TOOLS NOT TOYS:UNDERSTANDING AND
EFFECTIVELY TEACHINGTODAY’S STUDENTS
Prof. Mike Eisenberg© Eisenberg 2010

The Question

How can we best help
our students to learn –in order to be fulfilled
and successful in the
21st century?
© Eisenberg 2010

© Eisenberg 2010

Technology – is not the answer.
But…


the world has changed

our students have changed

we must change.

© Eisenberg 2010

21st Century Learning• Calvin – ―Am I getting the skills I needto effectively compete in a tough,global economy.‖© Eisenberg 2010

Agenda1. Setting the Scene–

The information society–

Students in 2010…and beyond

2. Implications & Practical Recommendations–

Learning technologies–

Information literacy skills

3. Questions & Discussion© Eisenberg 2010

Disclaimer© Eisenberg 2010

Disclaimer
For every realistic, complicated problem

There will be a simple, understandable
inexpensive solution- H. L. Mencken
H.L. Mencken© Eisenberg 2010

Disclaimer
For every realistic, complicated problem

There will be a simple, understandable
inexpensive solutionthat will be wrong.

- H. L. Mencken
H.L. Mencken© Eisenberg 2010

No, it’s not.
1. It’s really hard.
2. It’s really important!

© Eisenberg 2010

Setting the Scene© Eisenberg 2010

Has education changed?

• No.

• Not much.
• Not really.
© Eisenberg 2010

Has education changed?

© Eisenberg 2010

Has the world changed?

• Yes!

• Much!
• Really!
global Internet traffic
http://internet-politics.andrewchadwick.com/media/T465098-Computer_graphic_of_global_internet_traffic-SPL.jpg© Eisenberg 2010

especially in relation to

information & technology© Eisenberg 2010

Computers today are one
million times more powerfulthan those 20 years ago.

© Eisenberg 2010

in 30 years…
• 1981 – the personal computer• 1985 – the Internet• 1995 – the Web• 1999 – Wireless• 1999 – Google• 2001 – iPod
• 2005 – YouTube• 2006 – Twitter• 2010 – iPad
© Eisenberg 2010

in 15 years…
• 1981 – the personal computer• 1985 – the Internet• 1995 – the Web• 1999 – Wireless• 1999 – Google• 2001 – iPod
• 2005 – YouTube• 2006 – Twitter• 2010 – iPad
© Eisenberg 2010

in 10 years…
• 1981 – the personal computer• 1985 – the Internet• 1995 – the Web• 1999 – Wireless• 1999 – Google• 2001 – iPod
• 2005 – YouTube• 2006 – Twitter• 2010 – iPad
© Eisenberg 2010

In 20 years computers will be
one million times more
powerful than today!

© Eisenberg 2010

And looking ahead?
We will live in the physical world& ina parallel, INFORMATION universe.

© Eisenberg 2010

Students 2010

© Eisenberg 2010

The Google Generation© Eisenberg 2010

The Google Generation• Those born 20 years ago have neverknown a world without the World WideWeb.
– 1989 – Tim Berners-Lee invents the Web– 1993 – CERN puts Web in the public domain– 1992 – Mosaic browser– 1995 – Netscape browser– 1999 – Google

http://news.bbc.co.uk/2/hi/technology/7375703.stm

From Digital Immigrants to Digital Natives• Experiences• Expectations• PaceThe Google Generation© Eisenberg 2010

Experiences

mobileWifi

playlists

Computer

Xbox, Wii, Playstation
WWW

Google© Eisenberg 2010

On demand

Expectations

Anywhere

Now!

24/7
Practical© Eisenberg 2010

Speed of light

Pace

Multiprocessing

Last minute© Eisenberg 2010

A Vision of Students Today• Michael Wesch, Kansas State
University• Cultural Anthropologist• www.youtube.com/user/mwesch#p/u/7/dGCJ46vyR9o© Eisenberg 2010

What is it like to be a student in the Digital Age?

