Question 2

Can Online Learning make a significant impact in improving literacy, language and numeracy levels with marginalized, remote or rural communities?

Online learning would work well for marginalized, remote or rural communities due to some of the constraints being faced by them. Constraints such as transportation, being far from universities, family issues becomes a barrier and stops them form learning. According to Carliner (1999, “online learning is an educational material that is presented on a computer” (p.4). Khan (1997) defines online learning as an innovative approach for delivery instruction to a remote audience.

 Online learning is useful and relevant for most adults with literacy learning needs as long as the learning programme is designed properly to fit learners needs and lifestyle, their proficiency with computer-related technologies and their reading literacy (Fletcher, Nicholas & Davis, ). Online learning brings the benefit of opening up greater interaction between adults’ study, work, home and community environments, simply because learning environment can be extended into those places.

According to Nash & Kallenbach (2009), “e-learning is particularly accommodating of learners who cannot easily access face to face tuition, such as those in rural communities. Activities related to everyday life challenges and family can support online learning by providing strong motivational contexts.

Moreover, online learning can be used to motivate, recruit and retain adults with literacy deficits. 
 Even children in India are also benefiting from e-learning. The you tube video clip below shows how e-learning is transforming in India and enhancing children educational quality. 

 

Computer programmes are embedded in lessons and attendance has gone up according to the teachers and this has led to children have high confidence level.

Furthermore, adults with disabilities in remote or rural communities that adversely affect their ability to have access to learning find digital technologies and e-learning that fit their needs highly useful.

In general, online learning reaches to most parts of the communities where learning is impossible or difficult for people. Having the flexibility of having online learning gives learners a chance to still fulfill their dreams and reach their goals.

References

Ally, M. (2004). Foundations of Educational Theory for Online Learning. In T. Anderson, & F. Elloumi, Theory and Practice for Online Learning (pp. 3-31). Athabasca: Athabasca University.

Carliner, S. (1999). Overview of online learning. Amherst, MA: Human Resource Development Press.

Fletcher, J., Nicholas, K., & Davis, N. (2011). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17–29.

Khan, B. (1997). Web-based instruction: What is it and why is it? In B. H. Khan (Ed), Web-based instruction (pp. 5-18). Englewood Cliffs, NJ: Educational Technology Publications

Nash, A., & Kallenbach, S. (2009). Making it worth the stay: Findings from the New England Adult Learner Persistence Project. Boston, MA: New England Literacy Resource Center.

How e-Learning is Transforming Rural India: https://www.youtube.com/watch?v=xHkhPkuvzCg

How e-Learning is Transforming Rural India

Question 1

In relation to prison environment, is e-learning an effective way to deliver and measure the literacy and numeracy skills via e-learning platform such as Moodle?

Prison Populations are becoming increasingly diverse. Countries such as Greece and Belgium have over 40% prisoners who are foreign-born (Hawley, Murphy & Souto-Otero, 2013). Supporting prisoners to gain knowledge, skills and competencies forms an important stepping stone in their journey towards rehabilitation and reintegration into society. While teaching in a prison environment, my understanding of e-learning includes education via moodle (e-learning platform), computer-based applications and virtual classrooms.

https://www.youtube.com/watch?v=cq1dDFReJRs

The you tube video above shows two thousand prisoners at the Murchison Bay in Luzira having access to ICT provided by MTN Uganda. Florence Naluyimba speaks on how e-learning could change the lives of many long prison sentences. The prison Commisioner also spoke on how e-learning is helping prisoners to do long distance courses in completing their degree courses and having computer related courses in prison education.

However, usage of e-learning remains quite restricted and do not at all take advantage of most qualities e-learning can provide via central organizations, networks, access to learning software and information at central servers. Internet access is forbidden strictly in most of the prisons. Learners (prisoners) studying at universities can receive their emails and materials to print via their study advisers. This makes them very much dependent and they are not allowed to have access to staff computers.

For some of the courses in our corrections facility such as creative drawing, pacific history and employ-ability passport, e-learning is an effective way to deliver and measure literacy and numeracy skills through Moodle. Creative drawing is a 6 weeks course whereas pacific history is a 12 weeks course online which has been very effective for learners. “Employ-ability passport” has also been very effective learning online as prisoners need the CV and cover writing skills in order to apply for employment.

However, teaching a budgeting skills course has not been very effective via online learning as more practical skills are required and learners prefer face to face sessions. In this case, e-learning is used in the context of blended learning taking advantage of diverse materials and instructions.

Moreover, numeracy courses are delivered online with additional information but learners are still required to attend two face to face sessions a week. According to Hawley, Murphy and Otero (2013), “e-learning is viewed as an additional means to support the development of skills of the students” (P.17). They further contend that e-learning is part of blended learning which includes group work, instructions, and presentations in class. E-learning can be better able to offer education that fits individual needs but requires tutors to develop and prepare good content that is user friendly (Hammerschick, 2010).

