I Want to "Twitch!"

I want to move at “Twitch” speed. Well, we all can dream. But this new term for the fast paced multi-tasking abilities of the under 30 crowd is a real challenge for today’s educators and employers. I learned so much about embracing and designing online learning from this first ONTL class that I could go on for several pages. But I feel the core principle of the past 15 weeks is basically about becoming a more "student centered" instructor. This makes me wonder about “Twitching.” A new 21st century phenomenon.

As the mother of two “Twitchers ,” and an instructor to this generation, I must find new ways to reach and teach these tech savvy learners. Marc Prensky’s article, “Twitch Speed: Keeping up with Young Workers,” is a crucial piece of reading to assist in reaching this goal. Presnsky wrote about how this “Twitch” generation processes information in a parallel instead of a linear fashion.

http://www.marcprensky.com/writing/Prensky%20-%20Twitch%20Speed.html

As a teacher and mother I have found this to be absolutely true. When dealing with this 30 and under age group it seems what I find distracting, they find stimulating. When I want to read, they want to search. As an online course designer the question becomes, how do you incorporate their active learning style into online and/or f2f hybrid instruction?

From my exploration of the 2.0 web technologies, I believe these various online components can reach this group extremely well. Whether the course is totally online or a hybrid, utilizing online tools for “twitch” generation learning is a viable approach. They’re a generation who loves random access and “clicking around” at the speed of light, as they text friends and listen to the latest downloads from their iTunes library. Whew! Gives me a headache. So, I guess my “twitch” dream may be unrealistic.

This brings us to the debate over which tools are best to reach these students no matter what their actual learning styles may be. Whether they’re visual, verbal, auditory, tactile/kinesthetic, active/reflective, etc. etc. etc. learners, all “Twitchers” appear to need motion and engagement, but just how much? When my daughter, much like the worker cited in Presky’s article, wants to know how to solve a computer problem, she shoots off to the internet (sometimes before accessing the help button) to post and search her problem. My generation says, where’s the manual? “Twitchers” respond, “don’t know, but this website said....”

I believe this is a wonderful course design opportunity. For someone like me who loves technology and computers, the challenge becomes which tools should I select? Also, how do I bring my course to life while being true to the content and remaining connected to my students? I’ve learned 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 contemplate these issues, I now consider alternatives to my “Sage on the Stage” training that "Twitchers" would embrace. I would extend the learning with discussion posts and online resources. Upload course Podcasts. Encourage active research with Hyperlinks and embedded videos. Promote student-student interactions through team assignments and online group or student led activities. I would bring experts into class with Wimba chats and mentors through professional Blogging sites. I would send out mobile phone course announcements and ...Hey, are we “Twitching” now!?

To “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 make sure the content reaches and remains with your students? How do you make sure any technology used is always done in an exemplary fashion while 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 f2f “high touch” I enjoy,” but the “high Tech” components, if thoughtfully designed, can effectively accomplish most learning goals. I want to take this understanding and cement it into a new way of seeing instruction. I’m not totally comfortable yet, and I’m not sure I'll ever be able to “twitch” at an appropriate speed. But I know I can teach and reach, share and learn, and with time, encourage and connect in multiple modalities.