If online learning and Web 2.00 technologies are incorporated into the adult learning programme, how can student LLN progress be effectively monitored and assessed? (Kathy)
What comes to mind is Mr
Baker’s ‘4.5 The Ins & Outs of Year Four, Room Five’ (Room Five) activities.
Yes, the student group is younger but the concept appears ideal in practice
with an adult audience as well.
Firstly, access to the appropriate hardware and software
within the classroom environment. It’s an assumption that the adult learners in
question will have access to the appropriate media within an allotted timeframe
because the LLN term is used in the original question. As we know, the first
assessment provides a yard stick for tutors/teachers to place learners within
the progressions with the lowest rating as a viable start point for teaching.
It is at this point that the antics of Room Five activities and
Web 2.0 technologies could be implemented to accommodate programme/course
assessment standards. There is particular admiration for the teacher’s method
of teaching specifically fractions to students with scissors, paper and pen and
the resulting picture. In terms of Web
2.0 technologies usage, that could mean a willingness to speak to a wider
audience as stated in Room Five’s activities where multiple international and
local classes participate in the Forum.
An implication to the strategy is staff development in terms
of additional media training if they are not already proficient in the field of
computing. In addition, staff attitude if it’s an additional burden to their
existing programme. For example, our LLN Project provided contracted computing
support for tutors in their classes when assessments were scheduled for the two
sessions. In that respect, onus was on tutors to implement the teaching strategy
for level 1 to level 3 students and their achievement standards.
Of note is the practice of two assessment tool sessions
during a course, the duration of the course whether that be six month or a year
and the association to viable movement or student learning within the
progressions. Is there a point to implementing more than two sessions to gauge
student progression in terms of ‘effectiveness of monitoring and assessment’?
Plus, how critical would the duration of the course then be on progression
outcomes for a ‘less than one year’ course timespan?
In summary, the most pressing point is whether online
learning and Web 2.0 technologies will enhance student learning to achieve the
required student outcomes set for the programme/course. Mr Baker’s student examples
provides inspiration to achieve more…
The question of staff development for those who are not themselves comfortable with ICT is a pertinent one. Working in the IT field myself it is a factor I hadn’t really considered (how easily we are blinded by our own perspectives!)
ReplyDeleteIt is similar, though, to the fact that far fewer tutors are willing to provide numeracy teaching in comparison to reading/writing tuition. One the plus side, for both maths and computer use, it is probable that tutors may be ‘one step ahead’ of the level of teaching required – which is, strictly speaking, all that is necessary. But on the other hand, despite this, there can be psychological barriers to teaching a topic for which we lack familiarity.
We could of course avail ourselves of the wealth of online tuition available in practically any subject area; just to be sure we’re not the blind leading the blind! topic! But it’s also a fact that most tutors in the ACE field are volunteers, and may lack the time and inclination to upskill by this means.
However the importance of providing professional support for staff implementing information technology is stressed by Davis and Fletcher (2010)in their report. It’s great that your organisation was able to provide contracted support for teachers; unfortunately funding reasons this probably not a viable solution for small community organisations.
But with a bit of organisation (and volunteer work!) lack of familiarity with ICT tools need not be an insurmountable issue. It’s possible for instance that tutors more experienced in a certain field may be willing to provide a weekend or evening workshop for other tutors with a view to broadening the skills of our peers.
Davis, N., & Fletcher, J. (2010). E-learning for adult literacy, language and numeracy. Wellington, New Zealand: Ministry of Education. Retrieved from www.educationcounts.govt.nz