© Eisenberg 2010

Photo credit: Gavin Sisk

Project Information
Literacy

Meet
Christopher

Curious and engaged—in the beginning.



Looking for that ―perfect source.‖

Need a summary more than anything
else.



Need something to get me started.



I can do this on my own—self-taught.
“Want it just in time, find it just in the right place.”© Eisenberg 2010

Christopher’s
Expectations

It exists somewhere, just have to findit.

On first page of results? Awesome.

Up-to-date and current—absolutely
essential.

―Good stuff‖ = instantly findable, free,
and full text.

Wikipedia? Great.

“Leveraging my functional anxiety.”- Harvard Student, 2008 Discussion Sessions

Wikipedia• Wikipedia - www.youtube.com/user/ProjInfoLit#p/u/2/9nOe26xY1zM© Eisenberg 2010

Findings that keep
us up at night#1 source = Google: 96%Student strategy = efficiency
not thoroughness.

Pedagogical goals of deeplearning appear at risk;
students’ research goal =narrow = passing classes.



Procrastination >80% of
students >80% of the timeTime
• Procrastination –• http://www.youtube.com/user/ProjInfoLit#p/u/3/OBMVU
qnPank© Eisenberg 2010

Survey of Valued Skills
6
5.5
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4.5
4
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3
2.5
2
1.5

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• Problem Solving• Information Use• Speaking• Independent Work• Technology• Group Work• Writing• ReadingFreshmen

Transfers

Seniors

1-Yr Grads

5-Yr Grads

10-Yr Grads

Data from UW Office of Educational Assessment:
http://www.washington.edu/oea/services/research/assessment/alumni_1.html© Eisenberg 2010

Students 2010 – Summary• Range from digital immigrants to digital natives.
• Immersed technologically: Facebook, txt
messaging, mobile devices.
• Overloaded and busy.
• Rely on Google and Wikipedia.
• Immediate goals-oriented.
• Value problem-solving, critical thinking.

• Say they learn critical skills mostly on their own.

© Eisenberg 2010

Implications & Practical Recommendations© Eisenberg 2010

Implications – Practical Recommendations
1. Broaden our courses and classrooms –with technology.
2. Raise the critical thinking bar – byintegrating information & technology
skills into course expectations,assignments, instruction, and learning.

© Eisenberg 2010

on the same
page…

© Eisenberg 2010

Implications – Practical Recommendations
1. Broaden our courses and classrooms –with technology.
2. Raise the critical thinking bar – byintegrating information & technology
skills into course expectations,assignments, instruction, and learning.

© Eisenberg 2010

1. Broaden our courses andclasses with technology• Tools Not Toys
–Course website–Personal publishing–Social networks–Collaborative spaces–Mobile devices–Backchannel© Eisenberg 2010

Tech for Learning
Tech

Functions

Example Tech
Tools

Web Design

Website editing,publishing

Dreamweaver, MS
Expression

Learning resources

Web Content

Multimedia content
resources, hostingeReserves, Flickr,
YouTube, UStream,
Twitter

Production-presentation

Personal Publishing

Multimedia
production/hosting

Flickr, YouTube,
UStream, Twitter

Course management,interaction

Social Networking

Sharing,communication,
participation

Facebook,
Myspace, LinkedIn

Group Work

Web/Cloud-based
Collaborative
SpacesGroupcollaboration,
sharing, editing

Googledocs,
PBWorks,
Sharepoint

Information &communication

Mobile Devices

Search,information, sharing

Cellphones, iPad,
Blackberry

Backchannel

Participation,
feedback,
communication

Twitter, Chat

PurposeCourse website

Live class engagement© Eisenberg 2010

Tech for Learning
Tech

Functions

Example Tech
Tools

Web Design

Website editing,publishing

Dreamweaver, MS
Expression

Learning resources

Web Content

Multimedia content
resources, hostingeReserves, Flickr,
YouTube, UStream,
Twitter

