Should I learn to “Twitch”?
Marc Prensky’s article, “Speed of Shrinkage: Keeping Up with Young Workers,” was an eye-opener for me as an educator, media producer, and parent. Presnsky wrote about how this “Twitch” generation processes information in a parallel rather than linear fashion. As a mother of two “Twitchers” and a media instructor who is constantly looking for creative ways to reach and teach these tech-savvy students, the bells started to ring.
As a teacher, dealing with the 30 and under group it seemed that what distracted me, they found stimulating. When I wanted to read, they wanted to search. Today, as an online course designer and face-to-face instructor, the problem is how to incorporate your active learning style into affective online, f2f, or hybrid instruction.
From my exploration of various web 2.0 technologies, I believe these online tools can reach and engage this group. Social media, blogs, UTube video links and podcasting, no matter if the course is fully online or hybrid, using technology for ‘twitch’ generation learning is an excellent approach. The “Twitch” generation thrives on random access and lightning-fast “clicking” while texting your friends and listening to the latest downloads from your iTunes library. Since this constant movement gives me a headache, I guess my “nervous” dream may be unrealistic, but not my dream of empowering “nervous” students to take control of their learning.
This brings me to the debate about which tools are best for reaching younger learners regardless of the learning styles they exhibit. Be they visual, verbal, auditory, tactile/kinesthetic, active/reflective, etc. etc, all “Twitchers” seem to need movement and engagement, but how much?
When my daughter, like the worker quoted in Presky’s article, wants to know how to solve a computer problem, she goes online (sometimes before hitting the help button) to post and search for her problem. My generation says, where is the manual? “Twitchers” he replies, “I don’t know, but this website said…”
I think this is a wonderful course design opportunity. For those who enjoy technology and computers, the challenge is which tools to select and why. And how do you make the course come to life while staying true to the content and connecting with your students?
Through educational surveys and discussions, I have learned that my f2f classroom teaching style is an “expert” who embraces “constructivism.” I want to share what I know while encouraging my students to share and build on their current knowledge. As I am modifying this “Sage on Stage” training, I must now consider teaching alternatives that “Twitchers” would adopt.
Some of my ideas are to expand learning opportunities with discussion posts and related online resources. Upload course podcasts to review anytime, anywhere. Encourage active research online with hyperlinks and embedded videos. Promote student-student interactions through team assignments and online or student-led group activities. It would bring content experts to class with Wimba chats and provide access to mentors through professional blogs. I would send course announcements by mobile phone and… hey, we’re already “Twitching”!?
“Twitch or not to twitch” is now combined in my mind with “to reach or not to reach”. This is the synthesis. What should you design to ensure that content reaches and stays with your students? How do you ensure that the technology is always performed in an exemplary manner taking into account the bandwidth needs and even the disabilities of your students? In this new online world, I know I may lose some of the “high-touch” “face-to-face” that I enjoy,” but “high-tech” components, if carefully designed, can effectively accomplish most of the learning objectives.