Net Gen- The Catering Gen

Net Gen learners are young and they've been raised on computers. Because they were raised inside of technology, they've broken many conceptions of how long and how difficult it is to learn a process. Generation X can take classes and work on keeping up to date with technology, but at some point they have settled into "what works." The Net Gen doesn't know what works, but they have access to everything that might work. Through this access the Net Gen is able to explore possibilities in a fresh way and use whatever software or device is most efficient for the task.

In a video game you being with no idea of how to play. You know how to use the controller, but level by level you learn new rules and button combinations that are useful in new and different situations presented to you in a logical way that leads you to quickly master a game. It all happens very quickly. Within two hours of playing a game you can become familiar with it and the more familiar you are with it, the more you enjoy it.

My problem is then with applying this video game mentality to real life. Net Gen students raised on technology can accelerate through many of the normal road blocks of education, and can learn the software needed to solve a problem more efficiently than those who are teaching. But the students need the problems laid out like a video game. Setting little goals along the way to gain minor skills until a point is reached where the student is comfortable with the game and can explore the harder levels.

I don't believe that there is true creativity within the gaming world. The creativity is in the side dishes served with the video game, but not contained within it. You can choose your name, you can choose who you play with, what you play and when you play. But once you are playing you are governed by a long list of rules that does not allow for much room to create. This is my problem with linking it to school, academia, research, or learning. Net Gen learners within the modern constraints are not allowed the room to explore and apply understanding to problems in their neighborhood, state, or country. Without this understanding of how actions change surroundings, everything becomes theoretical and one sided.

The net gen learners have always been catered to and are used to being told what to do, how to do it, why to do it, and when it needs to be done. What happens when the directives are not so clearly laid out?

Lesson Planning and Course Design Considerations (Birth of an Idea)

Design and Teach Your (a) Course

Many of the decisions affecting the success of a course take place well before the first day of class.

Looking through the resources provided we find plenty of opinions, which is where an effective and unexperienced teacher would start.

Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.

Teachers, schools, and districts benefit by "working smarter" through the collaborative design, sharing, and peer review of units of study.

In general, a helpful way to design a course is to proceed through the following phases:

1) Identify desired results— GOALS

2) Determine acceptable evidence — PROGRESS

3) Plan learning experiences and instruction — PRACTICE

So wanting this application what would this look like at VCU? How can we get started in this and do instead of theorize? What about co-teaching an honors module sponsored by the preparing future faculty program and the Engineering Graduate school? How does an engineering professor get his or her initial exposure to this teaching? The Honors College appears to be a reasonable avenue for

Application to teach an honors course/module

Thank you for your interest in teaching a course or module with the Honors College.

1. You will need the following information to complete the application:
• A description of the course or module.
• The course or module syllabus and bibliography.
• Your time and day preferences.
• Your curriculum vitae (CV).

The next collection of links ( 1 2 3 ) all speak of the benefits of building a teaching portfolio and provide examples of how to do that.

Portfolios obviously need to be filled with experience, just as CV's must be filled with actual experiences.