(Frank’s own question)

What factors should be taken into account when deciding whether or not - or to what extent - to incorporate Web 2.0 tools and online learning into adult LLN tuition?

As with all types of learning, the main factors determining just what methodology and resources are to be harnessed will be governed by the intended learning outcomes. To do otherwise would mean that the teaching/learning would be necessarily random and probably not particularly relevant to the students’ true learning needs. Establishing agreed learner goals and priorities, then, will be the first step in establishing the form and content of the programme itself, and whether or not online interactive learning and tools should be a part of that process. Ally, amongst others, also recognises the need for appropriate student ‘support’. Where feasible, this support may take the form of the tutor and learners being to occasionally meet and interact face-to-face. Despite the many learning tools available through digital technology, few would deny the effectives of face-to-face tuition in certain circumstances. It is another matter, though, if online learning is the only option, in which case – if, all things being equal, it is not necessarily going to be the most effective learning context, then it just becomes a matter of making the most of the situation.

 (A distinction is usually drawn between the accessing of what may be described as the more ‘passive’ aspects of online information and sites, and participation in the more ‘active’, or ‘interactive’, online tools  such as Blogging, Skyping, Tweeting or the myriad of other options available. The latter of course are the ones normally more associated with Web 2.00 technologies, but I regard the former as equally valid learning online resources inasmuch as even relatively basic activities such as accessing Wikipedia articles or newspaper sites, or practising online road code quizzes or Army or Police practice entry tests, involves key literacy/numeracy activities such as Reading for Comprehension, Using Numbers to Solve Problems, Interpreting Shape and Space, and the like.)

While digitally based social learning is usually centred around group learning (Chen and Bryer), it can equally legitimately be utilised in 1:1 tuition. Again, the appropriateness and effectiveness of this format will depend on the learning needs of the individual concerned. (Kanuka p2)

However, as mentioned, the decision to incorporate digital and online technologies into the learning programme will be determined by the establishing of agreed learning goals, which will in turn determine the appropriateness or otherwise of incorporating such technologies. In this, goals may legitimately overlap inasmuch as it may be considered desirable to concentrate on improving specific numeracy skills and awareness together with increasing student facility with the technologies that will facilitate the student into more effective independent learning. Initial and formative assessments will help establish just what in fact the learning goals are, and from that then how may they  best be advanced.

Other considerations of a more practical nature will also enter the equation, though:

-Will the desired technological and reliable net access facilities actually be available and able to be maintained for the duration of the learning programme.

-Does the tutor have the necessary personal and pedagogical skills to facilitate and deliver the course outcomes – particularly where the class may not necessarily have high degrees of self-motivation. (Paechter p. 228)      (Ally p 16)

-As discussed by Chen and Bryer (…….), will there be cyber-security and privacy issues that may compromise the course activities.

-If it is a group situation, will the individual participants be at such relatively homogenous skill levels so that the tutor will not be required to spend undue time trying to bring individual students up to speed in order to be able to meaningfully take part in collective activities.

And underlying the decision as to whether – and to what extent - to incorporate digital technologies into an individual learning programme will be the fundamental question asking if this type of learning will actually achieve more than use of the less resource-intensive non-online  activities in terms of delivering the desired learning outcomes.

Ally, M Foundationos of educational theory in T. Anderson  Ally Foundations of educational theory for online learning chp01 of Anderson.pdf 

Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. The theory and practice of online learning, 91–118.

Martin, A., Madigan, D., (Eds.). (2006). Digital Literacies for Learning.London: Facet Publishing.

Paechter Maier and Macher Students' experiences of, and experiences in e-learning....

Chen, B and Bryer, T. Investigating Instructional Strategies for Using Social Media in Formal and Informal learninghttp://www.irrodl.org/index.php/irrodl/rt/printerFriendly/1027/2073