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CALL FOR PAPERS AND PROPOSALS
iLRN 2021: 7th International Conference of the Immersive Learning Research Network
May 17 to June 10, 2021, on iLRN Virtual Campus, powered by Virbela
… and across the Metaverse!
Technically co-sponsored by the IEEE Education Society,
with proceedings to be submitted for inclusion in IEEE Xplore(r)
Conference theme: “TRANSCEND: Accelerating Learner Engagement in XR across Time, Place, and Imagination”
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The 7th International Conference of the Immersive Learning Research Network (iLRN 2021) will be an innovative and interactive virtual gathering for a strengthening global network of researchers and practitioners collaborating to develop the scientific, technical, and applied potential of immersive learning. It is the premier scholarly event focusing on advances in the use of virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies to support learners across the full span of learning–from K-12 through higher education to work-based, informal, and lifelong learning contexts.
Following the success of iLRN 2020, our first fully online and in-VR conference, this year’s conference will once again be based on the iLRN Virtual Campus, powered by VirBELA, but with a range of activities taking place on various other XR simulation, gaming, and other platforms. Scholars and professionals working from informal and formal education settings as well as those representing diverse industry sectors are invited to participate in the conference, where they may share their research findings, experiences, and insights; network and establish partnerships to envision and shape the future of XR and immersive technologies for learning; and contribute to the emerging scholarly knowledge base on how these technologies can be used to create experiences that educate, engage, and excite learners.
Note: Last year’s iLRN conference drew over 3,600 attendees from across the globe, making the scheduling of sessions a challenge. This year’s conference activities will be spread over a four-week period so as to give attendees more opportunities to participate at times that are conducive to their local time zones.
##### TOPIC AREAS #####
XR and immersive learning in/for:
Serious Games • 3D Collaboration • eSports • AI & Machine Learning • Robotics • Digital Twins • Embodied Pedagogical Agents • Medical & Healthcare Education • Workforce & Industry • Cultural Heritage • Language Learning • K-12 STEM • Higher Ed & Workforce STEM • Museums & Libraries • Informal Learning • Community & Civic Engagement • Special Education • Geosciences • Data Visualization and Analytics • Assessment & Evaluation
##### SUBMISSION STREAMS & CATEGORIES #####
ACADEMIC STREAM (Refereed paper published in proceedings):
– Full (6-8 pages) paper for oral presentation
– Short paper (4-5 pages) for oral presentation
– Work-in-progress paper (2-3 pages) for poster presentation
– Doctoral colloquium paper (2-3 pages)
PRACTITIONER STREAM (Refereed paper published in proceedings):
– Oral presentation
– Poster presentation
– Guided virtual adventures
– Immersive learning project showcase
NONTRADITIONAL SESSION STREAM (1-2 page extended abstract describing session published in proceedings):
– Workshop
– Special session
– Panel session
##### SESSION TYPES & SESSION FORMATS #####
– Oral Presentation: Pre-recorded video + 60-minute live in-world discussion with
others presenting on similar/related topics (groupings of presenters into sessions determined by Program Committee)
– Poster Presentation: Live poster session in 3D virtual exhibition hall; pre-recorded video optional
– Doctoral Colloquium: 60-minute live in-world discussion with other doctoral researchers; pre-recorded video optional
– Guided Virtual Adventures: 60-minute small-group guided tours of to various social and collaborative XR/immersive environments and platforms
– Immersive Learning Project Showcase: WebXR space to assemble a collection of virtual artifacts, accessible to attendees throughout the conference
– Workshop: 1- or 2-hour live hands-on session
– Special Session: 30- or 60-minute live interactive session held in world; may optionally be linked to one or more papers
– Panel Session: 60-minute live in-world discussion with a self-formed group of 3-5 panelists (including a lead panelist who serves as a moderator)
Please see the conference website for templates and guidelines.
##### PROGRAM TRACKS #####
Papers and proposals may be submitted to one of 10 program tracks, the first nine of which correspond to the iLRN Houses of application, and the tenth of which is intended for papers making knowledge contributions to the learning sciences, computer science, and/or game studies that are not linked to any particular application area:
Track 1. Assessment and Evaluation (A&E)
Track 2. Early Childhood Development & Learning (ECDL)
Track 3. Galleries, Libraries, Archives, & Museums (GLAM)
Track 4. Inclusion, Diversity, Equity, Access, & Social Justice (IDEAS)
Track 5. K-12 STEM Education
Track 6. Language, Culture, & Heritage (LCH)
Track 7. Medical & Healthcare Education (MHE)
Track 8. Nature & Environmental Sciences (NES)
Track 9. Workforce Development & Industry Training (WDIT)
Track 10. Basic Research and Theory in Immersive Learning (not linked to any particular application area)
##### PAPER/PROPOSAL SUBMISSION & REVIEW #####
Papers for the Academic Stream and extended-abstract proposals for the Nontraditional Session Stream must be prepared in standard IEEE double-column US Letter format using Microsoft Word or LaTeX, and will be accepted only via the online submission system, accessible via the conference website (from which guidelines and templates are also available).