Production-presentation

Personal Publishing

Multimedia
production/hosting

Flickr, YouTube,
UStream, Twitter

Course management,interaction

Social Networking

Sharing,communication,
participation

Facebook,
Myspace, LinkedIn

Group Work

Web/Cloud-based
Collaborative
SpacesGroupcollaboration,
sharing, editing

Googledocs,
PBWorks,
Sharepoint

Information &communication

Mobile Devices

Search,information, sharing

Cellphones, iPad,
Blackberry

Backchannel

Participation,
feedback,
communication

Twitter, Chat

PurposeCourse website

Live class engagement© Eisenberg 2010

Social Networks© Eisenberg 2010http://www.facebook.com/press/info.php?statistics© Eisenberg 2010

Class Discussions/Postings – Facebook© Eisenberg 2010

Class Backchannel - -© Eisenberg 2010

Class Backchannel - • Custom hashtag for all Tweets: #i200es10• View via - search.twitter.com• http://search.twitter.com/search?q=%23i200es10• Or use a Twitter client to view: TweetDeck:
http://www.tweetdeck.com/desktop/© Eisenberg 2010

• Hashtag: #i200es10• To view: search.twitter.com© Eisenberg 2010

© Eisenberg 2010

Backchannel - Advantages• Offers students an alternative means toparticipate.

• Focuses attention on class rather thantheir own email or personal exchanges.
• Helps faculty to solicit student questions
and comments.

© Eisenberg 2010

Tech for Learning
Tech

Functions

Sample Tools

Web Design

Website editing,publishing

Dreamweaver, MS
Expression

Learning resources

Web Content

Multimedia content
resources, hostingeReserves, Flickr,
YouTube, UStream,
Twitter

Production-presentation

Personal Publishing

Multimedia
production/hosting

Flickr, YouTube,
UStream, Twitter

Course management,interaction

Social Networking

Sharing,communication,
participation

Facebook,
Myspace, LinkedIn

Group Work

Web/Cloud-based
Collaborative
SpacesGroupcollaboration,
sharing, editing

Googledocs,
PBWorks,
Sharepoint

Information &communication

Mobile Devices

Search,information, sharing

Cellphones, iPad,
Blackberry

Backchannel

Participation,
feedback,
communication

Twitter, Chat

PurposeCourse website

Live class engagement© Eisenberg 2010

2. Raise the critical thinking bar• By integrating information & technology
skills into course expectations,assignments, instruction, and learning.

© Eisenberg 2010

Information & Technology Skills
Association of College andResearch Libraries
Information Literacy Competency
Standards for Higher Education

2001
www.ala.org/acrl/ilintro.html© Eisenberg 2010

ACRL: Information Literacy
Competency Standards forHigher Education

1. The information literate student
determines the nature and extent of
the information needed.
2. The information literate student
accesses needed information
effectively and efficiently.
http://www.ala.org/acrl/ilintro.html© Eisenberg 2010

ACRL: Information Literacy
Competency Standards forHigher Education

3. The information literate student evaluates
information and its sources critically andincorporates selected information into his
or her knowledge base and value system.
4. The information literate student,
individually or as a member of a group,
uses information effectively to accomplisha specific purpose.
http://www.ala.org/acrl/ilintro.html© Eisenberg 2010

ACRL: Information Literacy
Competency Standards forHigher Education

5. The information literate student
understands many of the economic,
legal, and social issues surrounding
the use of information and accesses
and uses information ethically andlegally.

http://www.ala.org/acrl/ilintro.html© Eisenberg 2010

Info Literacy Skills in Courses
ACRL Standard

Course Integration

1. determines the nature and extent of theinformation needed.

Rethink course resources: move from reading and textbooks to info use ofa wide range of print, online, and multimedia resources.

2. accesses needed information effectively
and efficiently.

Use eReserves extensively.
Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.

