They enjoy it because they can see the outcome and have some control over it. Even if it doesn't come out as intended, they can find value in the process and confidence for a more successful outcome the next time.
They love listening to our experiences story and part of it is very effective, absorbing learning points.
We are able to share experiences with our students, and vice versa. By demonstrating how the content of the course is relevant through our own experiences we indicate the importance of the content and the need to understand and appreciate it.
I also think it's because they are particularly "self-involved" so when they can express their thoughts, opinions or make it about them they are more engaged.
Growing up in an age of audio and visual learning it would make sense that they would most desire to learn by doing as opposed to reading.
I agree with the importance of engaging and applying material to a story. I think students do well applying things to their own experiences and learning about others experiences as different from their own. It gives an important emphasis to context and how complex situations are for each of us. Great application tool for challenging more depth in thinking and connecting.
Sarah,
Exactly & then we have fed them for a lifetime.
Ryan Meers, Ph.D.
Kevin,
great point made here about learning & doing.
Ryan Meers, Ph.D.
It is "teaching a man to fish."
The access to the Internet Gen Y students have enjoyed enable them to experience far more than I did as a student in the late sixties/early seventies. Therefore they need to have an instructor couple "learning" with "doing something" - engaging in conversation with members of the class in a team framework, responding to a discussion string on an LMS as the module puts it "getting in the water and getting dirty". :)
Teresa,
Yes the real world experience is a great way for gen y learners to learn.
Ryan Meers, Ph.D.
Simply put, they want real world experience. If they can see the connection between the classroom material and application to the 'real world' that equates to a higher level of value. It doesn't matter if it is math, science, sociology or any other disciple. They need to see the connection between learning in the classroom and applying it outside of the school's walls.
Gen Y students appreciate information given in a story type format on how learning topics apply to "real world" situations, otherwise they may not see the point in learning the information.
This is a difficult time for instructors and teachers I have been saying for years this generation wants you on a stage. They are coming for the performance. So having said that I also have to say there is only so much that can be learned through actual role play and experiential learning. Time spent is lecture is all good and base knowledge is important, however I don't think alot of students throughly grasp the content till they dig in up to their elbows and actually perform the task. We utilize a simulation lab and watching the students grow from the simulation experience is great. They truly enjoy and learn from the activity.
Jo,
so true, the trial & error method is loved by them.
Ryan Meers, Ph.D.
When you are experimenting you can't wait to see the results. This type of learning is fun and exciting. Highly favorite by Gen Y since they tend to crave variety in their learning.
They seem to want information that is immediate, practical, and relevant to their needs. Theoretical ideas and untested approaches do not meet these standards. The generation seems to be very hands on, perhaps from working with technology so much. And given its members' generally short attention span there is a restlessness to "do something" or at least know what someone has successfully done.
Janet,
Prezi can be very helpful, although I will state my students have mixed responses in regard to how they feel about taking notes from it.
Ryan Meers, Ph.D.
I think for everyone, it is effective to be a first hand participant.
William,
this is true & we can also help to slowly wean them off of this reliance but challenging their thinking even more.
Ryan Meers, Ph.D.
