I am an adult literacy and numeracy specialist with skills in resource writing. My background is as an educator for over 15 years. Previous to becoming a teacher, I was a graphic designer. I am also a trained milliner and artist. When not working in the education field, I run a part-time hat making business from home.
Safety, privacy and copyright issues are identified as a potential problem when using the internet, that has serious implications for both teachers and learners, as well as the organisations teachers work for.
The edtopia website (www.edutopia.org) has a section on “digital citizenship”. Digital citizenship is defined as an umbrella term covering important issues from “netiquette”, cyberbullying, privacy and online safety, copyright, digital law, technology and more. edutopia is mainly aimed at children, but the safety and online advice fit any age group.The site provides a wealth of information on various topic of cyber-safety along with teaching resources.Below is a sample of what is on offer:
In New Zealand, the New Zealand Teachers Council offers
information on privacy, digital citizenship and copyright.Although aimed at children, it is
equally relevant for adult learners:
The New Zealand Netsafe website (http://www.netsafe.org.nz/ ) also gives
up-to-date information on staying safe on the internet and offers many
suggestions.This sight could be
an interesting teaching resource with adult learners as it is fairly simply
written.
If anyone else can offer relevant information on staying
safe on the internet, I am interested to hear more.
Bridging adults cultural practices and their learning using mobile devices Moorcroft (2013) examines the New Zealand Curriculum and
interviews David Kinane, an education consultant and leader in e-learning at
Dakinane.com (http://dakinane.com/).Kinane suggests that
teachers need to be “brave and take a risk” (p.1) and warns against “digitizing
existing practice” (p.1).Learning
“should be collaborative, inspiring and interactive” (p.1) and Moorcroft (2013)
purports that “students need to be free to build learning communities based on
their own cultural beliefs and practices” (p.1).
With this in mind, and to support my own beliefs in
teaching, I investigate The European MyMobile Project website (http://www.mymobile-project.eu/).The MyMobile Project researches
and advises on the use of smartphones and e-learning for adult education, and
targets those working with “educationally marginalised groups”.This helpful website offers “The ‘My
Mobile’ Handbook” http://www.mymobile-project.eu/spip.php?rubrique12
which outlines adult learning based guidelines and scenarios for mobile
learning.
The “My Mobile” Handbook (n.d.) links the use of mobile
devices such as smart phones and tablets to learners everyday life and cultural
practices.Pachler, Seipold and Bachmair (n.d.) purport that users
of mobile technologies “communicate, structure, organise and order, plan,
network, furnish information, assess, evaluate and produce” (p.12).The everyday activities performed on
mobile devices therefore need to be acknowledged as competencies which “have
relevance for formal learning and thus to relate formal learning and everyday
life meaningfully to each other” (p.12).
One difficulty identified with the use of mobile devises for
learning is the tensions between “informal competences, practices and resources
from everyday life” (p.13) and the demands of the formal learning and its
curriculum. However, the use of
mobile devices offers flexibility and the ability to study anywhere, making it
a contemporary and relevant contender for adult learning.
Simpsons and mobile phone
The MyMobile Project surveys seven training scenarios
using mobile phones with adults. The informative scenarios offer suggestions for
teaching practice and the results identify limiting factors as well as
successful outcomes. Findings Mobile devices, when viewed not just their technical function, can be seen as a cultural and learning tool for "identity formation, social interaction, the derivation of meaning, and entertainment" (Pachler, Cook, Bachmair, 2010 cited in Ranieri & Bruni, n.d.). Seen from this aspect, mobile devices offer disadvantaged people opportunities for "multiple learning opportunities" (Ranieri & Bruni, n.d., p.41). For example:
"supporting exploration and widening the learning context
enhancing self-expression and self-representation
enabling media production
supporting social networking and connections" (Ranieri & Bruin, n.d., p.41).
A major advantage to using mobile devices are their use across a wide range of cultural and socio-economic backgrounds, which enables access to social and cultural resources and supports independent and self-organised learning by peoples not normally able to participate in education. The use of mobile devices also breaches the age barriers "through a spontaneous process of mutual help and support between young adults and older people" (Ranieri & Bruin, n.d., p.41).