References

Hawley, J., Murphy, I., & Souto-Otero, M. (n.d.). Prison Education and Training in Europe (pp. 1-20). 2013: GHK Consulting.


Hammerschick, W. (2010). Learning Infrastructure for Correctional Services. In Report on e-learning in European Prisons- Concepts, organisation, pedagogical approaches in prison education (pp. 1-22). N.p.: LICOS.

https://www.youtube.com/watch?v=cq1dDFReJRs

Own philosophy of teaching/ Learning using Digital technology For ALLN ( Blog 2)

Digital technology has become a tool for reaching greater numbers of adult learners and to meet their learning needs. In particular, e-learning is a tool in education to allow flexibility to fit into a learner’s available time schedule. E-learning is defined as learning facilitated by using computer-related technologies (Fletcher, Nicholas & Davis, 2011).  According to Davis and Fletcher (2010), their research contends that tertiary e-learning programmes often blend in use of digital technologies so that learning can take place both with or without the presence of the tutor (p.5). Compared to the usage of digital technologies for adults wanting to improve their Literacy, language and numeracy ( LLN) skills, the findings showed that digital technologies help alleviate some of the adults anxiety about LLN learning (Davis & Fletcher, 2010).

However the question arises; how successful e-learning has been in raising the literacy, language and numeracy skills of adult learners? It can be argued that digital technology by itself cannot increase the quality of learning experiences.

According to Garrison (2002), e-learning technologies increase the quality of learning experiences. I disagree to his statement. Being an e-learning practitioner for eight years has uplifted my ability and knowledge through blended learning such as face to face and online learning in the tertiary institute and now at the Corrections Facility using Moodle for delivering online courses to learners (prisoners).Considering my own philosophy of teaching as an e-learning practitioner, I believe blended learning which is face to face delivery and online learning has better outcomes than relying heavily on digital technology.

According to Wenger (1998), the individual is connected to social setting and negotiation of meaning includes identity formation as well as ideology formation which presuppose interaction with others. Social and cultural function plays a vital role in a classroom. It motivates and encourages students to participate and perform better. As Kanuka (1980) contends about ‘social determinism’ as one of the philosophy of technology. He further emphasizes the way uses of technologies are affected by social structures and social construction of technological arte-facts.

My philosophy of teaching is ‘progressive’. Kanuka in his article mentions progressive as one of the philosophy of teaching which focuses on personal growth, maintenance and promotion of a better society. While teaching, I always make sure that my lesson is based around curriculum and situation that relate to experiences of learners. As a teacher, one needs to organize, stimulate, instigate and evaluate the process of education and be the helper, encourager so that e-learning technology can be effective and facilitate a learner-centred environment. E-learning can motivate adult learners who have not been previously successful in literacy learning.



The image above shows that digital technologies such as e-learning in New Zealand have now been adopted by New Zealand schools, with ongoing government support.

Digital technologies work well for those learners who prefer working at their own time schedule, pace and place but needs to bear in mind the self-discipline.  E-learning is accommodating adult learners who cannot attend face to face tuition such as those in rural communities (Nash & Kallenbach, 2009). Learning materials online must be designed properly to engage our learners and promote learning to take place. Ally (2004) in his article noted that online learning systems can determine learners’ needs and expertise and assign appropriate materials for learners to select from so that they can achieve better learning outcomes.

In general, learners should be allowed to choose the appropriate strategy they can use to meet their learning needs. Some of the learning needs being access to textual materials, listening to audio materials or viewing visuals or video materials. As Ally (2004) mentions in his article that “appropriate application exercises should be embedded throughout the online lesson to establish the relevance of the materials” (p.23). Research suggested that the rapid pace of change towards digital technology challenges learners as they struggle to keep up with technology and related social changes. To conclude, more attention is required to better equip parents (adults) with the skills and self-confidence to assist their children as these parents have limited opportunities to engage with technology.

References:

Ally, M. (2004). Foundations of Educational Theory for Online Learning. In T. Anderson, & F. Elloumi, Theory and Practice for Online Learning (pp. 3-31). Athabasca: Athabasca University.

Davis, N., & Fletcher, J. (2010). E-learning for adult literacy, language and numeracy. Wellington: New Zealand: Tertiary Sector Performance Analysis and Reporting, Ministry of Education, New Zealand Government.

Fletcher, J., Nicholas, K., & Davis, N. (2011). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17–29.

Garrison, D. R. (2002). Cognitive presence for effective online learning: The role of reflective inquiry, self directed learning and metacognition. Invited paper presented to the sloan Consortium Asynchronous Learning Network Invitational Workshop, Lake George, NY, September.

Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. The theory and practice of online learning, 91–118.
Nash, A., & Kallenbach, S. (2009). Making it worth the stay: Findings from the New England Adult Learner Persistence Project. Boston, MA: New England Literacy Resource Center.

http://carolynandhenriette.weebly.com/new-zealand.html

Literacy and digital media

Part A:  Please fill in the following table (add extra rows as needed or redo table to suit)

The objective is for you to reflect on the amount of digital technology and non-digital you use in an average day for reading and writing. 

