The question posted was ‘Does research suggest that Web 2.0 technologies offer a valuable platform for adult LLN tutoring?’ However, I think the question that needs to be asked is ‘Do Web 2.0 technologies offer a valuable platform for adult LLN tutoring? There is an increasing number of researchers, educators and probably practitioners who would totally agree that Web 2.0 technologies provide a valuable platform for adult LLN tutoring.
In noting some literature (Davis & Fletcher 2010, Davis, Fletcher & Absalom 2010, Fletcher 2011, Mellar,Kambouri, Logan, Betts, Nance, Moriatty 2007, Ruddell, 2004, Ruddell & Unrau 2004, Lankshear & Knobel, 2003 ) collectively they clearly support that elearning:
·
Opens up greater interaction between study, work
, home and the community as it allows the learning environment to be extended
into those areas
·
Provides a number of tools that can increase the
flexibility of LLN provision
·
Is relevant to and useful to most adults with
LLN needs if carefully designed
·
Offers a way to structure and support learning
·
Enhances learner’s motivation through learner’s
engagement in various tools
·
Provides opportunities for literacy learning to
occur in unique and motivating ways
·
Is relevant and helps to address the interface
that occurs between literacy, language and technology
·
When blended with face to face support allows
for support and flexibility
·
Can be used to motivate, recruit and retain
adults with literacy needs
·
Supports professional development of educators
These are selective points
are not limited and further advantages could be added. Sometimes Web 2.0 is referred to as the Read/Write web or the Social Web but as Wheeler (2009) states, Web 2.0 is evolving into a set of community space and communication tools. Hicks & Graber (2010) state that the read, write web is where the users are as important as the content they upload and share. Wheeler notes that historically all previous communication media was via the printing press, telephone and television – all of which has now been absorbed by the internet. He also notes that Web 2.0 services are free and provide opportunities for both one-one and synchronous communications. With this in mind, Wheeler states the social web offers considerable potential in the education sector. It is his belief that even business and entertainment have capitalised on Web 2.0 tools, whereas teachers are yet to develop using them in authentic pedagogical contexts.
The challenge lies, with both the
teachers and with the learners. Teachers have available to
them a myriad of tools and various platforms in which they can build content in
order to collaborate, create, co-create , connect with their learners, share
knowledge and so on. There is no doubt that
the tools can enhance the learning.
However, on the flip side of the coin, if the learners cannot access the
technology or use the tools due to accessibility issues and or, their low
literacy skills are the barrier that limits engagement and participation, how
valuable are these tools to the learner?
In my personal experience
working with ESOL learners who have very low literacy skills and some that have
no ICT skills, presents many challenges.
The most effective setting is a blended approach where extensive one to
one support is available (Davis & Fletcher, 2010). Focus on developing
reading and writing skills is essential if learners are going to use the
internet. Alongside of this is the teaching and learning of ICT skills. The
development of skills in both of these areas is critical for learners to become proficient in using digital
technologies.
I think Steve Wheeler has phrased what I would like to say, very
clearly when he posted a blog entry titled ‘Learning First, Technology Second’
. He writes,
‘Don't let technology get in the way of good teaching
and learning. If you believe technology can be used to engage students, to
enhance or extend learning, or to enrich the life of your community of
practice, then go for it. However, if you can't see any way technology can do
any of these things, then close the catalogue. Leave the store. Walk away.
There is nothing for you to see here.’
Personally, I believe that there is great value in Web
2.0 technologies for LLN teaching. The challenges lie with how I as the educator
can use them to engage, enhance and extend the learning of the students
enrolled on the courses I teach. How can I utilize what is available to me
knowing what I know about the learners I teach? Davis, N.E., Fletcher, J., & Absalom, I. (2010). E-learning for adult, literacy and language and numeracy: A case study of a polytechnic. Wellington: New Zealand Ministry of Education.Hicks A., & Graber A, .(2010) "Shifting paradigms: teaching, learning and Web 2.0", Reference Services Review, Vol. 38 Iss: 4, pp.621 - 633
Wheeler, S (2009). Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative and Reflective Learning Spaces. Faculty of Education, University of Plymouth. Retrieved from http://www.mdpi.com/1999-5903/1/1/3
Hi Sue – at the risk of being the devil’s advocate, while the literature tends to wax lyrical about the value of digital learning, I wonder how much of that is premised on idealised conceptions of its merits?
