Approach 2:
Use Language and Navigational Skills as the Lesson Plan
Use Language and Navigational Skills as the Lesson Plan
More About this Approach
This approach to learning digital skills uses skills-based learning through focusing on language and navigational skills as the content for lesson plans and then applying them to tasks the learners want to be able to do.
For example, a learner wants to become more confident in how to send emails. The instructor might teach the verbal and visual language needed for the learner to explore their screen and find the email icon on their device. The instructor might also explain one or two navigational strategies (edges are important, and read, read, read) to coach the learner in finding the needed information on their device to accomplish tasks.
What does this Approach Look Like in Action?
Here's a short video where Nicole Levesque demonstrates what this approach might look like.
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Video clip of Nicole Levesque showing what a class might look like
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(Video(s) – 7 min (or so) of what the classes or tutoring one on one looks like with Flipping Blooms and skills-based learning
Devices Used
Learning digital skills best happens when learners have the opportunity for a hands-on approach.
If the class focuses on using a specific device, it is helpful to have that device available for learners to apply their learning. For example, a course on "How to Use an Ipad" should include iPads for learners to use for hands-on instruction.
Instructional Materials
1. Create your own learner’s digital skills manual (include things like key concepts, language and strategies).
2. Creat your own instructor’s digital skills manual (you could include the same information as the learner’s manual, but with a little more information and context included).
3. For a group, the instructor could have a laptop connected to a screen for demonstration purposes.
The manuals are reference tools. They are to be used on an as-needed basis, when relevant to what the learners are wanting to learn or where more instruction or explanation is needed from the instructor to continue to move forward in accomplishing a task. Therefore, they do not need to be used in a linear way (in the order content is written). If the class sessions don't work through the entire manual, that’s okay too. The manual is a guide to aid in the learning of skills, not a curriculum to “get through.”
Planning for Learning
When it comes to planning for learning, there are different approaches of Flipping Blooms or being skills-based. Each approach helps to build transferrable skills that result in learners reaching their goals and accomplishing the tasks they want to do. Using the skills-based approach to learning, means that the approaches are learner-led, focusing on what the learner needs and wants to be able to do. It also means that instead of starting with instruction which is followed by application, the learner starts with doing or creating. Right from the beginning of the session, the learner is clicking on their own device and exploring the options available to them. As they interact with their devices they are learning essential language and navigational strategies needed to be successful in accomplishing their desired task.
Planning for Learning begins with the learner:
What do they want to be able to do?
Once you know what a learner wants to be able to do, you can then assess:
What can the learner already do?
What skills gaps are there between what they can do and what they want to be able to do?
Once you know the answers to these questions, you can customize time with the learner(s) to what task they are wanting to do. When you’re working on tasks generated from learners, it means you're on the right track. Whether learners want to complete tasks related to email, social media, or Facetime, or something else, having the understanding of language and navigational skills equips the group to apply their learning to specific tasks. There is a loose framework while applying learning to accomplish tasks, as the focus is on getting conversations going with the learners. The class content builds “as you go” in order to keep the learning relevant by using the language and navigational strategies needed by the learners to accomplish specific tasks. Teaching this way will often result in learners coming back for more. They want to keep learning because their questions and their goals change over time. The benefit of this approach is that the instructor and class sessions can continually be tailored to the learner’s needs and goals wherever their skills are at.
There might only be one task focused on in a class session as explanations, modelling, and exploring language and navigational strategies in the place of memorizing the steps to complete a task takes time. Applying the philosophy of Flipping Blooms means the learners explore, touch and move things on their own devices while building skills that transfer to other digital devices. You can rest assured that you will have taught them something meaningful to them when you use this approach. It's really letting go of our (instructor’s) own agenda, and meeting your class where they're at; building in the skills they need slowly so that the learning will “stick” for the long term.
Language
Language should be the focus when beginning with learners. It is such a huge piece that a lot of foundational learners could almost spend the entire series of class sessions talking solely about language, without even opening their devices. Language will include visual, verbal and physical language as well as introducing essential digital language in a way that provides familiarity with terms and concepts that are commonly used.
Navigation
Once a strong base of understanding language is established, move on to explain navigational strategies with the cues and clues. If learners are confident in understanding key language and navigational strategies, they may be ready to move on to settings.
Settings, Safety & Security
Staying safe online is a constant concern for anyone using digital devices. Once someone knows the language of technology and how to navigate digital devices, they are then able to look at their device settings and choose preferences for different Apps and Software, along with decisions to stay safe and secure. Being confident to look at and adjust settings is important when making decisions about privacy.
Takeaways and Checking in on Learning
Sessions close by encouraging learners to try out tasks on their own devices related to what was covered in that week’s class. Opportunities to keep the learning fresh and applying it over time will help with deeper learning.
Each session builds upon the last session by revisiting language and navigational strategies with whatever task was the focus. At the start of each lesson, check in to see how doing the task(s) at home went. Did it go well? If it didn’t go well, or the learner didn’t do the task, why not? What struggles did they have? Often the issue comes back to the language that's lacking. There may have been something about language (visual, verbal or physical) that tripped them up. At this point, the instructor can assess whether the class needs to go back and focus on some specific language or navigational strategy to build the learner’s capacity. By going back to previous tasks and seeing how learners applied the learning, you're keeping it relevant to their needs.
ICON – Learn More:
Want more information on "Things for an Instructor to Know..." such as what the class environment might feel like with this approach, what devices would be used, the framework for the sessions, and how to use a "parking lot"? Download this handout – Things for an Instructor to Know...
How might this approach work with different class or skill levels of learners? Here's a handout with more information about how it might be decided which learners would be successful in different classes, and the importance of ongoing assessment and providing feedback to the learner. Class Levels