In the final analysis, Jane Hart’s (see www.c4lpt.co.uk/blog/2012/06/04/supporting-the-social-workplace-learningcontinuum/
) learning continuum is used to “explain and support informal and social
learning” (Pachler, Seipold & Bachmair, n.d., p.14). Following is a brief explanation about using mobile devices along
with suggestions for teachers:A
brief explanation follows:
A learning room is a fixed place with finite resources as
apposed to a learning space which is an open context where the learner
generates their own learning through access to infinite resources.Teachers scaffold and support the
learner to “enable them to manage their ‘learning space’” (p.43).
“Think ‘activities’ not ‘courses’” (p.43).
Mobile devices are viewed by users as informal tools for
daily life, but can teach us about the world while experiencing it “in a
completely contextual manner” (p.43).Rather than planning formal courses on mobile devices, activities
devised to stimulate input and offer “unexpected practices … to generate
learners’ transformation and change” (p.43) is recommended.
“Think ‘continuous flow of activities’ not just ‘response to
need’” (p.44).
Learning for adults is an ongoing process.Activities on mobile phones should be
planned as a “‘continuous flow’ rather than ‘discrete experiences’” (p.44) to
support the idea of continuity in learning.
Conclusion
I believe mobile devices offer an affordable and flexible
tool for adult literacy and numeracy learners.They fit
in with ethnographical and constructivist learning by bridging the gap between
an adult learners’ cultural practices and their learning. They make possible the exchange between formal and informal learning and the exchange of learning between young and old adult learners from all socio-economic groups. Possibilities exist for adults to critically examine their world through the medium of mobile devices which will ultimately, lead to independent thinking and learning.
Pachler, N., Seipold, J., & Bachmair, B. (n.d.). The “My Mobile” Handbook: Guidelines and scenarios for mobile learning in adult education. European MyMobile Project. Retrieved 2013, April 20, from
Ranieri, M. & Bruni, I. (n.d.). The “My Mobile” Handbook: Guidelines and scenarios for mobile learning in adult education. European MyMobile Project. Retrieved 2013, April 20, from
The “My Mobile” Handbook: Guidelines and scenarios for
mobile learning in adult education. (n.d.). European
MyMobile Project. Retrieved 2013, April 20, from
Sherry Turkle in her video analyses our social media use and brings up some interesting thoughts. The video is 18 minutes long, but well worth watching as it is very thought provoking and raises questions around loneliness which I believe is relevant for teaching in an online environment. She states:
"We are too busy communicating to think, too busy communicating to create, too busy communicating to connect with the people we are with, in the ways that would really count. In continual contact, we are alone together"
Rogers and Street (n.d.) take an ethnographic approach to literacy where learning is viewed “as activities which everyone engages in in the course of operating within their lifeworlds” (p.2).
In considering this statement, I observe the students in the Hall of Residence where I currently live and work.Most of them are first year university students residing at the hall and living away from home for the first time.What is very interesting to me is their out of class use of social media and other technologies.By other technologies, I include mobile phones, laptops, Nintendos, internet gaming sites and Xbox.
On my floor, there are 42 students.In their time off, most of them spend time in the floor common room playing Xbox games.One game is the standout star of games and involves killing copious amounts of zombies.Up to four students can play this game at a time and the goal appears to be to kill as many zombies as possible.If the students aren’t killing zombies, they are engaged in watching other students kill zombies, usually whilst eating chocolate and potato chips!
Along with the Xbox zombie killing, a new movie is coming out tonight, about… you guessed it, zombies:
http://www.youtube.com/watch?v=x3ErWNBX9Rc
Students with a student card can go to the premier for free
and there will be prizes awarded for the best dressed zombie, along with free
zombie make-up makeovers at the cinema itself.
I ask the question; are these the student activities, that
Rogers and Streets (n.d.) refer to as “engaging in in the course of operating
within their lifeworlds” (p.2)?If
the answer is yes, which I believe it is, how can I teach, taking an
ethnographic approach, using online media and popular culture as my vehicle?
