Thomas C. Reeves, The Universitsy of Georgia/USA

Thomas C. ReevesThomas C. Reeves is a Professor of Learning, Design, and Technology at The University of Georgia where he teaches graduate-level evaluation, multimedia design, and research methods courses. Since receiving his Ph.D. at Syracuse University, he has designed, developed and evaluated numerous interactive learning programs for education, training, and performance support. Professor Reeves is a past president of the Association for the Development of Computer-based Instructional Systems (ADCIS) and a former Fulbright Lecturer. In 1995, he was selected as one of the “Top 100” people in multimedia by Multimedia Producer magazine, and from 1997 - 2000, he was the editor of the Journal of Interactive Learning Research. He served as a member of the Scientific Panel on Interactive Consumer Health Information for the U.S. Department of Health and Human Services. In 2003, he was the first person to receive the AACE Fellowship Award from the Association for the Advancement of Computing in Education. His Interactive Learning Systems Evaluation book (co-authored with John Hedberg) was also published in 2003.

Key Note "Open Learning Requires Open Minds: The Challenge of Online and Blended Learning Environments for 'Generation Me' Students"

Thursday, September 18th 2008, 9:00 - 10:30

Immersive Games, Virtual Reality Simulations, Social Networking, 3D Worlds, Vodcasts.....these and other technologies are predicted to have enormous potential to enhance teaching and learning for the 21st Century learners in Europe and the rest of the developed world known variously as the Millennials, the NetGen, Generation Y, the Digital Generation, or perhaps most accurately “Generation Me.” The session will address questions such as: “How are GenMe learners different from and similar to previous generations of students entering higher education?” “What blends of pedagogical strategies and technological affordances are most effective for these learners?” “How can authentic tasks and enhanced assessment strategies be used to address a comprehensive range of learning outcomes in online and blended learning environments?” “How can instructors more effectively integrate their teaching and research agendas to engage GenMe learners?” Although definitive answers can not be provided for all these questions, feasible and researchable solutions to meeting the challenges of the Millennials will be proposed.