead of phoning
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tion commons, developed jointly by
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digital information. By blending th
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13.15 About the Author Joan K. Lipp
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Alternative ventures targeting toda
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sort of paralysis that makes it dif
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to change—and can change—in the
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emy’s sense of time, and thus the
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Table 1. Cultural Values Traditiona
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A focus on learning activity may ne
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� Develop a culture of evidence.
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holds master’s and doctoral degre
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communities of practice. This inter
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information about the dollhouse and
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environments and augmented realitie
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Figure 1. Talking with an Agent Fig
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opportunities for reflection via bi
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the real world and the information
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Neomillennial Learning Styles Based
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If we accept much of the analysis a
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Cognition Finding information Seque
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5. Marilyn Salzman, “VR’s Frame
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Wynne Harlen and Craig Altobello, A
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attention spans 2.5, 2.13, 5.6, 5.1
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D e p a r t m e n t o f A e r o n a
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future faculty 1.4, 11.1, 11.9, 11.
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leadership 1.4, 5.3, 9.3, 9.10, 9.1
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O obsolescence 10.8 OCLC 2.18, 13.4
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Silberman, Steve 6.4, 6.12 simulati
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Vassar College 12.13, 13.12, 13.15
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