Bradford (2010) states that when young people play video
games “they do so as embodied subjects whose identities are shaped by the
cultures in which they are situated, the circumstances of their lived
experience, and the particularities of their dispositions, abilities and
interests” (p.54).
Bradford (2010) likens games to fiction, as they “position
their audiences and imply knowledge and skills” (p.56), and suggests players
“negotiate meanings dialectically” (p.54) where players’ experiences are
different from one another, like that of watching a film or reading a book. Bradford
(2010) further argues that games “activate new forms of textual pleasure and
new forms of sociality” (p.63) and Karen (2012) states that players not only
acquire knowledge about the game, they also develop “unique strategies
developed using their critical analysis abilities” (p.1).
Karen (2012) argues that “popular culture permeates almost
every aspect of people’s lives” (p.1) and raises the question of how we
“incorporate students’ interests, skills and motivation acquired on these
platforms” (p.1) into the learning environment. The following
suggestions are offered:
teachers should firstly learn to play the games themselves
examine the key values, character portrayal, ideologies,
film techniques and assess students understandings of these using Monkey Survey
http://www.surveymonkey.com/
examination of
examples of society “norms” against the “hero” and critical reflection on the
values and the perpetration of the“‘status quo’ of white supremacy over other cultures” (p.1)
re-creation of alternative story versions using hypermedia
links and printed text to redefine negative values and meanings
developing blogs to “allow the flow of ideas” (p.1)
encouraging critical analysis of themes, values and language
used
comparing YouTube videos of past cinematic attempts and the
film techniques used to portray “‘shock’ value with regard to feelings” (p.1).
Exploring
video and online games in more depth as a teaching tool is a valuable literacy
and critical thinking resource.For a foundation level class of young people, I think video games could
be a valuable resource to engage and foster interest that is in keeping with their
social and “lifeworlds”.
As
teachers, we expect learners to enter our world, so I think it is important
that we also be willing to enter our students’ worlds… the concept of Ako
springs to mind.On that note, I
think it is time to learn a little more about zombies and try out a video game!
DearZombiesBW
References
Bradford, C. (2010). Looking for my corpse: Video games and
player positioning. Australian Journal of
Language and Literacy, 33(1) 54-64.
DearZombiesBW [Photograph].
macotar.blgspot.com.Retrieved
April 10, 2013, from
Karen, (2012). Implications for teachers when I
incorporating popular cultural texts into the curriculum. Beyond the Lines: Popular Culture, Texts and 21st Century
Learners [Web log post]. Retrieved from
Rogers, A. & Street, B. (n.d.). Using
ethnographic approaches to understanding and teaching literacy: Perspectives
from both developing and western contexts.
Computer anxiety and literacy learners Most of us have experienced anxiety and those feelings
of dread, embarrassment and wanting to hide, along with the physical
experiences of rapid heart beat, sweating and shaking hands, nausea, trouble
breathing, blushing, panicky thoughts, lightheadedness, agitation and nervousness.
Coryell and Clark (2009) state that doing something
new can cause anxiety and self-consciousness to “arise unbidden” (p.499) and
that it is a common experience that “can be viewed as an asset or an obstacle”
(p.499).In the case of an adult
learner, Coryell argues that these emotions can act as a motivator, especially
if the emphasis is on collaborative and interactive learning rather than giving
the message that success is dependent on “perfection” and “getting it right”
(p499).
For an adult learner with literacy needs, anxiousness
can also occur from feeling “left behind by a too-hurried pace in classroom
lessons” (Coryell & Clark, 2009, p.485), as well as concerns around feeling
ridiculed, embarrassed or not being understood. Alternatively, adults undertaking e-learning can overcome the “‘shame’ of
repeated underachievement in literacy, because they can refer to their class or
study as computer or ICT learning” (Fletcher, Nicholas and Davis, 2010, p.17).
