Running head: AUDIENCE, CONTENT AND VENUE STRATEGIES 1

Audience, Content and Venue Strategies

Eulonda Hasan

September 28, 2012

Running head: AUDIENCE, CONTENT AND VENUE STRATEGIES 2

Abstract

The transformation of learning via physical libraries have somewhat vanished as

nontraditional learning and technology (online classes) have provided a means to obtain

information through the web. This paper will discuss characteristics and needs of 1st year

online theology students and 1st time adult theology students at the community church. The

paper will address the needs and characteristics of Millennial and Baby Boomer learners as

well as provide learning activities that will engage the learners of different age groups and

provide effective instructional strategies to assist the learners in reaching learning outcome

and goals. The focus of technology highlights the gulf between Digital Natives and Digital

Immigrants in regards to perception and biblical studies.

Running head: AUDIENCE, CONTENT AND VENUE STRATEGIES 3

In past times the framework of seminary and missionary students was that of middle age

men desiring to spread the gospel eventually leading to becoming a pastor. The chief quest

for beginners in seminary was in mastering the art of hermeneutics and correctly dividing the

word of God. Mastering hermeneutics is the foundation of the endearing pursuit of ministry

eventually concluding in earning the privilege of being trusted to offer an exegesis of

scriptures based on one’s religious beliefs (Bible, Quran, Torah, etc.). Instructional delivery

meant enrolling in a school whose halls were quiet, contents consisted of old manuals and

audible monotone tapes filled with biblical information assessable by members only. Today’s

learners need immediate access to information and are unwilling to wait until that information

presents itself. Self motivation propels the drive that is curiously increased as the need for

more and more information continues.

Young learners prefer to receive everything immediately. The persona depicts hurry for

later the desire may not be displayed. It seems that if the need is not quickly satisfied, the

desire quickly fades. The desire to receive more information was predicated upon the ability

of technology to deliver more information and at faster speeds (Tapscott, 2008). Supply and

demand outgrew the need of acquiring knowledge using a hand held book. The need and drive

changed due to the ability to log onto the internet to receive the information in seconds for the

Digital Native. Technology has become a necessity and no longer an option for Digital

Immigrants and Digital Natives (Ertan, Yucel, Kara, Karabiyik, 2011). However, with

seasoned adults the ability to wait is normal, often expected and accepted, and did not cause

anxiety during the wait. The need to attain the knowledge in lieu of memorizing information

often escapes the understanding of Digital Natives who only think for the moment (Prensky,

2001). Perhaps another obvious difference is noticed within the need to provide for family for
Running head: AUDIENCE, CONTENT AND VENUE STRATEGIES 4

older learners along with the acceptance of accountability. Additionally, another area to weigh

is the need to receive acceptance in younger adults versus the lack of needing to be accepted

in older adults. That being said, the needs and characteristics of adults and youth differ

immensely. Assessing the knowledge gap will provide insight for content implementation.

A characteristic of “Millennial learners” (1982-2002 births) is easily identified in the ever-

present need to connect to others, i.e., Facebook, Myspace, Twitter, and other social media.

Collaborative environments are conducive to young learners in that interaction fuels the desire

and need to continue dialog. Continuous dialog implements knowledge and awareness of

other individual experiences and the sharing of knowledge sharpens awareness. Millennial

learners have a need to share experiences with others and are totally dependent upon

technology; computers, cell phones, text messaging, Ipods & Ipads, Mp3, and other devices.

(Falciani-White, 2008). The needs of Millennial learners are very different than the needs of

Baby Boomers as baby boomers are self reliant and do not share the sense of necessity

regarding technology and other vices. The correct platform implemented by the instructor

will catapult learning for a great distance. The instructor must closely examine the content

used to fuel momentum and test the material for efficiency. This method of instruction traces

back to theories of behaviorism that suggests the correct stimulus must be used to get the

desired response.

