Cheri's+Slide+Bullets+&+Narratives

SLIDE ONE TITLE: LEARNING (Slide numbers have changed, this is actually Slide #4 now (Deb)) Bullet Point 1 : One Size Fits All? Bullet Point 2 : Neuroplasticity Bullet Point 3 : Malleability Narrative 1: Before the 1960s and 70s, education was treated as a one-size-fits-all institution for the masses. This occurred because the understanding of how the brain worked was very limited. In addition, most curricula in the traditional learning environment was and continues to be very linear in nature (Prenksy, 2001). Narrative 2: Those who have studied the brain up until very recently have always taken for granted that the same basic processes underlie all human thought. However, as stated by Mark Prensky, “the brain constantly reorganizes itself all our child and adult lives, a phenomenon technically known as neuroplasticity” (Prensky, 2001). Narrative 3: “Research by social psychologists have shown that people who grow up in different cultures do not just think about different things, they actually think differently. The environment and culture in which people are raised affects and even determines many of their thought processes. However, brains and thinking patterns do not just change overnight. A key finding of brain plasticity research is that brains do not reorganize casually, easily, or arbitrarily. ―Brain reorganization takes place only when the animal pays attention to the sensory input and to the task.‖ 14 ―It requires very hard work.‖15 Biofeedback requires upwards of 50 sessions to produce results. 16 Scientific Learning’s Fast ForWard program requires students to spend 100 minutes a day, 5 days a week, for 5 to 10 weeks to create desired changes, because ―it takes sharply focused attention to rewire a brain.‖ 17” (Prenksy, 2001). Prensky, M. (2001). Digital Natives, Digital Immigrants, Part II. Retrieved from []


 * ﻿Cheri, great job. I have edited the information to make it easier for Lisa to read. She cannot use in-text citations for the narrative. Below is the edited version. Please let me now if you want to add anything or make any changes. Deb. **

﻿ Those who have studied the brain in the past it was taken for granted that the same basic processes underlie all human thought. However, as stated by Mark Prensky, “the brain constantly reorganizes itself [throughout] our child and adult lives, a phenomenon technically known as neuroplasticity.”

Research by social psychologists [shows] that people who grow up in different cultures do not just think about different things, they actually think differently. The environment and culture, in which people are raised, affects and [can] even determine many of their thought processes. However, brains and thinking patterns do not change overnight. A key finding of brain plasticity research is that brains do not reorganize casually, easily, or arbitrarily. Brain reorganization takes place only when the animal pays attention to the sensory input and to the task. It requires very hard work. Biofeedback requires upwards of 50 sessions to produce results. Scientific Learning’s Fast ForWard program requires students to spend 100 minutes a day, 5 days a week, for 5 to 10 weeks to create desired changes, because ―it takes sharply focused attention to rewire a brain.

Reference

Prensky, M. (2001). Digital Natives, Digital Immigrants, Part II. Retrieved from []

SLIDE TWO TITLE: How does Generation X Learn? (Slide numbers have changed, this is actually Slide #6 now (Deb)) Bullet Point 1: The beginnings of brain reorganization Bullet Point 2: Make it fun and engaging Bullet Point 3: I’ll figure it out as I go Narrative 1: Since Pong was released in 1974, video games have had captive audience with children. These video games are interactive, engaging, and exciting. Sharp focus, repeat and frequent usage of video games begin to create malleability first in Generation X. The children of this generation began to develop “hypertext” minds with the ability to leap from one idea to the next; as though cognitive structures are parallel instead of sequential” (Prensky). Narrative 2: Most GenXers wanted school to be fun and engaging just like their video games. However, back in the early 1980’s, most school systems did not see the value of learning from media sources such as video games or television. If they did, the school could generally only afford to have one or two computers in a lab that had to be shared by many students. Some television media was used as a part of curriculum, but there was not instant access to multiple media sources like there are today. Watching an educational Beta or VHS video or getting to go to the computer lab to play Oregon Trail was a special treat. There was not a big focus on making school engaging and fun like a video game. Some educators state that “a generation schooled on Sesame Street expects to be entertained at school-to enjoy the learning experience. They argue that the learning and entertainment should be clearly separated” ( [] ). Narrative 3: Because so many new technologies began emerging in the time of Generation X, most people from this generation prefer to interact directly with the unknown, learn by discovery, then deal with analyzing the results after the fact. ( [] )

Slide 6 How does Generation X Learn? Narrative
 * Edited narrative for Slide 6 **