E-learning and
anxiety
I use the term e-learning to include learning using
computer related technology, including on-line learning, internet, hand-held
devices and social media such as Facebook, Twitter, Skype etc.
e-learning
The prospect of learning both course content and new
technology can be a daunting proposition for a literacy learner, particularly
for an older adult or someone who hasn’t been in the workplace for sometime.Therefore, planning e-learning lessons should
relate to the learners life as well as being collaborative and non-threatening
as possible.Using K. Virginia
Hemby’s paper, “Designing programs for computer-anxious adults: The trainer’s
dilemma” (1999), as a basis, I list the some e-learning strategies for computer
anxious adult literacy learners:
Find out prior
knowledge
Find out what exposure your learners have had to
computers.What do they already
use?How are these different or
similar from what will be used on the course?
Use humour and
empathy
Adults learn best in non-threatening and informal
environments. Give examples of your own experiences of “computer anxious
moments” and describe how you felt; e.g. sweaty palms or shaking.Bring humour into the story to lessen
the learners’ anxiousness and let them know they are not alone.
De-mystify the
computer
Many learners fear they could “break” or
“crash” the computer.Some
consider the computer “alive” and controlling the information rather than us
controlling the computer.Open the
computer casing (if possible) to show and touch the components. Explain the
workings and what the various keys are for.
Address learners’
fears
In group sessions, share fears around using
computers.Explore what error
messages and beeps mean.
error message
Take small steps
Go through the basics such as starting and closing the
computer. Show where a DVD is inserted. If a learner indicates that they know
what the basics are, have them demonstrate some of the activities.Give time for learners to practice the
new knowledge.
Use card matching activities and worksheets to
introduce new terminology.Don’t
overload learners with computer jargon.
Learn together
Not everyone will learn at the same speed.Have learners collaborate together in
pairs or groups using a computer and share knowledge.Group work allows a learner see others grappling with
similar problems and challenges to themselves.
Learn together
Avoid technology
overload
Avoid using multiple technologies at the same time
such as videos, computer monitors, handheld devices and overhead projectors.
Assure learners that they don’t need to learn everything and that they can look
up workbooks or find information online.
Use positive
instructions
Avoid warnings that can exacerbate anxiousness around
e-learning such as “you must not turn off the computer without ‘shutting down’
first”.Learners can easily fear
they will do costly and irreparable damage.
Encourage practice
Give “brief presentations of information with
demonstration and practice” (Hemby, 1999, p.34).Allow plenty of time for hands-on practice.
Create learning
partnerships
Learning partnerships can be with fellow learners, at
the nearest learning centre, at home with a family member or friend.“Learning withthe support of the church is common in
the Pasifika community” (Fletcher, et. al, 2010, p.24)
Allow time for
reflection
Give session time for reflection to discuss problems
and issues as well as celebrate successes and victories.Give learners plenty of reassurance and
positive feedback.
Reflection
Conclusion
Fletcher et al (2010) suggests learners are more
likely to succeed when “e-learning is embedded in literacy learning, the
context relates to the students’ backgrounds and workplace needs, and the wider
family structures support them” (p.19).Other areas to consider for engaging learners are using game-like
activities, “drag and drop” question and answer sites and the use of visual clues.Bolliger (2009)finds that learners “respond positively
to using visual clues” (p.106) such as emoticons which can contribute to the
“clear expression of meaning and emotion and therefore, support the formation
of relationships” (p.106) to increase “the level of social presence and feel of
community” (p.106) often lost with e-learning.
References
Bolliger, D. U. (2009). Use patterns of visual cues in
computer-mediated communication. The
Quarterly Review of Distance Education, 10(2), 95-108.
Coryell, J. E. & Clark, C. M. (2009). One right
way, intercultural participation, and language learning anxiety: A qualitative
analysis of adult online heritage and non-heritage language learners. ProQuest Central. Foreign Language Annals.
42(3), 483-505.
Fletcher, J., Nicholas, K. & Davis, N. (2010).
Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance
Learning, 15(1), 17-29.
GCFLearnFree.org Word
2010 Tutorial App [Video file]. (2013, February 1). Retrieved from http://www.youtube.com/watch?v=llPFjYmKJqs&feature=player_embedded
