Planning for Neomillennial Learning Styles

By C. Dede. 2005

398 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/13d2ba9e95c562c959321c1bd747142568077ad7

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Citations in the corpus

Neomillennial User Experience Design Strategies: Utilizing Social Networking Media to Support “Always on” Learning Styles (2005, background): “Individually, these multiple sources of information and social network tools are individually complete and collectively inconsistent [11].”
A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses (2006, background): “These results contradict recent observations regarding likely incompatibilities between text-based asynchronous learning environments and the emergent learning styles and expectations of the “net generation” (e.g. Dede, 2005; Oblinger & Oblinger 2005; Prensky, 2001).”
Learning 21st-Century Skills Requires 21st-Century Teaching (2012, background): “The nature of the Internet’s countless sources, many of which provide inconsistent information and contribute substantive source bias, gives students opportunities to practice fi ltering out information from unreliable sources and synthesizing information from legitimate ones (Dede, 2005).”
Seven HCI Grand Challenges (2019, background): “books, lectures), multitasking is the norm, and personalization is pursued (Dede, 2005).”
One-to-One Technology-Enhanced Learning: an Opportunity for Global Research Collaboration (2006, background): “This rapid advancement of mobile, connected, personal technology is already transforming the lives of students outside of school (Dede, 2005; Tapscott, 1998; Howe & Strauss, 2000; Kasesniemi & Rautiainen, 2002; Oblinger, 2003; Rheingold, 2002).”
Teaching and Learning 21st Century Skills (2012, unknown): “74 Dede, 2005, 9.”
Investigating the impact of video games on high school students' engagement and learning about genetics (2009, background): “Rapid advances in information technology are reshaping the learning styles of many students (Dede, 2005).”
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning (2009, background): “As the research progressed, the design was formalized so that attention was focused on contextual variables derived from the conceptual framework (see Appendix A) that influenced the desirability, practicality, and effectiveness of the AR simulation design (Dede 2005; Stake 1995).”