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Since Pong, an electronic arcade game by Atari, was released in 1974, video games have held captive audiences with children. These video games are interactive, engaging, and exciting. Sharp focus, repeat, and frequent use of video games began to create malleability in Generation X. The children of this generation began to develop “hypertext” minds with the ability to leap from one idea to the next; as though cognitive structures are parallel instead of sequential.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Most generation X students wanted school to be fun and engaging, just like their video games. However, in the early 1980’s, most school systems did not see the value of learning from media sources such as video games or television. When they did attempt to use this type of media, the school could generally only afford to have one or two computers in a lab and these computers had to be shared by many students. Some television media was used as a part of curriculum, but there was no instant access to multiple media sources as there are today.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Watching an educational Beta video, VHS video, or having the opportunity to use the computer lab to play Oregon Trail was a special treat. There was no real focus on making school engaging and fun. Tapscott states that “a generation schooled on Sesame Street expects to be entertained at school in order to enjoy the learning experience. [Eductators] argue that learning and entertainment should be clearly separated.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Since many new technologies began emerging during this generation, most GenXers prefer to interact directly with the unknown, learning by discovery, and then analyzing the results

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Reference

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Tapscott, D. (1998 ). Growing up Digital: The Rise of the Net generation. McGraw-Hill. Retrieved from []

SLIDE THREE TITLE: How does Generation Y Learn? (Slide numbers have changed, this is actually Slide #8 now (Deb)) Bullet Point One: Make is personalized Bullet Point Two: Make it interactive and social Bullet Point Three: Facilitate, don’t Regurgitate Narrative 1: Generation Y, on the other hand, have grown up surrounded by computers, cell phones, video games, MP3 players and other electronic gadgets. Generation Y is used to having personal choice in almost every aspect of their lives. In school, though, kids don’t have the “don’t buy” option. Rather than being empowered to choose what they want (“Two hundred channels! Products made just for you!”) and to see what interests them (“Log on! The entire world is at your fingertips!”) and to create their own personalized identity (“Download your own ring tone! Fill your iPod with precisely the music you want!”)—as they are in the rest of their lives—in school, they must eat what they are served. (Prenksy, engage me or enrage me). Narrative 2: As a result of their experiences outside of school, Generation Y, more than any generation before, demands interactivity-an immediate response to their every action. (Prensky, Engage me or Enrage me). “Digital Natives accustomed to the twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick-payoff world of their video games, MTV, and Internet are bored by most of today’s education, well-meaning as it may be. But worse, the many skills that new technologies have actually enhanced (e.g., parallel processing, graphics awareness, and random access)—which have profound implications for their learning—are almost totally ignored by educators” (Prensky, Engage me or Enrage me). Generation Y finds power on the Internet because it depends upon a distributed, or shared, delivery system rather than a hierarchal one. This distributed, or shared, power is at the heart of the culture of interaction ([] ) Narrative 3: Generation Y learners enjoy enhanced interactivity and connections with others (Papert, 1996). Rather than some professor regurgitating facts and theories to students, GenYers prefer discussion and exploration. They also enjoy learning from each other with the teacher as a participant. They prefer to construct narratives that make sense out of their own experiences while using various digital forums. (http://www.ncsu.edu/meridian/jan98/feat_6/digital.html )


 * <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Edited narrative for Slide 8 - just a quick note - the narrator can express things that are in parenthesis. **

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Generation Y children have grown up surrounded by computers, cell phones, video games, MP3 players, and other electronic gadgets. They have always had a personal choice in almost every aspect of their lives. In school, though, these students do not have the “don’t buy” option. Rather than being empowered to choose what they want, to see what interests them, and to create their own personalized identity, they are forced to eat what they are served.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">As a result of their experiences outside of school, Generation Y, more than any generation before, demands interactivity and an immediate response to their every action. Digital Natives accustomed to the twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick-payoff world of their video games, MTV, and Internet are bored by most of today’s education, well-meaning as it may be. But worse, the many skills that new technologies have actually enhanced like parallel processing, graphics awareness, and random access are almost totally ignored by educators These skills and educators inability to recognize them will have profound implications on successful learning for Millennials.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">This group finds power on the Internet because it depends upon a distributed delivery system rather than a hierarchal. This distributed power is at the heart of Generation Y’s interactive culture. This generation of learners enjoys enhanced interactivity and connections with others Rather than their instructors regurgitating facts and theories to students, GenYers prefer discussion and exploration. They also enjoy learning from each other with the teacher as a participant. They prefer to construct narratives that make sense out of their own experiences while using various digital forums.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">References

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Prensky, M. (2005). Engage me or enrage me: What today’s learners demand. EDUCAUSE Review, 40(5), 60–65. Retrieved from <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">@http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume40/EngageMeorEnrageMeWhatTodaysLe/158006

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Tapscott, D. (1998 ). Growing up Digital: The Rise of the Net generation. McGraw-Hill. Retrieved from http://www.ncsu.edu/meridian/jan98/feat_6/digital.html