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Lessons on millennials and mobility

Divina Paredes | Aug. 7, 2014
What trends and practices are happening in education and banking that other industries will be facing when this new generation dominates the workforce in the not so distant future?

Our service metrics are changing. For example, you are now asking your team how many hours of content delivery have they provided users for self-help purposes?

Wanted: New skill sets

Andy Parker, St Cuthbert's College: What's interesting is given all of our students are so connected to their mobile devices at all different times, the amount of data they access and the data they consume and the data they post -- how are they going to cope with managing all this data and then contextualising it. How do we help our students with the data they get and put it in a meaningful way?

Neil Gong, NZMA: We try to understand what it means to the learner from their perspective -- what the expectations are and what kind of experience we are going to provide them. And at the same time, to protect the organisation from any threats or anything where we explore the opportunity.

We also found that the students are leading the game at the moment, and it's our teaching staff who are holding some of our initiatives at the moment. If you have been teaching the same way for the last 10 years, why suddenly, you feel less comfortable in the classroom. The teacher used to be the centre in the classroom, but now are they just a facilitator? Are they still manning the room or the students are and are they leading the game?

The mobile with the cloud is creating a whole range of rich ecosystems, specifically consumer.

Andy Parker, St Cuthbert's College: Engaging teachers will always be successful, regardless of the delivery method. If they're standing in front talking for an hour, that will still work or they can be interactive and facilitate. It's engagement and I should say the challenge now is the students. There are so many more distractions to take away from engagement, because of the devices. So the teacher's job or the lecturer's job is just harder, because of what they're fighting against. And the students' access to alternative material that might contradict what's been delivered. So an English teacher can be saying a certain poet meant this when they wrote this, and the student's saying. 'Well hang on, I've read what he wrote and no, he didn't.' So it's the challenge to the authority of the teacher, because the student in class has access to an alternative view so much quicker. So the teachers have to be more adaptive around the discussion about it, rather than just delivering it. You can still be in the middle of the room, and in theory, they are the ones that know better, more than the students. And that's very true for the good teachers.


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