Prior knowledge gives rise to new learning experiences.

Interesting information that I found was from an article: Improving English Language and Computer Literacy Skills in an Adult Refugee Program. by Henriette Janse Van Rensburg.

She speaks about ways of improving English language and computer literacy skills of adult refugees in Australia. The main teaching strategies used for this group were repetition, content and language integrated learning (CLIL) and computer-assisted language learning (CALL).

They used the computer as an educational tool and Web-based language learning (WBLL) activities. These adults had minimal schooling and arrived with little or no literacy in either a first or second language and had no exposure to computers.

They were excited about using the computer yet had no idea how to use the computer.

These adult first did a pre-test about labeling the parts of the computer and then went to the introduction of computers by means of learning new terminology about computers, how to turn on the computer and the function of the keys on the keyboard.

Initially they found it difficult to type the given Web addresses, but after mastering that, they found looking at pictures very fascinating and could then associate it to the prior knowledge. They even mastered puzzle building using the web. Van Rensburg (2010) states “It should be important to keep purposes, content and target population in mind when selecting a suitable and appropriate CALL activity”.

They were asked to list topics or keywords of things they were interested in and the pictures they found on the web reflected the images that were uppermost in their minds. Because they carried cultural baggage from the trauma that they experienced in the past, they always returned to the images that captured malnourishment of children and adults.

A post test was done after a number of weeks and Van Rensburg argued that “the exposure to and immersion in the language program have improved the participants' English language proficiency” and the computer, as an educational tool, was successfully used. Adult learners were actively engaged in the online activities and they could relate to the purpose of learning. Van Rensburg could see an improvement of literacy and computer skills over the short period of time and states that “future opportunities have been created and confidence and dignity have been restored”.

REFERENCE:

Van Rensburg, H.Janse. (2010). Improving English Language and Computer Literacy Skills in an Adult Refugee Program. International journal of pedagogies and learning. 6(1),  69-81.

The Reflective blog as a learning tool.

The question a colleague posted is:

I am wondering if anyone has found any research conducted in N.Z. with Foundation learners (Adult LLN learners in LLN courses or Level 1-3 courses) showing use of Web 2.0 tools and benefit for learners. Benefit being positive engagement with the course, increased LLN levels and/or positive spin offs with social and/or work goals. What was the Web 2.0 tool and how was it used?

Some adult LLN foundation courses have been using Web2.0 in their programmes.

The most common and familiar Web 2.0 application are blogs (Wolf, 2010). The definition of a blog, according to the Oxford English dictionary is: ‘a frequently updated website consisting of personal observations, …and usually with hyperlinks to other sites; an online journal or diary” (Oxford University Press, 2008).

During my investigations, I have found that adult LLN learners have been using blogs as a reflective journal by documenting and evaluating their past week’s activities such as research projects based on market research of iphones. These students had to search the web for information and then recall what they had discovered by documenting their finding on the blog. Their peers could look at their work and pass comments. This is a form of a collaborative learning style which is a philosophy that I have adopted because this active, collaborative learning is part of my pedagogical values of constructive learning and that through the use of technology, new possibilities can be offered to students.

Initially some students found difficulty in understanding the Web 2.0 technology, the brief as well as expressing themselves while reflecting on what they had done. But with peer support, answering questions, giving ideas, feedback from questions and concerns that they have with their own research, it gave the individual adult learner more confidence and self-efficacy. These students were also building content for the course itself. Hamilton (2006) states that online learning tools are "basic, communication tools that has gradually been happening over the last 20 years, is part of a bigger paradigm shift in our understanding of learning as part of situated social practice" (p. 1).

Bandura's Self – Efficacy

http://www.youtube.com/watch?v=yxdDDs8F78c&feature=related

<iframe width="420" height="315" src="http://www.youtube.com/embed/yxdDDs8F78c" frameborder="0" allowfullscreen></iframe>

For the lecturer, it brought about consistency and quality of teaching when adding all names of those adult learners in the various classes because the lecturer was able to see all blogs, reflections and content. 

Reference

Hamilton, M., Hillier, Y., & Tett, L. (2006). Introduction: social practice of adult literacy, numeracy and language. Adult literacy, numeracy and language : policy, practice and research , ch. Maidenhead : Open University Press.

