The Echo/Millenial* Generation: What Have We Learned?
by Margaret Marean
The Echo generation has a lot of strengths – they are goal oriented (what do I need to know to pass the exam!), better at multitasking than past generations (although not as good at it as they think they are), creative, curious, and network and collaborate well. They’re comfortable experimenting with new technologies and have a positive attitude about their futures.
In comparison to previous generations our current students are trial-and-error learners who are used to looking at breadth but not depth of information. They’re used to having someone else do their planning, and they have grown up being prosperous and protected. They’re the most social generation so far and they are used to constant stimulation and constant change. They were practically born using technology so they are neither afraid nor awed by it. They don’t see knowledge as that important because it becomes outdated so quickly. They want immediate gratification, and they’ve never been allowed to fail at anything (no child left behind).
All of this seems to be causing a few problems in the classroom, at practicums and in the workplace. Students in the Echo generation are not used to thinking critically, planning ahead or working independently. They are quick to complain but not so quick to take responsibility. Both instructors and practicum preceptors tell us that students need much more direction and handholding than they have in the past. They are quick to share knowledge and have hazy boundaries on what constitutes plagiarism, viewing information as something that is to be shared. And it is very difficult to hold their attention for a 50 minute lecture.
In August SAMIT brought in Kristen Cumming from Career InSight to facilitate a discussion among instructors. A prominent discussion point was the “bums in seats” admission strategy. Lowering admission standards and not setting adequate prerequisites for program entry sets everyone up for failure. In addition to adequate standards, entry level interviews were suggested as a method to screen students who had unrealistic ideas of what the program would offer or who were there because someone else (i.e. parents) thought they should be.
Once they are admitted, though, how do we most effectively teach them? The SAMIT instructors, along with the literature, were mostly in agreement that we will have to change how we educate the Echo Generation. Some of the key factors to consider include:
Learning Style:
Many of our students do not know how to learn. According to psychology professor Angela Provitera McGlynn, “We need to teach students how to become effective learners and guide them in honing their critical-thinking skills. … engaging them with cooperative learning exercises, empowering them to be decision makers in the classroom, and getting them to analyze their own learning strategies” (Tucker, 2006).
The Echo Generation live to “do” not to know. They don't like focusing on facts. They’re used to interactive games and they like to do activities and to see results. They also like collaborative learning, a team focus and group activities. They are “less comfortable working independently and will reveal a tendency toward safety in numbers – toward conformity” (Howe & Strauss).
They prefer exercises with real world examples and problems that are meaningful. Problem-solving exercises where they are given a goal and have to determine how to get there appear to work well.
Relationship:
For her master’s thesis Jo Volek, a previous NAIT instructor, held focus groups, interviews, and surveys with NAIT instructors and students. She found that relationship was key to motivating students. If students like the instructor and sense that the instructor wants to get to know them, they then trust the instructor to do what is in their best interest. If the instructor is aloof or puts up a barrier to getting to know them, or considers himself an authority, students don’t have the same buy-in. Volek thinks this stems from growing up with parents that conferred with them and treated them as equals in decision-making. Exploring opportunities for individualized attention and being responsive and flexible were beneficial.
In terms of retention fitting in is extremely important to this generation. Team-building exercises at the beginning of the program can help the student connect and buy into the program. If you can get a positive student leader on board at the beginning of term other students will follow along (SAMIT).
Teaching-style
Echo generation students would rather see the instructor as a leader or facilitator than a manager or dictator. Creation of a dynamic, engaging learning environment reflective of the program will keep students interested (SAMIT). Humour works well with this group, but only if you are good at it.
The Echo generation is used to and needs a lot of structure. Set clear, consistent “standards”for the program, for classes and for assignments (the word “rules” has negative connotations for the Echo generation) (SAMIT).
Explain the relevance of what they are doing. “Do it because I say so” is not something this generation has been brought up with. Invite industry and alumni into the classroom for motivation. Use case studies and real-world problem-solving exercises to motivate.
Whenever possible use a hands-on approach. Give short lectures and then allow them to work with the information.
Incorporate skills-based grading and use continuous assessment. “For all students, the key is feedback and structure. Constant quizzing and practice, regular instructor review, small projects, and an emphasis upon core skills mastery will be welcome. Large creative projects designed to “spread the class out” and one-time sink-or-swim exams will trigger anxiety, and perhaps resistance, from students and parents” (Howe & Strauss).
Include students in a contracting process around grading, assignments and classroom expectations. Self-directed projects are more likely to get creative results (SAMIT).
Technology:
Many post-secondary institutions are moving towards a mix of face-to-face and web-based materials. Web pages can contain “class materials, notes, slides, a webliography, and other pertinent multimedia. To be effective the web-based component needs to be interactive and engaging not just a static web page dispensing content” (Skiba & Barton).
Use web-based courseware where possible. Consider on-line labs for certain materials.
Where possible use their own preferences (Facebook, MSN) as part of the learning tool (SAMIT). Use collaborative and technological learning tools constructively.
Use story-telling or story boarding approaches to engage imagination and create relevance. For example, place a story relevant to students which is also industry-relevant on the web (SAMIT).
Classroom/Institutional Structure:
Many of our classrooms are not built to facilitate collaborative learning however sometimes rearranging the environment can impact comprehension and attention. Volek found that many students, as well as instructors,would prefer desks arranged in a circular or semi-circular fashion allowing more visibility during class discussions. Easily moveable tables and whiteboards on more than one wall would create a more dynamic learning space. Some students “described a room that would look more like the environment they would be working in when they graduate, and they wanted to have different and appropriate workstations in each classroom” (Volek).
Ensuring open lab access would help students gain skills and confidence (SAMIT).
Change is often good. We don't have to become edu-tainers but we do have to connect with and make education meaningful for the Echo generation. The SAMIT group summed it up with the statement “Roll with it without rolling over”. Let us know what is working for you.
Howe, Neil & Strauss, William. (2003).Millenials Go to College. Strategies for the New
Generation on Campus. American Association of Collegiate Registrars and
Admission Officers and LifeCourse Associates.
SAMIT – School of Applied Media and Information Technology – 2007 instructor
workshop
Skiba, Diane & Barton, Amy. (2005). Adapting Your Teaching to Accommodate the Net
Generation of Learners. Online Journal of Issues in Nursing, vol 11, issue 2.
Tucker, Patrick. (2006).Teaching the Millenial Generation. The Futurist, vol. 40, issue 3.
Volek, Jo Ann. (2007). Teaching Generation Y Learners (Masters Thesis). RoyalRoads
University.
*The Echo generation refers to Canadians born between 1980-1995. In the U.S. they’re more commonly called Millenials and encompass anyone born from 1980 onwards. Generation Y and the Net Generation are other commonly used terms.