ReplyDeleteFlexibility of learning, for example, seems like a self-evident advantage – here we are doing this Masters degree which is made possible by virtue of digital technology. But is it? I remember studying ‘extramurally’ at Massey University in the early 1990s and by far the majority of students didn’t have a computer and certainly didn’t have broadband connection. Yet we could still study at distance simply by using post instead.
I find myself in agreement with Conole’s (2004) article, which advocates rigorous research to “unpick the hype” (p. 2) from the reality. I suppose what may be helpful is research that compares course results and student satisfaction between groups – for example blended, distance and traditional courses? Paechter and Maier’s (2010) paper goes some way toward addressing this – is anyone aware of other relevant research?
Conole, G. (2004). E-Learning: The hype and the reality. Journal of Interactive Media in Education, 12, 1-18.
Paechter, M., & Maier, B. (2010). Online or face-to-face? Students' experiences and preferences in e-learning. Internet and Higher Education, 13, 292-297. doi:10.1016/j.iheduc.2010.09.004
Hi Kieran
ReplyDeleteThanks for taking the time to comment. I have been reflecting about what you have written for some time. Yes, I too undertook extramural study through Massey a few decades ago. The difference for now is that I feel more 'connected' to the study than my previous experiences. Why?
In this online environment, I have available to me the option of collaboration. I can engage with the content and with others. I can source instantly so much information. I don't have to leave my home to do this. If I have a question I can ask or seek to find the answer. I have access to other participants perspectives (such as yourself).
Sure I can feel isolated but study extramurally was really feeling left stranded with no opportunity for engagement, collaboration or anything else. Having to wait weeks for any feedback was demotivating to say the least.
The online learning environment, the availability and variety of tools is far superior than my experiences with long distance study.
Thanks for your reply Sue. I guess different people have different opinions about online learning, which is why it suits some and not others. Personally I prefer it in many respects, but I can't say that I feel more (or less) connected. I do agree with your sentiment about information being far more easily sourced, and speed of communication/feedback.
ReplyDeleteI remember the old days having to traipse to the library and attempt to scan through whole books trying to find relevant snippets of information! How much easier it is now with online journals etc, especially as text can be 'searched'.
Do you know, when I did my computing degree in the early 90s it was actually frowned upon to include electronic references (we were allowed two per essay). How things have changed - now a digital medium is just the norm and it is hard to imagine going back to pre-computer days.
Distance learning does take perseverance and self-discipline though, over and above that required by ‘normal’ study, and there are still feelings of isolation I think, even with the assistance of digital technology. I recall another degree I looked at doing a few years ago, that one had fortnightly classes on a Saturday. Great for that face-to-face aspect, but then it would preclude the attendance of students outside Auckland. Something of a catch-22!
Hi Susan
ReplyDeleteI see you are also a fan of Steve Wheeler. I do like his don't let technology get in the way of good teaching and learning. Sanders also refers to this in his statement about asking yourself what is the problem which the technology is to solve? Good to see you relate this to your students with low literacy and stress the importance of teaching reading so the students can use the Internet. Certainly embedding literacy into teaching using technology is relevant here. Again you are using good references to back up your arguments.
I too have studied by distance and at the time it was convenient as it would have been difficult to attend regular classes. Assignments and resources arrived by post, and to overcome the isolation groups were established so students could discuss any issues which might arise. For me it worked well. Now, in some respects I am in a similar situation but there is so much more availability of resources giving voice to the phrase ‘anywhere’ and ‘anytime’ study. I also feel more connected to my fellow students because of the technology. Using technology in teaching though can have its downsides and you have mentioned some of these Susan. Sanders (2006) mentions the unequal availability of resources. There is always someone in my class who has access problems whether it be with their computer for example, or a network issue. For this reason I allow work-arounds as the learning objectives come first followed by the technology. Sanders also makes an interesting point when he states that “much of what is being offered online currently is simply traditional F2F instruction transferred to the Web without anyone actually creating anything truly different and better” (p.74). This can be evidenced by the way some classrooms have been set up. One of the main skills for an educator though is to assist student learning by helping them to make connections between ideas and concepts. If technology does this then it should be used but care should be taken when deciding what tools to use.
ReplyDeleteSanders, R. (2003). The Imponderable Bloom: Reconsidering the Role of Technology in Education. Innovate Journal of Online Education, 2(6).