Proposals for the Practitioner Stream are to be submitted via an online form, also accessible from the conference website.
A blind peer-review process will be used to evaluate all submissions.
##### IMPORTANT DATES #####
– Main round submission deadline – all submission types welcome: 2021-01-15
– Notification of review outcomes from main submission round: 2021-04-01
– Late round submission deadline – Work-in-progress papers, practitioner presentations, and nontraditional sessions only: 2021-04-08
– Camera-ready papers for proceedings due – Full and short papers: 2021-04-15
– Presenter registration deadline – Full and short papers (also deadline for early-bird registration rates): 2021-04-15
– Notification of review outcomes from late submission round: 2021-04-19
– Camera-ready work-in-progress papers and nontraditional session extended abstracts for proceedings due; final practitioner abstracts for conference program due: 2021-05-03
– Presenter registration deadline – Work-in-progress papers, practitioner presentations, and nontraditional sessions: 2021-05-03
– Deadline for uploading presentation materials (videos, slides for oral presentations, posters for poster presentations): 2021-05-10
– Conference opening: 2021-05-17
– Conference closing: 2021-06-10
*Full and short papers can only be submitted in the main round.
##### PUBLICATION & INDEXING #####
All accepted and registered papers in the Academic Stream that are presented at iLRN 2021 and all extended abstracts describing the Nontraditional Sessions presented at the conference will be published in the conference proceedings and submitted to the IEEE Xplore(r) digital library.
Content loaded into Xplore is made available by IEEE to its abstracting and indexing partners, including Elsevier (Scopus, EiCompendex), Clarivate Analytics (CPCI–part of Web of Science) and others, for potential inclusion in their respective databases. In addition, the authors of selected papers may be invited to submit revised and expanded versions of their papers for possible publication in the IEEE Transactions on Learning Technologies (2019 JCR Impact Factor: 2.714), the Journal of Universal Computer Science (2019 JCR Impact Factor: 0.91), or another Scopus and/or Web of Science-indexed journal, subject to the relevant journal’s regular editorial and peer-review policies and procedures.
##### CONTACT #####
More on Virbela in this IMS blog
https://blog.stcloudstate.edu/ims?s=virbela
Murray, J. H. (1997). Hamlet on the holodeck: The future of narrative in cyberspace. Free Press.
Since 1992 I have been teaching a course on how to write electronics section. My students include freshman, writing majors, and media lab graduate students.
As I watch the yearly growth in ingenuity among my students, I find myself anticipating a new kind of storyteller, one who is half hacker, half bard. The spirit of the hacker is one of the great creative wellspring Safari time, causing the in animate circuits to sync with ever more individualized and quirky voices; the spirit of the bard is eternal and irreplaceable, telling us what we are doing here in about we mean to one another.
p. 12 A New Medium of Storytelling
Set 600 years from now, describes a society that science has dehumanized by eliminating love, parenthood, and the family in favor of generating engineering, test tube delivery, and state indoctrination. Books are banned, and science has come up with a substitute form of storytelling to delete the masses.
p. 20 Ray Bradbury Fahrenheit 451
p. 22 this accounts of a digital dystopia but eroticize and demonize the computer. Cyberpunks surfers are like Cowboys on the new frontier motorcycle hoodlums with a joystick in their hand instead of a motorcycle between their legs. They are outlaw pirates on an endless voyage of exploration throughout the virtual world riding and plundering among the invisible data hoards of the world in many states by the stronger pirate parents who reach in and reprogram their minds.
p. 22 William Gibson Neurmancer
p. 28 The Harbinger on the the Holodeck
The technical in economic cultivation of this freestyle new medium of communication has led to several new varieties of narrative entertainment. This new storytelling formats very from the shoot them up video game in the virtual dungeons of Internet role-playing games to the post modern literary hypertext. This wide range of narrative art holds the promise of a new medium of expression that is S varied SD printed book or the movie picture.
