Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Information and Learning Technologies: Moving Forward (OLC Conference 2010)


Published on

Please download pdf file to click on the links.

Published in: Education
  • Be the first to comment

Information and Learning Technologies: Moving Forward (OLC Conference 2010)

  1. 1. Information and Learning Technologies in Adult Literacy Moving Forward Click to edit Master subtitle style
  2. 2. The world we live in We now live in a world that functions increasingly in a technology encompassed mode, and learning and work are less and less accessible to those who cannot use technology. (Power of Technology, p. 2)
  3. 3. The world we live in In 2009, 80% of Canadians aged 16 and older, or 21.7 million people, used the Internet for personal reasons, up from 73% in 2007 (Stats. Can. 2010) Canadians are spending more than 18 hours a week online, compared with 16.9 hours watching television. (Ipsos Reid survey reported in the Financial Post Mar. 22, 2010) Facebook now has over 70 million users worldwide? And the Canada is the third largest country with more than 7 million active users. Worldwide - Canada has the highest number of Twitter Users At last count there are 21.455.000 cell phones in Canada
  4. 4. The world we live in Information and communications technologies (ICT) competencies are now essential to many jobs Majority of jobs in Ontario require some level of ICT competency (OSP, 2009). (Newman p.1) By 2016 70% of jobs in the U.S. will require some Ievel of ICT competency (Bureau of Labor Statistics)
  5. 5. Overview AlphaPlus Literature Review Digital Technology Competency Development
  6. 6. AlphaPlus Literature Review We set out to take a look at the recent literature relating to ILTs, E-Learning and emerging digital technology in education to… Sort out the terminology See what ILTs could mean for learning and teaching in ABE Synthesize the findings and contextualize to ABE See where the research gaps are so that we can begin to learn more about the opportunities and challenges of ILTs in Adult Basic Education in Canada
  7. 7. AlphaPlus Literature Review – One Little Problem… Very little research on the current state of use of ILTs/E-Learning in Adult Basic Education in Canada !! Urgent need to look at ILTs/E-Learning grounded in our own programs Urgent need to look at what Canadian students and Instructors know, want and need !!!
  8. 8. Looking at the Literature – What we are learning… Why talk about e-learning, blended learning, or ILT and TEL? Terminology… E-Learning encompasses “a wide variety of electronic technologies used for educational purposes, and a wide variety of educational formats and designs”. (Bates, 2009) Blended Learning “refers to the appropriate combination of instructional media to achieve learning objectives”. (Holden & Westfall, 2010) Information and Learning Technology (ILT) or Technology-Enhanced Learning (TEL) – different shorthands for the range of methods of using technology to extend and enhance the learning experience (Becta, 2010)
  9. 9. Looking at the Literature – What we are learning… How e-learning/ILTs can make a difference… To increase access to learning opportunities/increase flexibility for students To develop the skills and competencies needed in the 21st century, and in particular to ensure that learners have the digital literacy skills required in their discipline, profession or career – or, put simply, to get work in the future To meet the learning styles/needs of millennial students To de-institutionalise learning/to enable self-managed learning ( From a List provided by Dr. Tony Bates in his Blog June 18th 2009)
  10. 10. What we are learning about Learning and ILTs ILTs offer the possibility for much wider access to learning opportunities and options for anywhere/anytime participation in learning Studies show that adult literacy learners engaging in online learning show significant gains and enhancement of self-confidence, self-direction and independence Non-traditional modes of teaching/learning support students who did not succeed in the more traditional education system Ever improving assistive technology helping students with learning disabilities Multi-modal approach – developing essential digital skills while learning using ILTs Collaborative Learning
  11. 11. What we are learning about Adult Basic Education Need to re-think assumptions about delivery Learners, even those at the lowest learning levels, can participate and succeed in online learning Blended learning – the combination of face-to-face and online learning works best for adult basic education students ILT offers many opportunities for new models of teaching and learning in adult basic education and… Many challenges in supporting instructors to integrate technology in their practice
  12. 12. What we are learning about Adult Basic Education Second digital divide – access, exposure to technologies Need to consider how to assess/evaluate learning with ILTs 21st century skills - technological fluency, innovation, communication and collaboration, research and information fluency, problem solving, and digital citizenship What is the role of adult literacy programs and practitioners in supporting learners to acquire these skills? Need to consider if digital literacy a basic skill?
  13. 13. What we are learning about Teaching and ILTs ILTs offer important benefits and opportunities for learning in Adult Basic Education – however instructors need significant support , professional development and training in order to take advantage of the opportunities and to integrate ILTs effective in their practice
  14. 14. What we are learning about Teaching and ILTs Supporting practitioners to effective use and integrate ILTs … Skills training is not enough – although instructors benefit from concrete examples of technology in use Effective professional development and training is Instructor centred rather than Techno centric Instructors must be at the centre of their own learning – learning styles, familiarity and comfort with technology, values etc. must be factored in when planning professional development
  15. 15. What we are learning about Teaching and ILTs Supporting practitioners to effectively use and integrate ILTs … Instructors need to see how the tech will benefit their students Instructors need time to experiment and freedom to take risks Don’t underestimate the value of positive experiences- encourage critical feedback Continuing Professional Development (CPD) Enable real opportunities to network with peers and colleagues – to share and learn from one another
  16. 16. What we are learning about Teaching and ILTs Supporting practitioners to effectively use and integrate ILTs … Canadian adult literacy practitioners are enthusiastic about online learning for professional development GO online project Online communities of practice as effective tools to support practitioner learning Possible professional development models Evaluating the effectiveness of professional development
