H817open Week 2 Activity 8: Imagine you are constructing a course in digital skills for an identified group of learners


A data visualization of Wikipedia as part of t...

A data visualization of Wikipedia as part of the World Wide Web, demonstrating hyperlinks (Photo credit: Wikipedia)

H817 Open Activity 8

ACTIVITY: Imagine you are constructing a course in digital skills for an identified group of learners (e.g. undergraduates, new employees, teachers, mature learners, military personnel, etc.). It is a short, online course aimed at providing these learners with a set of resources for developing ‘digital skills’. It runs for five weeks, with a different subject each week, accounting for about six hours study per week.

____________________________________________________________________________________________________________

Often the messiest and most problematic of tasks prove to be the most revealing.

Thinking of a group of swimming teachers as participants in some Open Learning was a challenge as some would never have used a computer at all. I thought of another group, nursery nurses and even contemplated going on to undergraduate medical students or junior doctors so that I could imagine working with a digital literate group but then returned to the challenge of introducing those with no experience of computers at all.

Do you try to teach someone to swim butterfly when they cannot swim? Can a swimming teacher learn anything if they don’t have access to a swimming pool? This is what it felt like – clearly OER is never suitable for everyone – the learning outcomes must come first, then how to deliver these in a way that suits the participants. There’s a saying in advertising, ‘preach to the converted’ i.e. you are selling goods and services to people who want them anyway. The easiest ‘sell’ would be to create a course on digital skills for those who are just coming online and are eager to acquire the skills, rather than a group that includes those who have no digital skills and are even belligerent or disinclined to take any interest.

Coming from Learning & Development we have sometimes been expected to ‘shoehorn’ other people’s content, or the client’s old content, into the production. We decline. We will use the material to inform the production process only. There is a reason, for narrative and continuity why I still feel that creating your own bespoke content is often a better alternative, otherwise there can be discontinuity, the need for writing in caveats, or simply reversioning as participants take a negative view of the smallest of things – say US English used instead of UK English.

Week

Topic

Resources

Suitability (G/M/B)

1

INTRODUCTION

to the Web and digital skills

Learning on the go

Mobile devices

Just in time or applied resources and tools.

Websites and social media

Twitter, Facebook … WordPress

Wikis

Keyboard Basics

6 Learning Methods Every Teacher Should Have

Internet Basic (UK GOV)

Using the Web (BBC Webwise)

M

M

M

G

2

SEARCH

Find a variety of content on MSM Website related to schedules, programmes, events, Swim21, contacts and compliance

Download and open PDF files.

Login and add personal details

Searching: Making the most of being online (BBC Webwise)

Searching the Internet (UK GOV)

Mid Sussex Marlins

Locate Swim21, download the Code of Ethics PDF, email the Swim21 Officer to say that you agree to abide by these guidelines.

G

M

3

VIEW

Select a video on swimming  technique from the Breakwater Swimming Website and note tips you would use in a training or teaching session.

Breakwater Swimming Training

M

4

PARTICIPATE

Register with IoS

Online Forms

Navigate/Search Function

Find and do a 1 hour free CPD of your choices

Multiple-choice

Audio/View

Rate/Comment

Register with the Institute of Swimming

Do a Free Continual Professional Development (CPD) refreshed – 1 hour

Working and Learning in Sports and Fitness

Open Learn, The OU

Track 6

How to develop reflective skills and improve leadership techniques. Part of The OU course E113 Working and learning in sport and fitness.

G

5

CREATE

Register withe blog host

Create a journal entry on a session and reflect

ELABORATE

Find and comment on other club and personal blogs

Create and load video

Legalese

Starting a new Web Site

Blogging, a tool used to reflect and learn

Be Secure Online (UK Gov)

How to avoid online fraud

Twitter Users.  A Guide to the Law (BBC Webwise)

B

B

G

G


REFLECTION

It was recently announced that a company had created a connector or ‘brick’ that allows those playing with either Lego bricks or Konnex to connect to two. It strikes me that OER requires some conformity in the creation of the learning resource in the first place to allow such bonds and that templates or connectors are required too. However, even if the learning resource is an idea expressed as a doodle with some text or a series of annotated diagrams from a whiteboard that are photographer and put online I believe this is far preferable to shoehorning another’s ideas into your learning design. Can you construct a new short story by lifting paragraphs from others? Can you construct original Shakespeare by mashing up lines from different monologues? Can you create a coherent painting by grabbing elements from a number of masters? This isn’t the same as the remixing musicians do, or is it? This isn’t the same as taking a cooking recipe and changing some of the ingredients – it is about the quality, truth, conviction, coherence and flow of a persuasive narrative.

My greatest challenge is the nature of the intended audience, whilst ‘Swimming Teachers and Coaches’ is one way to define them, for most this is a volunteer role for an hour or so a week, for a few more a modest part-time and paid role for perhaps 6 to 8 hours and only part-time and professional for 3 or 4 – say 12-16, sometimes 22 hours a week. They are a disparate group too – from airline pilots and Doctors, to a retired postman and an assistant in Waitrose who left school with no qualifications and now understand that they have Dyslexia. One is doing an MA in Sports Science online, another gets his wife to receive and send emails – yet another her husband. This spectrum of digitally literate ‘residents’ to the ‘occasional visitor’ even the non-user – and in some cases belligerently ante-Internet means that to reach this group requires more group workshops, face to face applied ‘poolside on the job’ and hand-outs. Content online needs to be printable so that if necessary intermediaries can print off in specific fonts onto coloured paper for those with Dyslexia. Content in the post, the traditionally distance learning approach would be favoured by some.

PROBLEMS

Links no longer valid or content removed, sometimes for declared copyright issues, such as here. Not having adequate input into the bespoke construction of the content in the first place, and then the possibility that the content may be removed is a problem.

Several hours too late I gave up on the depositories. I have always found UK Gov websites very easy and clear, say for calculating and paying tax, or getting a Road Licence for the car. With the drive to have everyone on Universal Credit using the web – those in the community who are most likely also to have no or poor digital literacy skills or access, I wondered what training and support UK GOV offered. I was delighted with the ‘We Make Getting Online Easier’ website and feel that it would support those for whom using the Internet would be a struggle – how and where they get online is another matter if they don’t have an Internet connection at home, or a Smartphone. For continuity reasons I may then use this website through-out with the only venture away to look at YouTube ‘How to …’ videos relating to swimming teaching and coaching. I then checked the BBC and for UK residents found the BBC WebWise resources perfect. Start on the home page, run through the content bit by bit over the weeks.

 

About these ads
Tagged with: , , , , , , , ,
Posted in Blogging, E-Learning, H817: Openness and innovation in E-Learning, Innovations, L&D, Learning, MA in Open & Distance Education, MOOCs, Tertiary Education, The Open University
One comment on “H817open Week 2 Activity 8: Imagine you are constructing a course in digital skills for an identified group of learners
  1. Nat Nelson says:

    Interesting. I had the same problem with the repositories and went back to Google. I like that you looked into the types of problems learners face beyond the OERs.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Categories
Calendar
March 2013
M T W T F S S
« Feb   Apr »
 123
45678910
11121314151617
18192021222324
25262728293031
Follow

Get every new post delivered to your Inbox.

Join 651 other followers

%d bloggers like this: