Emerging digital media are shaping users' motivations, attributes, and social patterns into types of learning styles quite different than those based on sensory, personality, or intelligence factors. "Neomillennial" students seek learning situations that interweave face-to-face interactions with shared virtual experiences across distance and time (distributed-learning). This session will demonstrate examples of middle and high school distributed-learning experiences based on immersive game-like educational simulations (multi-user virtual environments, augmented realities) and will discuss implications of students' neomillennial learning styles for higher education.
Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard's Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership. His funded research includes a grant from the National Science Foundation to aid middle school students learning science via shared virtual environments and a Star Schools grant from the U.S. Department of Education to help high school students with math and literacy skills using wireless mobile devices to create augmented reality simulations. In 2007, he was honored by Harvard University as an outstanding teacher.
Chris has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment, a member of the U.S. Department of Education's Expert Panel on Technology, and Internation Steering Committee member for the Second International Technology in Education Study. He serves on Advisory Boards and Commissions for PBS TeacherLine, the Partnership for 21st Century Skills, the Pittsburgh Science of Learning Center, and several federal research grants. In addition, Chris is a member of the Board of Directors of the Boston Tech Academy, an experimental small high school in the Boston Public School system, funded by the Gates Foundation. His co-edited book, Scaling Up Success: Lessons Learned from Technology-based Educational Improvement, was published by Jossey-Bass in 2005. A second volume he edited, Online Professional Development for Teachers: Emerging Models and Methods, was published by the Harvard Education Press in 2006.
You've heard of the millennium or net-generation student but have you heard of the millennium instructor? We should have figured out that those students wouldn't stay young forever and some might even become instructors. We'll, they're here! Surprisingly they're not all young and they have different ways of learning about technology for teaching and learning and what's better (or worse) different demands for support! Let's look at the research for the last two years from surveys and comments from the millennium instructors to find out more about these folk and see if we can't get ready for the changes in support and collaboration thats ahead.
Carl is Professor and Dean Emeritus at the University of Michigan, School of Education and held the position of Apple Digital Campus Research Fellow for Apple Inc from 2003 to 2007. Carl was the Director of Advanced Academic Technologies in the Collaboratory for Advanced Research and Academic Technologies (CARAT) in the Provost's Office since its inception in 1995 through 2005. Prior to that he was a professor at the University for over 33 years and Associate Dean and Dean of education from 1979 through 1988.
He is the major designer and analyst of the Surveys of Information Technology Use by Faculty and Students at the University for almost 20 years. In addition to work on evaluation and assessment of student and faculty use of technology, he works on displaying research data in colorful graphic and network forms for ease of analysis and decision making.
Professional activities include member of the advisory board of MERLOT, former Chairman of the Board of IMS Global Learning Consortium from its inception in 1995 to 2004, member of the board of directors of the New Media Consortium from 1994 to 1998 and member of EDUCAUSE Center for Applied Research, and the National Association for Research in Science Teaching. He was awarded the EDUCAUSE Leadership in Information Technology Award in 2001, the MERLOT Distinguished Service Award in 2003, and In June 2006 he was named the New Media Consortium Fellow for outstanding lifetime achievement.
Blended, distributed and collaborative. Organized locally and globally across classrooms, homes, workplaces, and community settings. Shaped by authentic, reflective, and active problem solving. Augmented using Web 2.0. These describe the new learning environments emerging across the teaching and learning landscape. Check passive listening at the door and explore new environments that are helping us to define Learning 2.0.
Julie K. Little, Ed.D., Associate Director, EDUCAUSE Learning Initiative, has devoted the past fifteen years to exploring and integrating information technologies in the Academy's teaching, learning, and research practices. Shared through national and international forums, her research interests focus on faculty development, facilitating communications and collaboration in distributed learning environments, and designing effective uses of instructional technologies.
Most recently she served as Interim Assistant CIO and Executive Director of Educational Technology and the Innovative Technology Center at the University of Tennessee (UT). Teaching experiences include instructional technology, information science, teacher education and mentoring, and online communications at the University of Tennessee and The Sage Colleges as well as secondary social studies, humanities, and English in North Carolina and the Department of Defense Dependent Schools/Europe. Experience in instructional design and development includes a Pew Grant in Course Redesign, an interactive multimedia program on gender equity, student-faculty telecommunications skills, and a national defense training prototype. As a participant in two EDUCAUSE professional development institutes (Frye and Management), she has also served on the Apple distinguished educator higher education leadership team, the distance education advisory board and accreditation committee for the United Arab Emirates Ministry of Higher Education, and numerous university-wide committees and EDUCAUSE program committees.