Books printed before 1501 or cold incunabula; the word is derived from the Latin for swaddling clothes and is used to indicate that this books are the work of a technology still in its infancy.
The garish video games in tangled websites of the current digital environment or part of a similar period of technical evolution, part of a similar struggle for the conventions of coherent communication.
p. 29 now, in the incunabular days of the narrative computer. We can see how 20th century novels, films, and please have been steadily pushing against the boundaries of linear storytelling. We therefore have to start our survey of the harbingers of the holiday back with a look at multiform stories, that is, linear narrative straining against the boundary of pre-digital media like a two dimensional picture trying to burst of its frame.
p. 30 The multiform story
Frank Capra’s It’s a wonderful life
p. 34 Robert Zemeskis Back to the Future
p. 35 Harold Ramis’s Groundhog Day
Multi forms stories often reflect different points of view of the same event. p. 37 Kurosawa Rashomon, the same crime is narrated by four different people: a rape victim; her husband, who is murdered; the bandit who attacked them; and a bystander.
p. 37 Milorad Pavic’s Dictionary of the Khazars
p. 37 Multi form narrative attempts to give a simultaneous form to this possibilities, to allow us to hold in our minds at the same time multiple contradictory alternatives.
p. 38 active audience
When the writer expands the story to include multiple possibilities, the reader assumes a more active role.
p. 40 although television viewers have long been accused of being less active engaged in readers or theatergoers, research on thin culture provides considerable evidence that viewers actively appropriate the stories of their favorite series. In addition to sharing critical commentary and gossip, fans create their own stories by taking characters and situations from the series and developing them in ways closer to their own concerns.
p. 42 role playing games or theatrical in a non-traditional but thrilling way. Players are both actors and audience for one another, and events the purple tree often have the media seat of personal experience.
p. 43 Live theater has been incorporating the same qualities of spontaneity and audience involvement for some time.
p. 43 MUDs have allowed distant players on the Internet to share a common virtual space in which they can chat with one another in real time. A the social psychologist Sherry Turkle has persuasively demonstrated, mods are intensely “evocative” environments for fantasy play that allow people to create and sustain elaborate fictional personas.
p. 44 movies three dimensions
p. 51 dramatic storytelling in electronic games
p. 55 story webs
p. 59 computer scientist as storytellers
p. 65 Chapter 3 From Additive to Expressive Form
beyond multimedia
Sept 28, 1895 Arrival of the Train at La Ciotat Station
p. 66 photoplays
p. 67 one of the lessons we can learn from the history of film is that additive formulations like photo play or the contemporary catshall ‘multimedia” or a sign that the medium is in an early stage of development and it is still depending on the format derived from earlier technologies instead of exploiting its own expressive power. Today the derivative mindset is apparent in the conception of cyber space is the place to view “pages” of print or “clips” of moving video end of cedar rooms is offering “extended books.”
p. 60 ELIZA, 1966 Joseph Weizenbaum
p. 71 the four essential properties of digital environments
Digital environments are procedural
Digital environments are participatory
Digital environments are spacial
Digital environments are encyclopedic
p. 90 Digital structures of complexity
p. 95 part to the aesthetics of the medium
chapter 4 immersion
definition
The experience of being transported to an elaborate please simulator please it’s pleasurable in itself regarding of the fantasy contact. we Refer to this experience as immersion. Immersion is a metaphorical term derived from the physical experience of being submerged in water. We seek the same feeling from a psychologically immersive experience that we do from a plunge in the ocean or swimming pool: the sensation of being surrounded by a completely other reality, as different is water is from air, that takes over all of our attention, our whole perceptual apparatus.
p/ 99 entering the enchanted place
my note: ghost in the machine
The computer itself, even without any fantasy content, is an enchanted object. Sometimes it can act like an autonomous, animate being, sensing it’s environment in carrying out internally generated processes, yet it can also seem like an extension of our own consciousness, capturing our words through the keyboard in displaying them on the screen as fast as we can thank them.
p. 110 the active creation of belief
In digital environments we have new opportunities to practice this active creation of belief. For instance, in an interactive video program set in Paris that may research group designed in the 1980s for language learners, we included a working telephone, represented by a photograph of a phone who’s keypad could be clicked on .
p. 112 structuring participation with a mask .
p. 119 regulating arousal According to Winnicott, “the pleasurable element in playing Carris whit eight employee Kasian that the instructional a razzle is not excessive”; that is, the object of the imaginary world should not be too enticing, scary, or real let the immersive trance be broken. This is true in any medium. If a horror movie is too frightening, we cover our eyes or turn away from the screen.
