1. The ODL digital divide: too busy to learn? Cranky IT systems, no time to train, and what is this cloud stuff? infobesity Jargon Buzzwords Web 2.0 Yet our Gen Y students are digital natives Cuts – less staff – more work – more students We need more repetitions to learn And now you want me to offer flexible, open learning??? And a virtuous cycle of innovative communication??? We have mixed ability: so the techies must help the non-techies Adult education is different… Work with my motivation or I won’t find time for class next week… We designed a short course about saving time to make time, teaching basic communications theory through productive Web 2.0 tools, constantly adjusting the content to motivate learners… Communications Skills for the New Media Age We prefer a problem-centered, practical approach What worked: Enrolment survey on technology use Weekly handouts of news items Jingfor recording walkthroughs Dropboxfor accessing files from anywhere Delicious for keeping track of interesting web resources Skypefor basic distance meetings Webtextfor organising groups/classes via SMS Moodlefor peer support between classes Filming each other on mobile phones Mindmapping Online surveys to monitor progress Feedback from learners 17 of 20 learners rated the course “very good” or “excellent”. “It did exactly what it said on the tin.” “I received a really broad view of what's out there! Made me get on line and get involved with several applications. Moodle, Dropbox were really useful." “Delicious has changed the way I use the internet at work, far more efficient.” What didn’t: Technical problems: physical space in lab, speed of network, and sound Homework game to encourage participation: scoring got too complex. Finding time to upload the materials to an Open Educational Resource (OER) – we now use the OU’sProjectspace. Group teaching took a lot of time for planning, reviewing sessions and brainstorming the future No access to Moodleuntil 3rd week Not enough material designed for sequential learners Reference: “Older learners and IT: strategies and case studies”. Research and Learning Innovation Unit, Adult Multicultural Education Services, Department of Education, Science and Training, Australia.. Reference: Merriam, S.B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education v. 89, p. 3–14. NB: Views expressed in this poster are those of ImogenBertin How can a course like this get NFQ certification when by definition, the content must be constantly updated and varied to suit new tools, mixed abilities, backgrounds and objectives? If you have thoughts, please contact i.bertin@ucc.ie Course tutors Catherine O’Mahony, ImogenBertin and Carolyn Daly, UCC and Dr Siobhan O’Sullivan, CIT Thanks to the Centre for Adult and Continuing Education, IonadBairre and our voluntary course mentors
