“In 2018, new entrants to university will have been born in the year 2000. This generation will demand their education be delivered to them in a different way.”
Hear from Frank Ponte of RMIT about why the prestigious University is looking at Ed as a potential exciting new style of learning that will yield deeper knowledge for students and capture a cohort who are clearly not defined by strict rules and linear learning.
“We believe that how we learn is just as important for success as where and what we learn.”
In 2018, new entrants to university will have been born in the year 2000. This generation will demand their education be delivered to them in a different way. They will challenge academic convention by communicating and engaging with their peers via global applications such as Twitter, Facebook, and LinkedIn. This generation are early adopters of technology and 53% of this generation would rather give up their sense of smell than give up technology. (McCann Truth Central, 2011 p.6)
This group consumes more media than ever before. 35% of 15-34 year olds spend more time going online via their phone, have fueled the internet TV trend using YouTube and Netflix and also interact with organisations via social media more than any other cohort. (Boyte, 2016)
This generation opts for electronic over print, providing immediacy and accuracy. The written word has morphed into YouTube videos, icons and images. Structured classrooms are also shifting to more collaborative ones that use a variety of digital tools to engage and provide deeper learning.
Microlearning is also gaining traction as a way of engaging these learners. It is a popular and diffuse way of engaging a cohort that is driven by short attention spans. The core characteristics of microlearning include short, focused content and multi-platform delivery. Short enough to complete on the tram, train and bus. Focused enough to acquire learning. Gamified to deepen knowledge and entertain, with multi-platform delivery modes to use on any mobile device, anywhere, any time.
At RMIT, we have a diverse student body who desire transformative experiences. Acutely aware of the fast pace of change, we believe that how we learn is just as important for success as where and what we learn.
The library is currently trialling and developing academic integrity modules for students’ edification through Ed App. The work that RMIT Library has undertaken is experimental and does not have a wide audience, however, we are excited by the prospect of delivering a new style of learning that will yield deeper knowledge for our students and captivate a cohort who are clearly not defined by strict rules and linear learning.
Frank Ponte is the Manager Liaison for College of Science Engineering and Health at RMIT University Library. Frank is responsible for all liaison activities with the academic staff of the College and also leading and managing Liaison Librarians that support students and staff within each school of the College. Frank’s other responsibilities are in digital learning. He is currently responsible for developing an academic integrity module for students.
RMIT Library: http://www1.rmit.edu.au/library
Maha Abed is the E-learning Projects Librarian at RMIT University Library. She is responsible for collaborating with others to develop and design online, interactive learning tools with the goal of increasing the suite of learning objects available at RMIT and how they align with learning outcomes in course and program curricula. Maha enjoys working closely with Frank Ponte at RMIT to meet these objectives.
Boyte, T. (2016, March 3). Millennials and generation Z lead the future of media. Retrieved October 11, 2016, from Neilson, http://www.nielsen.com/nz/en/insights/news/2016/millennials-and-generation-z-lead-the-future-of-media.html
McCann Truth Central. (2012). THE TRUTH ABOUT PRIVACY. Retrieved from http://mccann.com/wp-content/uploads/2012/06/McCann_Truth_about_Privacy.pdf