p. 126 chapter Agency
Agency is the satisfying power to take meaningful action and see the results of our decisions and choices. We expect to feel agency on the computer when we double click on a file and seat open before us or when we enter numbers in a spreadsheet and see the totals readjust. However, we do not usually expect to experience agency within a narrative environment.
p. 129 the pleasures of navigation
One form of agency not dependent on the game structure yet characteristic of digital environment is spatial navigation. The ability to move through virtual landscapes can be pleasurable in itself, independent of the content of the spaces.
p. 130 the story of the maze
the adventure maze embodies a classic fair-tale narrative of danger and salvation. as a format for electronic narrative, the maze is a more active version of the immersive visit (chapter 4).
p. 134 Giving Shape to Anxiety
p. 137 The Journey Story and the Pleasure of Problem Solving
p. 140 Games into Stories
p. 142 Games as Symbolic Dramas
https://www.facebook.com/groups/onlinelearningcollective/permalink/680939699203398/
Looking for different ways for students to share their knowledge. I’ve done Jamboard, Google Slides, Discussion posts, padlet…I just want something different and am not able to come up with any great ideas here. Anyone come up with anything else fun or interesting? This is for an asynchronous course.
Jamboard, https://edu.google.com/products/jamboard/
Google Slides jambor
Padlet https://padlet.com/
Flipgrid
Canva
Adobe Spark
TikTok
https://dotstorming.com/
Mural.co https://www.mural.co/
Miro https://miro.com/
Sketchnotes https://www.jetpens.com/blog/sketchnotes-a-guide-to-visual-note-taking/pt/892
Pear Deck https://blog.stcloudstate.edu/ims?s=pear+deck
Near Pod https://blog.stcloudstate.edu/ims?s=nearpod
EdPuzzle https://blog.stcloudstate.edu/ims/2017/11/01/digital-assessment-session/
Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles.
Journal of Academic Librarianship,
42(6), 636–643.
https://doi.org/10.1016/j.acalib.2016.08.010
identifies and documents embedding librarianship roles as reported in the Library and Information Science (LIS) literature.
Findings The roles of embedded librarians were identified, especially in the context of service delivery, all of which reported to be applied to academic libraries. Information literacy instruction, research and other scholarly activities, distance and online learning as well as embedding in classrooms, were described as ways of ensuring successful embedding librarianship. Implications The roles reported in the literature should inform practicing librarians contemplating embedding practices, guide formal embedded librarianship programs, and encourage other librarians to consider new skills in support of embedding roles.
p. 637 The idea behind EL model is to demonstrate librarians’ expertise asinformation specialists and to apply this expertise in ways that willhave a direct and deep impact on the research, teaching or otherworks being done (Carlson & Kneale, 2011).Carlson and Kneale(2011)pointed out that as librarians seek to redefine themselves, themodel of EL is generating interest as an effectual way of applying theknowledge and skills of librarians towards the information challengesof the digital age.
Faculty collaboration with the embedded librarian is the core of em-bedded information literacy instruction. Faculty-librarian relationshipbuilding is of great significance because the two must work closely to-gether over an extended period of time, it is essential that librarianschoose their partnership carefully. Several librarians stress the need towork only in partnerships where there is trust and mutual respect(Carncross, 2013). Librarians build these relationships in differentways, while collaborative relationship can be built in numerous ways,it is essential that bothparties have common goals and know the impor-tance of developing information literacy skills in their students. The most significant collaboration are from campuses in which librarian and university administrators have made information literacy a priority on campus, and have provided librarians and faculty with the time re-quired to make the collaboration successful (Cramer, 2013).
The embedded librarian is focused on course goals and learning objectives outside of the library and across the curriculum
The review designates that EL in courses, classrooms and depart-ments see librarians conducting the following specific tasks: teach stu-dents how to be savvy searchers using computer and laptops (Boyer,2015); collaborate where librarian and faculty member teach eachother, exchanging favors, and the librarian selecting useful resourcesfor the faculty (Ivey, 2003); take part in meetings to promote librarian’spresence and establish communication with the students, researchersand faculty (Jacobs, 2010); provide access to course-related library re-sources, in-class instruction sessions, library instructional handouts, in-formation on referencing style, library Webinar information as well asteach note-taking (Bezet, 2013).