The characteristics of the content of what is being learned is a chief concern for Baby

Boomers as their needs differ regarding employment security, family expenses, insurance

needs, and unforeseen casualties. The content must be relevant to meet the personal needs of

both Millennial and Baby Boomers. Millennial learners may not share the need for future

planning regarding final expenses, retirement savings, profits and shares, etc. The need of
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content is more local, whereas, social life seems to be of the utmost importance to Millennials

which hinges on the ability to identify with others within some form of social media. Content

for Millennials must present long-term engagement as well as align with the learning purpose

to captivate the attention of the learner. Perhaps the challenge is getting and maintaining the

attention of Millennials. The challenge of the facilitator is to make learning easier and

interesting by engaging the learners interactively with tools and instruction that guide the

student into knowledge by discovery instead of spoon feeding information to the memory of

the student. The host should use tools that spark interest and participation such as visual aids

using white-boards, auditory aids, discussions & group discussions, role play, group

assignments, etc.

Due to the vast amount of information through the use of the internet, the prominence of

sage on the stage is vastly becoming obsolete. According to Tapscott (2008) the flexibility

and ability to retrieve information from the internet is evident of the progression of

nontraditional online learning, but does flexibility outweigh the need of the traditional

instructional approach? Flexibility does not outweigh need, the answer is in ascertaining what

defines needs and when does desire evolve to need. Instruction is the premise and foundation

for delivery. Whether traditional or nontraditional, instruction has to be meticulous. Is Web

Based Instruction more engaging than traditional sage? Several high schools in Georgia have

adopted online classrooms allowing students to retrieve assignments and submit assignments

online. There are several perks to online learning when entertaining budget cuts. Online high

schools eliminate funds for school lunches, salaries for those meal preparations, power bills,

water bills, etc. Are there societal perks to nontraditional learning?

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Nontraditional high schools will lessen traffic congestion, eliminate school bus drivers,

student fights, janitors, school bus accidents, replacing computers, and put money back into

the budget. The real problem with home school would focus on discipline, as most teenagers

are not discipline and if given the opportunity will avoid applying themselves, especially if

information is not understood. The ability to retrieve erroneous information online is

formidable. The retrieval of online information must be of scholarly content to meet the needs

and demands of academia. The skill to search out truth must be honed until perfected. To suit

the need of millennial learners the content must extract attention to engage the learner. The

possibility of replacing traditional schooling or learning with online/distance learning changes

the direction of teacher centered learning to student centered learning.

Though pedagogical learning is generally used with young learners, older adults can

benefit from pedagogical strategies gradually progressing to andragogy. What is projected by

the instructor is what feeds the momentum of the students. To facilitate learning within the

community church as a learning institution, the instructor would have to maintain the role of

sage and guide on the side. Though each learner is individual each learner has to be receptive

of the information or content being delivered and the content must be effectively taught. In a

physical classroom setting visual and auditory learning can be used to engage the learners,

however, kinesthetic learners will benefit by using tools such as whiteboards and other

interactive tools (Ertan, Yucel, Kara, Karabiyik, 2011) and other hands on learning tools for

each venue.

The ability to interact by online students is enhanced by discussing the chosen character

and in each learner posting a 2/6 page assignment. The instructor must be effective in

reaching all types of learners regardless of age or era if he or she wants to be effective in
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supporting learning efforts of the students. The more seductive the learning is the more likely

the students will want to participate in the learning (Ertan, Yucel, Kara, Karabiyik, 2011). The

instructor has to demonstrate the ability to draw the students into the assignment with

guidance, eliminating the student’s ability to stray from the goal of mastering the assignment

to reach the learning objectives and goals.

Sage will have to implement hands on training regarding computer usage for those

unfamiliar with computers, internet, etc., and perhaps implement group discussions when

dealing with sensitive issues. On the other hand, guide on the side will be very significant in

allowing the learners to interpret what a story or character significance was or is. The

graveness of not missing the mark or the wrong interpretation or perception could be fatal

when dealing with human issues and errors. Providing the wrong counsel could ruin lives,

destroy trust and someone’s self-confidence. Though there is no information to introduce the

effectiveness of home study and its’ effect on self-confidence, home study is just as important

as any other means of education for lots of families. Home study does eliminate some small

finances such as school uniforms and peer pressure. Would home study be better for

Millennial? Millennial learners need to be able to use technology, need the ability to share

thoughts as identified in collaborative learning environments. Being alone at home will not

present the type of collaborative atmosphere needed by the millennial learner, unless there is

internet/web service.