Oxford University Press. (2008). Oxford English Dictionary. Oxford: Author.

Wolf, K. (2010). Bridging the distance: the use of blogs as reflective learning tools for placement students. Higher Education Research & development. 29(5), 589-602. England: Routledge. http://dx.doi.org/10.1080/07294360.2010.502292

Web 2.0 and the benefit for adult learners.

The question a colleague posted is:

I am wondering if anyone has found any research conducted in N.Z. with Foundation learners (Adult LLN learners in LLN courses or Level 1-3 courses) showing use of Web 2.0 tools and benefit for learners. Benefit being positive engagement with the course, increased LLN levels and/or positive spin offs with social and/or work goals. What was the Web 2.0 tool and how was it used?

Web 2.0 is described as the “basic communication tools that has gradually been happening over the last 20 years, is part of a bigger paradigm shift in our understanding of learning as part of situated social practice” (Hamilton, 2006, p.1).

Chan and Ford (2007) report on trials at Christchurch Polytechnic Institute of Technology that set up a support system for workplace-based learning that integrated m-learning portfolios with Web 2.0 applications aligned with Moodle and utilised learners' mobile phones to send and receive assignment information. “Young people have embraced mobile phone ownership and the mobile phone is seen as an essential accessory to maintaining an active social life” and by using “mobile phones and the Web 2.0 applications available online provides workplace based learners with the opportunity to connect, create, collaborate and network”.  (Chan & Ford, 2007, p. 56).  Active, collaborative learning is part of my philosophy and pedagogical values of constructive learning.

During my research, a few practitioners have mentioned that has been an increase in online resources. The Literacy and Numeracy for Adults Assessment Tool is an online adaptive tool that provides information such as assessments linked to the learning progressions and which practitioners have used and are using in their practice. There are key skills that students need to demonstrate and while “LLN was being embedded into vocational programmes, measuring LLN success could not be separated from social and personal outcomes”. ( New Zealand Council for Educational Research, 2010,  p. 2). There are also TEC pressures to gain unit standards and “learners should be allowed to focus on some ‘soft outcome’ self management skills for the first three months without being accountable for unit standard outcomes”.( New Zealand Council for Educational Research, 2010, p. 58.)

References:

Chan, S., & Ford, N. (2007). M learning and the workplace learner: Integrating Mlearning Eportfolios With Moodle. Christchurch Polytechnic Institute of Technology (CPIT).Christchurch, New Zealand Retrieved March 23, 2012. from: http://www.massey.ac.nz/massey/fms/Molta/Chan.pdf

Hamilton, M., Hillier, Y., & Tett, L. (2006). Introduction: social practice of adult literacy, numeracy and language. Adult literacy, numeracy and language:  policy, practice and research , ch. Maidenhead : Open University Press.

New Zealand Council for Educational Research (2010). Engaging young people/young adults in literacy, language and numeracy skills development. Retrieved from http://www.dol.govt.nz/publications/research/youth-literacy-report/youth-literacy-report.pdf

The future of education

I subscribe to the Tom Daly academy and he sent me an email the other day stating:

 “I wanted to share something with you that I found quite inspiring . . .

It was a "60 Minutes" piece on the Khan Academy” and I wish to share this inspiration clip with you.

It is about student engagement and how we can revolutionise the classroom.

Khan has a website … see link below.

http://www.khanacademy.org/about

This note below has been copied from the website.

A free world-class education for anyone anywhere.

The Khan Academy is an organization on a mission. We're a not-for-profit with the goal of changing education for the better by providing a free world-class education to anyone anywhere.

All of the site's resources are available to anyone. It doesn't matter if you are a student, teacher, home-schooler, principal, adult returning to the classroom after 20 years, or a friendly alien just trying to get a leg up in earthly biology. The Khan Academy's materials and resources are available to you completely free of charge.

If you watch the YouTube clip Khan Academy: The future of education.

http://www.youtube.com/watch?v=zxJgPHM5NYI

you’ll discover how collaboration and student engagement takes place. The teacher is the facilitator.

The learner masters concepts before they move on, they become excited about their learning and this method takes the passivity out of the classroom. The teacher is able to track the progress of the learner. Because the teacher is the facilitator, the teacher is able to use his/her time more effectively and is able to address the needs of the learner.