The review shows that academic libraries that engage their distancelearning communities through an embedded librarian as online co-instructors to deliver technological applications such as instant messag-ing, e-mail, and wikis. This EL model facilitates direct interaction be-tween students and librarians regardless of physical proximity.Edwards and Black (2012)andEdwards et al. (2010)evaluated the pro-gram of embedded librarians in an online graduate educational technol-ogy course and found that students were helped with their onlineassignments.
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more on embedded librarianship in this IMS blog
https://blog.stcloudstate.edu/ims?s=embedded
https://www.chronicle.com/newsletter/teaching/2020-08-13
worked together to analyze scientific information and visually represent it in a way that demonstrated their understanding.
When he tested his students, the scores among those who had created videos and visualizations were about 25 percent higher than those who had done traditional note-taking summaries.
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more on effective presentations in this IMS blog
https://blog.stcloudstate.edu/ims?s=presentations
College Leaders Must Explain Why—Not Just How—to Return to Campus
https://www.edsurge.com/news/2020-06-25-college-leaders-must-explain-why-not-just-how-to-return-to-campus
So far, the why question seems harder for many institutions and their leaders to forthrightly answer, yet it is vitally important.
Presidents have also shared their views through anonymous surveys, highlighting worries about hitting enrollment targets or managing revenue losses. There is an unmistakable sense that they see their responsibility mainly in institutional terms: We must resume in-person instruction to ensure the financial viability of the college or university. Protecting institutions’ budgets is apparently also worth the risk.
Rationales like these have gaping holes. Some problems are obvious, like being silent on the health and safety of faculty, staff, students and community members who aren’t aged 18 to 25. The disregard for people working on and near campuses recalls practices at an Amazon warehouse or meat-packing plant, where the expectation is that workers must show up in the interests of the organization and consumer.
The rationales I’ve seen are problematic for other reasons, too. First, they show little concern for slowing or stopping the spread of COVID-19.
Second, they demonstrate a disregard for serving the public good. I haven’t read a single announcement or plan that anchors an institution’s decisionmaking in shared community interests. Few presidents are willing to say that what the public needs right now is to live in a society free of a deadly virus, and that it is the responsibility of higher education to contribute to that effort by keeping people off campuses that were often
Third, the rationales I’ve seen don’t seriously contend with the differential effects of the pandemic by race and income. Racism means that people of color are more exposed and less protected when it comes to the virus. When a president says returning to campus is worth the risk, who is bearing the burden of that risk-taking?
Finally, the plans I’ve seen have a strained relationship with truth and science. In many states, new virus cases and hospitalizations are rising, with clusters in nursing homes and daycare centers. Yet presidents continue to announce that it is safe for students to return to residence halls.
Katherine Newman, president of the University of Massachusetts Boston, provided an example that other presidents could follow by announcing that the institution would continue to be primarily online in the fall. Explaining this decision, she noted that that Black and Latinx “populations have borne a disproportionate burden of morbidity and mortality in the pandemic, and many students live in multi-generational minority households where exposure to the virus would be particularly problematic.”
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https://www.edsurge.com/news/2018-06-12-the-number-of-students-taking-in-online-courses-is-quickly-rising-but-perceptions-are-changing-slowly
The Babson Survey Research Group, an organization that tracks online enrollment, notes that between 2012 and 2016 the percent of online enrollment in universities increased 17.2 percent while overall enrollment decreased. But that expansion doesn’t necessarily correlate with how the public perceives the quality of online courses, historically questioned for its lack of rigor and limited measurable learning gains.
A Gallup poll conducted back in 2015, found that 46 percent of Americans “strongly agree” or “agree” that online colleges and universities offer a high-quality education—up 30 percent from when the poll was conducted in 2011.
However, researchers caveat these findings, noting that these perception changes happen within particular pockets and are sometimes the result of strategic practices, such as universities not listing the medium of learning on student transcripts.
The last academic leader perception survey released by the Babson Research Group was in 2016.
“We’ve had more and more of the group in the middle that said, ‘I’m not sure’ move into a pro online learning stance,” says Seaman, speaking of the academic leaders he surveyed in the past. “The negative group [those who viewed online learning negatively] had not wavered at all. The positive group did not waiver at all, but we had a steady migration flow of academic leaders in the middle.”
Lowenthal has also researched student perceptions of online learning in the past, finding that learners tend to give such courses more negative evaluations than in-person courses. He says that the findings may represent the lack of experience some educators have teaching in online classrooms. He expects that to change over time, noting that good teachers in person will eventually become good teachers online.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
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https://www.washingtonpost.com/politics/2019/12/17/chinas-education-system-produces-stellar-test-scores-so-why-do-students-head-abroad-each-year-study/
Education scholars have already critiqued PISA as a valid global measure of education quality — but analysts also are skeptical about the selective participation of Chinese students from wealthier schools.