The availability of internet information is readily obtainable, so the need to wait for the

instructor is void and the necessity of sage is no longer needed in higher learning. However,

instruction must be readily available and tailored for specific types of learners. Adult learners

are self directed and goal oriented and for the sake of argument “self sufficient” in online
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courses (Falciani-White, 2008, p. 17). When viewing the characteristics of Millennials unlike

Generation Xer’s who value individualism, dependence, and non-traditionalism, Millennial

learners value tradition, have courage, and are self indulging. Millennial learnerss are under

pressure to succeed as the need to succeed is an attainable goal if the learner applies himself,

unlike past times when education was not available or attainable for all races. In addition,

Generation X’s choose nontraditional settings due to family or employment obligations that

do not coincide with traditional venues and schedules. Millennials have access to much more

than Gen X and Baby-boomers in past years regarding growing up with technology (Falciani-

White, 2008, p 17). Due to the change in information availability through technology,

Millennials are impatient, demanding, like things to happen fast, and have great expectancies.

In contrast, younger generation learners perform better than older learners regarding

technology (Brumberger, 2011).

Digital Natives are diagnosed as masters of visual data or literacy in that technology

(Ipods, wii, play stations, etc.) captivates Millennials continuing the fascination which causes

the student to continuously develop visually. Digital Immigrants are more discipline and not

totally dependent upon technology as natives. Millennials ability to weave images supersedes

the ability of the Baby Boomers. Therefore, the instructor must make assessments and

adjustments to reach each type of learner simultaneously meeting the needs of the learners

due to the Digital Natives ability to weave visual design, comprehend and distinguish between

images and meanings according to Brumberger (2011). On the other hand, the older

generation will have experience in trade skills or in this case exploring spirituality “life skills”

that the Millennials do not have and may not have the ability to understand the magnitude of

the spirit until having a spiritual encounter that assists in understanding why an action was or
Running head: AUDIENCE, CONTENT AND VENUE STRATEGIES 9

was not taken. An example; the women at the well (John 4) there is more to the story than

Jesus knowing her business of being an adulterer or fornicator, or being married 5 times.

Spiritual maturation has to dwell within to decipher this parable. For start, one would have to

understand why “the living water was asking for drinking water”. And much more…

Theology students display different characteristics than other academia students. Theology

students need quiet time, solitude, time to reflect on what was understood, and time to apply

critical thought. The difference in what was understood versus what was learned presents a

possible barrier. In spirituality ones perception is the only guidance. In traditional education

what is taught is thought to be bible/truth with no negotiation. Balancing known truth with

suspected sensitivity presents a great gulf between the two. Theology students seek to identify

with the inner spirit or spiritual solicitation within their daily walk or lives. Normality is

distant from the true theologian as the desires are not of the world but are of spiritual needs.

Venue: 1st Baptist Community Church (Mon-Thurs, 6pm-10pm). Due to the venue, the

learning activity is interactive or collaborative. Students will perform searches using

computers in the church’s dinning hall. Security has to be present in the learning atmosphere.

The venue must also provide privacy and respect as necessities. The venue will serve as a

conduit to reach potential learners within the community to provide a learning environment to

facilitate improving skills and knowledge of the Bible, Torah, Quran, etc. The venue offers

lots of computers for usage and instructors that help facilitate learning. The learning

atmosphere provides information for clergy growth, community assistance skills in counseling

families referencing grief, performing weddings and funeral services, and community

outreach.
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The structure of the class will initialize each learner’s ability to apply knowledge, implicate

feelings and emotions regarding spirituality and apply skills learned to everyday life practices.

Providing computers will develop the skills of students that are unfamiliar with technology.

Instructional Strategies or Learning Activities & Venues:

Community Church

A) Learners will be grouped five to a group of five team members. Each group must choose
one character to study and are informed to define the character of the person chosen.
B) Discuss his/her uniqueness and relevance to today’s society or daily living.
C) Each learner will be required to provide and share 2 pages of research on the character
chosen by the group.
D) Group discussion allowing 10 students ask questions, remaining 10 to answer questions.