  17. 17. Where are we heading & How do we get there Some ideas….. Information sharing – collaborative learning in Online Communities of Practice National Consortium to exchange knowledge, share our learning, questions, resources, for learning and teaching with ILTs Laptop for every adult literacy practitioner ??
  18. 18. Digital Technology Competency Development Beyond Essential Skills Computer Use OALC Use Technology competency development Development of Digital Technology competency Exploring the role of digital technologies in program delivery & professional development
  19. 19. Beyond Essential Skills Computer Use “Computer use is the ability to use computers and other electronic equipment (e.g. fax machine, calculators, and automated bank machines. The importance of strong computer use skills continues to grow as we become increasingly dependent on technology to carry out our work and daily activities.” ES Computer Use too narrowly defined and out-of-date considering the current use of digital technologies in work, family, and community contexts. Scan of literature and framework resources about technology skills in educational contexts in U.S., U.K., Ireland, Australia, and New Zealand. Skill levels, computer list, and computer use self-assessment of the Ontario Skills Passport and intake module of LearnToLearn (L2L)
  20. 20. OALC Use Technology competency development Task Collection in consultation with LBS delivery streams Task Sorting into the use of digital technologies in terms of - discrete sets of skills related to occuaptional skills - foundational/enabling skills to perform tasks within other competencies using digital technology as a medium Development of Task Groups and Sorting of Task Examples Review of Task Groups - natural connection to task groups in other competencies, i.e the same task but performed with a digital technology medium - transitional value in enabling learners to use technologies with the same ease and effectiveness as print-based materials
  21. 21. OALC Use Technology competency development Task Scaling with reference to task complexity Context: prior knowledge and experience a person brings to a situation can make a significant difference to performance – Vocabulary – Contexts – Task content – Text content Text and Task Complexity: continous text and documents including visual displays and interaction required by a person – Text length and complexity – Process required responding to a question – Information “requested” by the task – Inference required to complete the task
  22. 22. OALC Use Technology competency development
  23. 23. Activity What digital technology uses are important for your learners? - Operate digital devices - Install hardware - Install, Add & Run Software - Manage Connectivity & Networks - Manage Digital Access, Security & Privacy - Manage Digital Files & Records
  24. 24. Activity Do your learners use or have a need to use digital technologies when performing tasks described by other competencies? - Communicating Ideas & Information - Self-direct; Act Autonomously - Find and Use Information - Numeracy - Engage; Work with Others Note that OALC competencies listed are not final.
  25. 25. Exploring the role of digital technologies in program delivery & professional development Technology Capacity and Use surveys Potential for the use of technologies in literacy programming has increased. Many learners demand to learn in ways similar to what they encounter in the work place. Self-evaluation of a program’s capacity to engage in online learning and training is a first step in developing a technology and pd plan. Two surveys were developed in collaboration with the LBS Regional Networks and an Advisory Group representing the E-Channel and Ace online delivery agencies. - For practitioners of your agency to self-evaluate their own technology use. - For agency administrators to evaluate the agency's technology capacity. > Tools and Resources > Technology Surveys
  26. 26. Activity What kind of experience with using technologies is important for literacy practitioners for - training and professional development? - locating learning resources? - creation/adaptation of learning materials? - program delivery? - administrative activities?
  27. 27. Next Steps Digital Technology competency development - Discussion paper to begin overarching discussion in Canada and beyond - Potential for work on updating the ES Computer Use competency Technology Surveys development - refinement and continued developement, e.g. use of social media - adaptation and customization to meet the needs of agencies or networks
  28. 28. Activity Place yourself in one of the four corners Are you an avid technology user, curious about the use technology, interested in how it can be used, or skeptical if it’s important at all? Then, discuss this question in your group: What is your opinion on the use of technology? Write some bullet points on the flip chart and select a spokesperson to report back to the larger group A summary of all view points will be posted on the AlphaPlus Blog; you are invited to comment and continue the discussion
  29. 29. References AlphaPlus Tech Podcasts Bates, T. (2009) Trends and Developments in e-learning %200910%20FY/2009_September_30_Trends_Developments_eLearning.pdf Bates, T. (2010) Fast Forward: How Emerging Technologies are Transforming Education and Training BECTA (2009) Continuing Professional Development in ICT for Teachers: A literature review Bynner, J. et al (2010) The three divides: The digital divide and its relation to basic skills and employment in Portland, USA and London England Davis, N. & Fletcher J. (2010) E-learning for adult literacy, language and numeracy: summary of findings (New Zealand) Fahy, P J. & Twiss, D. (2010). Adult literacy practitioners’ uses of and experiences with online technologies for professional development. Getting Online: Distance Education Promising Practices for Canadian Literacy Practitioners (GO Project) (2007-2009) Langille, L M. (2004). Adult Literacy Educators’ Perceptions of Technology Integration. McCain, M. (2009). The Power of Technology to Transform Adult Learning Miner, Rick (2010). People with jobs; Jobs without people. Porter, P. & Sturm, M. (2006). Crossing the Great Divides reportsgroup1/crossing-the-great-divides.html Silver-Pacuilla, H. (2007) .Assistive Technology and Adult Literacy: Access and Benefits Silver-Pacuilla, H. (2008). Investigating the Language and Literacy Skills Required for Independent Online Learning Warschauer, M. & Liaw, M-L. (2010). Emerging Technologies in Adult Literacy and Language Education
  30. 30. Contact Information Maria Moriarty Matthias Sturm