3a. evaluates information and its sources
critically...

Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.
Require “annotated” bibliographies that note why a source was selected
and used.

Consider evaluating and editing Wikipedia entries as assignments.
3b. …incorporates selected information into
his or her knowledge base and value
system.
4. individually or as a member of a group,
uses information effectively to accomplish a
specific purpose.

Teach independently then combine:-- Selecting relevant information from a source.
-- Presenting information from multiple sources.
Emphasize “citations in context.”
Create interim “milestones” in major assignments.
Encourage multi-modal presentations.

5. understands many of the economic,
legal, and social issues surrounding the useof information and accesses and uses
information ethically and legally.

Fight plagiarism by creating a “culture of citing.”

Include opportunities for student self-evaluation of product and process.
© Eisenberg 2010

Info Literacy Skills in Courses
ACRL Standard

Course Integration

1. determines the nature and extent of theinformation needed.

Rethink course resources: move from reading and textbooks to info use ofa wide range of print, online, and multimedia resources.

2. accesses needed information effectively
and efficiently.

Use eReserves extensively.
Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.

3a. evaluates information and its sources
critically...

Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.
Require “annotated” bibliographies that note why a source was selected
and used.

Consider evaluating and editing Wikipedia entries as assignments.
3b. …incorporates selected information into
his or her knowledge base and value
system.
4. individually or as a member of a group,
uses information effectively to accomplish a
specific purpose.

Teach independently then combine:-- Selecting relevant information from a source.
-- Presenting information from multiple sources.
Emphasize “citations in context.”
Create interim “milestones” in major assignments.
Encourage multi-modal presentations.

5. understands many of the economic,
legal, and social issues surrounding the useof information and accesses and uses
information ethically and legally.

Fight plagiarism by creating a “culture of citing.”

Include opportunities for student self-evaluation of product and process.
© Eisenberg 2010

© Eisenberg 2010

Info Literacy Skills in Courses
ACRL Standard

Course Integration

1. determines the nature and extent of theinformation needed.

Rethink course resources: move from reading and textbooks to info use ofa wide range of print, online, and multimedia resources.

2. accesses needed information effectively
and efficiently.

Use eReserves extensively.
Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.

3a. evaluates information and its sources
critically...

Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.
Require “annotated” bibliographies that note why a source was selected
and used.

Consider evaluating and editing Wikipedia entries as assignments.
3b. …incorporates selected information into
his or her knowledge base and value
system.
4. individually or as a member of a group,
uses information effectively to accomplish a
specific purpose.

Teach independently then combine:-- Selecting relevant information from a source.
-- Presenting information from multiple sources.
Emphasize “citations in context.”
Create interim “milestones” in major assignments.
Encourage multi-modal presentations.

5. understands many of the economic,
legal, and social issues surrounding the useof information and accesses and uses
information ethically and legally.

Fight plagiarism by creating a “culture of citing.”

Include opportunities for student self-evaluation of product and process.
© Eisenberg 2010

© Eisenberg 2010

Info Literacy Skills in Courses
ACRL Standard

Course Integration

1. determines the nature and extent of theinformation needed.

Rethink course resources: move from reading and textbooks to info use ofa wide range of print, online, and multimedia resources.

2. accesses needed information effectively
and efficiently.

Use eReserves extensively.
Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.

3a. evaluates information and its sources
critically...

Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.
Require “annotated” bibliographies that note why a source was selected
and used.

Consider evaluating and editing Wikipedia entries as assignments.
3b. …incorporates selected information into
his or her knowledge base and value
system.
4. individually or as a member of a group,
uses information effectively to accomplish a
specific purpose.

Teach independently then combine:-- Selecting relevant information from a source.
-- Presenting information from multiple sources.
Emphasize “citations in context.”
Create interim “milestones” in major assignments.
Encourage multi-modal presentations.

5. understands many of the economic,
legal, and social issues surrounding the useof information and accesses and uses
information ethically and legally.