1st year Online Bible College students Venue

A) Learners will be required to prepare a bibliography of two books of the Bible. Learners
should include citations and references to validate research.
B) Each learner will be asked to assess the most influential act of David and explain why the
act was influential as well as describe what you would have done differently. Analyze
and explain why you would have done it differently in a 6 page discussion.
C) Chat session allowing students to ask questions, answered by instructor

The venue advantage of online learning creates a collaborative environment that fosters

interaction and engages the learners by being exposed to diversity that is indicative of distant

learning. Online learning affords students the ability to be individual. Autonomy allows the

learners to govern actions, responses and discipline in completing assignments.

Upon examining the relevance of Blooms Taxonomy regarding the three type of learning

domains cognitive, affective, and psychomotor, the instructional strategies compensates each

domain. The requirement of the seminary students implicates the developing of knowledge by

defining the character of a chosen person of the bible, torah, etc. Comprehension is developed

by requiring the learners to interpret what was thought to be unique and relevant to today’s

society. Application is demonstrated in modifying the act and critical thinking by explaining
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why the act would be modified. How the information relates to society today offers many

forms to apply critical thought by analyzing what was done and what could have been done

differently and how it should be done differently. Preparing a 6 page discussion implements

synthesis by assimilating the information into a discussion. Evaluation is identified in asking

the students to critique what act could have been changed and justifying and explaining the

change (Clark, 2010).

In viewing the affective domain, accounting for Millennial and Baby Boomer learners is

highly identified in the characteristics and needs of each learner and is also viewable in the

learning activities mentioned earlier that include participation, discussion, demonstration, and

evaluation. The request to study the character and the ability to understand the meaning or

implication of what was thought and done within the research regarding spiritual assumption

and or awareness speaks volume when being required to assume the role of the character. To

assume the role of the character one must place him or her in the position of utilitarianism.

This method of instruction will engage critical thought and application. Affection is mounted

as one begins to understand the importance of internalizing the occurrence and expounding

upon his own beliefs or conception of spiritual awareness.

During the process of launching evaluations, assessing knowledge, comprehension,

application, analysis, synthesis, & evaluations, perception has everything to do with the study

of religion, theology, etc. How one perceives the acts of another must be measured as

described in behavioral change. The change must be measureable and or compared to prior

measurements. How one displays what was learned or perceived borders application but lies

within the parameters of one’s ability to act or react according to perception. If the response is

guided as supposed in theories of conditioned behavior, the response is suspected and hoped
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12

to be an adequate or accurate reaction. The ability to modify an act as required in the learning

activity demonstrates adaptation, although done in hindsight (after the actual occurrence).

Open forum discussions will engage learners especially if the instructor asks open and

closed ended questions. Open discussions and asking questions will alert the instructor as to

what has been learned and what is needed to be taught. Exit surveys are another method to

assess the knowledge of students. Allowing students to ask question and allowing the

remainder to answer the questions asked will assist in assessment. The chosen venue is perfect

for each type of exercise and assessment to address the specified learners of each class. The

biblical content and exploration will propel the theology learners to apply critical thought that

are sensitive to crisis effecting families and communities of this era. The methods of

formative assessment will supply the learner with answers to questions in a collaborative

environment that allow students to ask and answer questions with correction provided if

needed by the instructor. Synthesis is heightened by the method of assessment.

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References

Brumberger, E. (2011). Visual literacy and the digital native: An examination of the

millennial learner. Journal of Visual Literacy 30(1), 19-46

Clark, D. (2010). Blooms taxonomy of learning domains. http://www.nwlink.com/~donclark

/hrd/bloom.html

Ertan, Y., Yucel, E., Kara, E., & Karabiyik, L. (2008). The effects of the interactive white

board usage on the students’ lenarning level and an application in the financial markets

courses. Turkish Online Journal of Distance Education 12(3). Retrieved from

Academic Search Premier Database

Falciani-White, N. K. (2008).Running with perseverance: the theological library’s challenge

of keeping pace with changing students. Online Journal of the American Theological

Library Association 1(2), 16-27. Retrieved from Cybrary 2.0

Prensky, M. (2001). Digital natives, digital immigrants. MCB University Press, 9(5)

Tapscott, D. (2008). Grown Up Digital: How the Net Generation is Changing Your World.

New York: McGraw-Hill