Second, Chinese students, on average, study 55 hours a week — also No. 1 among PISA-participating countries. This was about 20 hours more than students in Finland, the country that PISA declared to have the highest learning efficiency, or reading-test-score points per hour spent studying.
But PISA analysis also revealed that Chinese students are among the least satisfied with their lives.
Students look overseas for a more well-rounded education
Their top destination of choice, by far, is the United States. The 1.1 million or so foreign students in the United States in 2018 included 369,500 Chinese college students
hostility in U.S.-China relations could dampen the appeal of a U.S. education. Britain, in fact, recorded a 30 percent surge in Chinese applicants in 2019, challenging the U.S. global dominance in higher education.
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https://www.edweek.org/ew/articles/2019/12/03/us-students-gain-ground-against-global-peers.html
Immigrant students, who made up 23 percent of all U.S. students taking PISA, performed significantly better compared to their native-born peers in the United States than they did on average throughout the OECD countries.
https://www.msn.com/en-us/finance/news/pisa-rankings-2019-four-chinese-regions-top-international-student-survey/ar-BBXGCZU
The survey found that 15-year-old students from Beijing, Shanghai, and the eastern provinces of Jiangsu and Zhejiang ranked top for all three core subjects, achieving the highest level 4 rating.
Students from the United States were ranked level 3 for reading and science, and level 2 for math, while teens from Britain scored a level 3 ranking in all three categories.
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Looking for Post-PISA Answers? Here’s What Our Obsession With Test Scores Overlooks
https://www.edsurge.com/news/2019-12-03-looking-for-post-pisa-answers-here-s-what-our-obsession-with-test-scores-overlooks
Andreas Schelicher, director of education and skills at the OECD—the Paris-based organization behind PISA wrote that “students who disagreed or strongly disagreed with the statement ‘Your intelligence is something about you that you can’t change very much’ scored 32 points higher in reading than students who agreed or strongly agreed.”
Those results are similar to recent findings published by Carol Dweck, a Stanford education professor who is often credited with making growth mindset a mainstream concept.
“Growth mindset is a very important thing that makes us active learners, and makes us invest in our personal education,” Schleicher states. “If learning isn’t based on effort and intelligence is predetermined, why would anyone bother?”
It’s “absolutely fascinating” to see the relationship between teachers’ enthusiasm, students’ social-emotional wellbeing and their learning outcomes, Schleicher notes. As one example, he noted in his summary report that “in most countries and economies, students scored higher in reading when they perceived their teachers as more enthusiastic, especially when they said their teachers were interested in the subject.”
In other words, happy teachers lead to better results. That’s hardly a surprising revelation, says Scheleicher. But professional development support is one thing that can sometimes be overlooked by policymakers when so much of the focus is on test scores.
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https://nces.ed.gov/surveys/pisa/
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more on Estonia in this IMS blog
https://blog.stcloudstate.edu/ims?s=estonia
My note: 17 years after, and several generations after (Millennials, Gen Z) the observations still hold
Singer, M. (2002, February 13). Teaching the MTV Learner. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/Teaching-the-MTV-Learner/46241
Britney Spears does have more appeal than most quadratic equations. With thousands of dollars of high-tech digital engineering spent on every word uttered, or in this case, sung, how can the typical college professor compete?
“In China today, Bill Gates is Britney Spears. In America today, Britney Spears is Britney Spears-and that is our problem.” ― Thomas L. Friedman, The World Is Flat: A Brief History of the Twenty-first Century https://www.goodreads.com/quotes/304461-in-china-today-bill-gates-is-britney-spears-in-america
MTV Learners are seeking warp-speed answers to their life issues. They want to know: “What does this information (your course) have to do with me (self-actualization)?” and “What does this information (your course) have to do with my career (my choice of vocation)?”
Be democratic, not autocratic. Instead of management by fiat, try taking regular opinion polls and surveys of your students to determine the specific methods of teaching your course.
Try to eliminate the lecture-test, lecture-test, lecture-test format and substitute other learning models that accentuate the choices of the MTV Learner. Focus on the quality of your syllabus as a giant “master operating agreement” that presents the learning objectives of your course and related policies in a manner that is as clear and as easy to understand as possible. Without sounding too litigious on your syllabus, present the consequences of missed absences, overdue work, incomplete assignments, and the like.