Tick        Tick        Tick        Tick                                                                                                                       

Read	Write	Study/ Work	Neither study nor work	Source ( Non digital)  e.g. pen, book	Source (digital) e.g. email, Internet	Time (approx. how long)
P	P	Study		Pen, book, hard copy readings	Internet, blackboard online	3
P	P	Work		Pen, paper	Internet, emails, teaching resources	5
P	P	Study		Home, pen, paper, readings	internet	2

To begin with, this year has been really challenging for me with juggling around time with work and study. It has been great to have an awesome manager who allows their staff to do professional development at their own time during working hours. I have been utilizing my time at work doing my readings and analyzing them. With the support of my colleagues at work with printing, setting up classroom for class, I am able to cope up with some of my pending work as I have been really ill and away for two weeks. To prepare for class, I have been setting up some number games for students and doing some research on games which will create humor in class and therefore making the class lively at the same time. Reports have to be done and therefore emails and replying to those emails are very important. My students are able to enjoy my classes with group activities and great educational games. Being on face book, internet and online banking, you tube, are part of my life and these digital technologies are taking our time away which is becoming a barrier now I guess.

My definition of literacy is not only reading and writing but rather an individual’s capacity to put those skills to work in shaping the course of our daily life. I am actually inspired by Freire’s view to literacy to think outside the square and view literacy as a language in use to better understand the value of utilizing the skills in life or in society. Paulo Freire defines literacy as “Literacy which involves ‘reading the word and the world.

E-literacy is more to do with digital technology such as the use of moodle (e-learning platform) and mobile learning which uses online tools as cell phones, I pad. My son has is 6 and a half years old and they get homework to do online on their school website called the study link. The school downloads all the content online and kids get to attempt to exercises and do educational games for better understanding of the subject matter. E-literacy is more to do with paper-based foundation creating the digital world and this motivates and retains students’ interest with literacy deficits. 

According to Davis and Fletcher (2010), E-learning can be more effective if it is part of face to face training. In 2011, Davis, Nicholas and Fletcher state the following in regards to e-learning:

·        E-learning is facilitated by use of computer-related technologies.

·        E-learning encompasses hand-held data storage and transmittal devices including mobile phones.

·        E-learning which can also be termed as distance learning in New Zealand, requires students to study their workbooks an complete exercises and supplemented by tutors visits.

·        For e-learning to be effective for adults with literacy needs in New Zealand and globally, there is a need for more ideas to be shared through partnerships and learning communities.

To conclude, E-learning can be used as a method to motivate, recruit and retain adults with literacy deficits in new Zealand due to the struggles some of these people are facing recently such as, no affordability to pay for fuel, baby sitting issues, sickness, and transport issues.

References:

Davis, N., & Fletcher, J. (2010). E-learning for adult literacy, language and numeracy. Wellington: New Zealand: Tertiary Sector Performance Analysis and Reporting, Ministry of Education, New Zealand Government.

Freire, P. (1970). The adult literacy process as cultural action for freedom. Harvard Educational Review, 40 (2), 205-225.

Fletcher, J., Nicholas, K., & Davis, N. (2011). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17–29.

My name is Muni and I have been in the education field for the past 18 years now. I taught Accounting and Economics for 8 years in secondary school and then ended up teaching in National Diploma in Business Level 5 in a tertiary institute. I was introduced to e-learning where I was teaching face to face and via online platform known as Fresh-e learning. E-learning was used to teach students online and attend to their queries using chat which was one of the tabs online. I also answered to students queries via one to one message at the same time. I found this blended learning quite interesting and flexible as well. Students having issues with not being able to attend face to face sessions were allowed to study from home and therefore were easier for us teachers to download almost all the contents for delivery online. We used multi modal activities online to allow students to attempt to these activities and these were part of their weekly assignments and tutorials as well.

Moreover, some of the online tools were quizzes, matching, video presentation, audio presentation, cross word and you tube clips. Through experience for 8 and a half years teaching using blended ways of learning via online and face to face allowed students to get flexibility, increased access to content and able to do the activities at any time convenient to students at their own pace, effective support from staff and it was compulsory to reply to students messages within 24 hours and therefore all the queries made by students were dealt with.

Moving to corrections facility and teaching in a prison environment is a big challenge for me due to limited resources. There is no internet access to students therefore almost majority of the content for courses are provided to them as hard copies and soft copies via moodle (e-learning platform). Students (prisoners) attend two sessions face to face class in a week and are supposed to do activities and exercise via moodle. I had a big challenge of putting those matching exercise and some other exercise on moodle for students to have access to and found this pretty useful I guess. Students accessing and attempting to the exercise are being monitored and monthly report is being taken to see how many students and the hours they have been using the online tool.

The reason for doing this programme is to up skill myself more towards numeracy and literacy education and knowing the theories would be really helpful to me. Hope to do well as I have enrolled in two papers and working fulltime is pretty crackingJ.

Muni Gounder