(Frank’s own question – Version
II))
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 (2009), among others,
also recognises the need for appropriate student ‘support’. Where feasible,
this support may take the form of the tutor and learners being able 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, given that it may
not necessarily be the most effective learning context, then it just becomes a
matter of making the most of the situation.
While a distinction is often 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, both have respective strengths.. The latter
of course are the ones normally more associated with Web 2.00 technologies, but
the former may be seen 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, involve key literacy/numeracy
activities (Reading for Comprehension,
Using Numbers to Solve Problems, Interpreting Shape and Space, and the like),
they nevertheless still require a certain amount of interactivity and can prove
valuable bridging activities into more complex digital and social media
domains, in addition to addressing immediate learning goals.
While digitally based social
learning is usually centred around group learning (Chen and Bryer, 2002, p. 2), 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, 2008, p.2.) 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. And where the learning
activities will also generally be increasing students’ facility with the
technologies, the student will be correspondingly facilitated into more effective independent learning.
While 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 may also enter the equation:
- 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, as
cited in Ally, 2009, p. 16.)
- As discussed by Chen and Bryer
(2002, p. 5), 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 sufficiently homogenous skill levels so as
not to impede group 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.
References:
Ally, M. (2009) Foundations of
educational theory for online learning. In T. Anderson (Ed.) The theory and practice of online learning
(2nd ed., pp. 3 – 31). Edmonton, Canada: AU Press, Athabasca
University.
Chen, B and Bryer, T. (2002) Investigating
Instructional Strategies for Using Social Media in Formal and Informal learning.
The International review of research in
Open and Distance learning. Retrieved April 18, 2014, from:
Kanuka, H. (2008). Understanding e-learning
technologies-in-practice through philosophies-in-practice. The theory
and practice of online learning, pp. 91–118. Edmonton, Canada: AU Press,
Athabasca University.
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