Fight plagiarism by creating a “culture of citing.”

Include opportunities for student self-evaluation of product and process.
© Eisenberg 2010

Info Literacy Skills in Courses
ACRL Standard

Course Integration

1. determines the nature and extent of theinformation needed.

Rethink course resources: move from reading and textbooks to info use ofa wide range of print, online, and multimedia resources.

2. accesses needed information effectively
and efficiently.

Use eReserves extensively.
Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.

3a. evaluates information and its sources
critically...

Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.
Require “annotated” bibliographies that note why a source was selected
and used.

Consider evaluating and editing Wikipedia entries as assignments.
3b. …incorporates selected information into
his or her knowledge base and value
system.
4. individually or as a member of a group,
uses information effectively to accomplish a
specific purpose.

Teach independently then combine:-- Selecting relevant information from a source.
-- Presenting information from multiple sources.
Emphasize “citations in context.”
Create interim “milestones” in major assignments.
Encourage multi-modal presentations.

5. understands many of the economic,
legal, and social issues surrounding the useof information and accesses and uses
information ethically and legally.

Fight plagiarism by creating a “culture of citing.”

Include opportunities for student self-evaluation of product and process.
© Eisenberg 2010

Info Literacy Skills in Courses
ACRL Standard

Course Integration

1. determines the nature and extent of theinformation needed.

Rethink course resources: move from reading and textbooks to info use ofa wide range of print, online, and multimedia resources.

2. accesses needed information effectively
and efficiently.

Use eReserves extensively.
Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.

3a. evaluates information and its sources
critically...

Stress “articles” and Article Search Engines (e.g., Academic SearchComplete) as valued in addition to websites and Google.
Require “annotated” bibliographies that note why a source was selected
and used.

Consider evaluating and editing Wikipedia entries as assignments.
3b. …incorporates selected information into
his or her knowledge base and value
system.
4. individually or as a member of a group,
uses information effectively to accomplish a
specific purpose.

Teach independently then combine:-- Selecting relevant information from a source.
-- Presenting information from multiple sources.
Emphasize “citations in context.”
Create interim “milestones” in major assignments.
Encourage multi-modal presentations.

5. understands many of the economic,
legal, and social issues surrounding the useof information and accesses and uses
information ethically and legally.

Fight plagiarism by creating a “culture of citing.”

Include opportunities for student self-evaluation of product and process.
© Eisenberg 2010

Plagiarism– Address plagiarism in terms of credibility,
authority, trust, intellectual property.

– Create a “culture of citing.”© Eisenberg 2010

Fighting Plagiarism: Creating a Culture of Citing– Model citing in teaching and presenting.
– Show “bad” examples – exaggerate plagiarism.
– Have students cite sources all the time.
– Expect citing in class discussions as well.
– Do not accept work without citing.

– Focus on citations in context more than bibliographies.
– Require “annotated” bibliographies – with annotationsof “why” students selected a particular source as wellas their “credibility” analysis of the source.
© Eisenberg 2010

Fighting Plagiarism
Ask good questions.
 Give assignments that are simply “descriptive” are easily copied.
 Give assignments that ask students to make judgments or defend aposition require thinking and are not easily copied.

DESCRIPTIVE
Do a report on a world region.

INFERENTIAL
A business is considering moving toanother region. Based on research
about this region, decide whether you
think it’s a good idea.

Write a paper on humpback whales. Write a paper on whether humpback
whales are still endangered andshould or should not be protected.

© Eisenberg 2010

In Conclusion© Eisenberg 2010

Change• According to Calvin….
• "I thrive on making other peoplechange.‖© Eisenberg 2010

Change
1. Broaden our courses and classrooms –with technology.
2. Raise the critical thinking bar – byintegrating information & technology
skills into course expectations,assignments, instruction, and learning.

© Eisenberg 2010

On Your Way!

© Eisenberg 2010

© Eisenberg 2010