Educating The Digital Generation – A Different Lens (Generation Series)

– This fourth industrial
revolution that we’re going through really means a fundamental
change to how we educate, how we communicate with people,
and how we prepare people for the future. (percussive music) – [Offscreen Voice] Rolling
and mark when ready. – I feel like being born in
this world of technology, so that I think a world without
it is just inconceivable. – I sort of just can’t imagine
what life would be like without a laptop. – There’s online, like
3-D models of anatomy, and I like to use that
more than the textbook, so I think I choose what
suits my learning style. – When I spoke to my mum,
like she went to uni, that was always just lectures,
that if you didn’t go, you were, like, screwed for the exams, and so that was all she had to do, just go in for lectures
and that was about it, whereas now it’s like
completely different. (cymbal crashes) – When I first started teaching, I think students still
believed that the person that stood in front of
them had all the answers. If only they paid
attention closely enough, they too would have the answers. (percussive music) I look now, and you look
at the ways that students are so much more capable
and able of figuring out not only what the
answers are, but what are the more important questions
that we should be asking, and I think teaching and learning
is undergoing a revolution to catch up with that. – Technology is very
important in my learning. I use it for my lectures,
for my workshops, to complete my assignments,
to complete everything I do, I have to use technology. Yeah, even to communicate with my friends in my classes, see how they’re going and see what they’ve done. – We really need to think about
how high quality technology optimises the outcomes
of educational process. (percussive music) Without that, we can really fall into the technological determinist camp or retreat into the world
which banishes technology and glorifies the kind of authentic, quasi-pedagogical experience of the past. I really think that the truth
is somewhere in the middle. – It’s no longer chalk and talk, it’s whole lot of different
ways of technology, but more importantly, there’s
a different sort of skillset that we’re trying to get
people to understand. (percussive music) Students coming into universities now, especially one like Monash,
are really blown away by the change to what they’ve
previously experienced at school and to what they
expected of university. They’re coming into an
environment where they’re expected to question a lot more,
and where they are able to use a lot of equipment
in a different way. (cymbal crash) – Employers now are looking
for people who are going to think outside of the
box, who are able to work in a variety of different
contexts with different people. (electronic music) Using different forms
of digital technologies not only enhances students’
content knowledge, but it also enhances a range
of 21st Century skills, like communication,
collaboration, and teamwork. – The research showed that
students wanted to be able to engage with each other as
much as with the academic. They certainly wanted to be able to engage with that academic, and have a personal relationship there, but they also wanted to be
able to engage with each other. (electronic music) We, as a university, had a
look at the different spaces that we had already on our
campuses, and they were geared towards lecturers delivering and students just receiving information. The qualitative findings from our research when we prototyped the
building, was students saying, well now I can see everybody here. Now I can interact and
understand the learning. We knew we had to do better
with the learning spaces that we had. When you have people co-creating together, that’s when you have something, a spark which everyone walks out
and says I got something out of that, even if I contributed a lot. So we wanted the spaces to allow that. – How can cancer cells
arise, and could you, at your tables, think about
all the different types of errors the cell could make. – Kahoot is this
competitive quiz technology, so we do it in all our
active learning sessions, so you have a series of
questions and everyone has a Kahoot I.D. and the
faster you get it right, the more points you get. I guess it brings
competition into learning. – These sessions, especially
the consolidation ones are interactive, and I
find that that really helps in my learning because
instead of sitting there and just passively learning,
just having, being swamped with content, you’re sort
of having to be involved with it and explore different ideas. – Everybody benefits with the feedback, because if you can imagine a
room full of 200, 240 students, and we suddenly then have
ideas from about three or four or five different
groups, everybody’s seeing what the academic values
as the best in the room, and we suddenly have something. We’re off, we’re ready to
go, and it’s very exciting. So we focus on the types of
connections that students are making with each
other and with academics. – I like discussing concepts
and ideas with my professors, tutors and classmates. My favorite lecturers are the
ones who are very interactive, and interact with the audience. – Neuroscience has helped us understand a lot about learning. We know now that your
retention from a lecture is about 5% to 10%, so it’s
really cheap way to do it, once you’ve built the lecture theater to put a whole lot of people in it, but it’s not in any way effective. If they’re actively learning,
answering questions, teaching each other, talking
in class, problem solving, doing quizzes, sharing stories,
their retention goes up to 60% to 70%. Some students have reacted
with quite a lot of caution to the changes. I’ve had a lot of meetings with student groups expressing skepticism. Students from particular
cultural backgrounds thought that this wasn’t for them, even before they tried. But, once you give them
them the evidence, firstly, and explain why, and
secondly, once you make clear what is valued behavior
in this environment, our students adapt remarkably quickly. – I guess in terms of technology
I didn’t really expect that it would be so much. I think it was a little
bit overwhelming, at first, how much there was online,
but once you sort of get into the swing of it, and get used to it, it’s actually really
helpful, because you’re able to access more materials,
and more of the content, and, really help your learning, so I think it is a good thing. – I think there are two
ways that as aducators we can look at these
educational technologies. One is through the student lens, and that’s to not have any
taken for granted assumptions that, because students are
using Facebook on mobile phones on buses as part of
their day to day lives, that’s automatically going to translate into a capacity to be able
to learn in online spaces. I think that there is a
very dangerous assumption that those two things
are one and the same. The second part is for
educators to understand the ways in which technologies
can be used in a variety of different ways to represent content that may be really difficult to do, so that we don’t have
educators doing old things in new ways. We often talk about how students have been impacted by technology,
but spare a thought for our academics. Being an academic today
means that you have to continuously review the
way in which you are engaging in academic practice, and technology is an integral part of that. So we work very closely with academics to ensure that they are
always able to respond to new technological
opportunities and to make teaching and engagement in the
learning process better. – Technology is central to education, and it’s really important
for us to be able to help to teach the
academics how to use technology. (electronic music) One of the problems is that in all of these higher education institutions and other institutions
and learning environments, we tell someone for 20 or
30 years that their name is a lecturer and they should lecture. And they’re very good
at what they do because of how well they lecture. And then suddenly we
turn around and we say, well, actually we’ve done some research, and lecturing might not be the best type of teaching for every single situation. That’s a huge change
management project there, however, we’re really fortunate, we do have passionate academics. – What’s most important
is we have to be open to the changes that have already occurred. We have to be open to the changes that students who have already progressed through school are coming to us with. And I think that we’ve got to
be really supporting mindsets that are about extending
all that we’ve ever known about quality teaching and learning. And asking what does that mean for that changing world of work? What does that mean for a digital economy? What does that mean for the appetites and dispositions of our students? (electronic music)

1 thought on “Educating The Digital Generation – A Different Lens (Generation Series)

  1. So why do so many Monash University lecturers and tutors ("workshop teachers") still use the chalk and talk method? Why do so many of our tutors drone on by reading powerpoint slides that have already been up on Moodle for a week? It would be better to fix the actual basic classes and quality of the learning experience for students, rather than pretending you can fix everything by "embracing" new technologies.

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