Planning for Learning
Are you an instructor or tutor and don't know where to start with a learner? When planning for learning, it is always important to start with the learner! What is their goal? What do they want to be able to do? The answer to these questions guides where to go next...
Where to Begin
It can be difficult to know where to begin when creating a plan for learning for a learner or for a group of learners. The Digital Divide Practitioner Tool has a tip for where to begin:
“Try different strategies and ask your learners which ones work best for them. And remember, the ones that resonate best with your learners might change over time and in different contexts. Try a variety of options to keep it fresh while also allowing learners to develop confidence with the ones they know and respond to.” (from page 14 of the Digital Divide Practitioner Tool).
In order to best support learners, it is important to increase
a learner's access to technology.
This can be done in a variety of ways including:
1. Technical Support
Tech Support for learners is important, as well as being sure that they have what they need to access Wi-Fi or devices for learning. Understanding key language and concepts impacts learner’s knowledge of what technical support they need. For example, do they understand what connectivity means? Do they know why they can access things in the classroom (where Wi-Fi is available) but not outside in their car (where they would need to have a data plan)?
ICON - Learn More:
One suggestion for providing tech support is to be flexible and prepared for internet disruptions and technology issues by providing a back-up communication plan. Find this and more great tips in the Digital Divide tool here:
https://calgarylearns.com/digital-divide/supporting-and-accessing-technology/#support.
ICON - Learn More:
Here's a one page tipsheet that looks at the quick wins of how to support learners in accessing technology. The 10 bullets in the top section are particularly helpful:
https://calgarylearns.com/wp-content/uploads/Supporting-and-Accessing-Technology_Tipsheet.pdf
ICON - Practice:
If you would like to assess how your organization is doing well, as well as how you could improve in areas of Digital Literacy? If so, here is a Digital Literacy Audit Tool:
https://calgarylearns.com///wp-content/uploads/Digital-Literacy-Audit-Tool.pdf
2. Key Principles and Creating & Managing Materials
Working with a learner in person is very different than working with a learner online. When we add in the element of digital devices, we create an added layer of complexity to the learning.
By keeping important principles in mind such as encouraging learners to communicate in whatever way is most comfortable to them, and giving them multiple ways to engage in the learning, we can foster a safe learning environment.
When creating and managing materials for digital skills, it is important to also understand that not all learners will have the same bandwidth, devices (they might be joining from their phone), or the same ability or function to use cameras or other software features. Using a variety of learning materials, with input from the learners, help to make the learning relevant and effective for them.
ICON - Learn More:
Here's a one page tipsheet that looks at Teaching and Learning, specifically how to facilitate effectively online, how to teach digital skills and how to create and manage materials:
https://calgarylearns.com/wp-content/uploads/Teaching-and-Learning_Tipsheet.pdf
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Want to dig deeper into the key principles related to facilitating specifically online, how to approach teaching digital skills, as well as what to keep in mind when creating and managing materials? Here is more information from the Teaching and Learning section of the Digital Divide tool:
https://calgarylearns.com/digital-divide/teaching-and-learning/#teach
Keep it Fun!
Research has proven that when we are relaxed and enjoying ourselves, we learn better. Regardless of which approach is used for instructing digital skills, it is important to add in the element of play. Learning digital skills can be challenging, so it is important to also make learning fun whenever possible. You may have noticed that there are activities or games throughout this resource. We hope that you have enjoyed the fun, while also learning and practicing skills.
Keep it Engaging!
There are different approaches to learning, and each have their place depending on who the learner is, and how the learner learns best.
Benjamin Bloom and his team, in 1956, created a framework for classifying learning objectives in order to create effective learning experiences and assessments. Traditionally, most Western learning environments use this task-based approach called "Bloom's Taxonomy." In other words, the focus of instructor starts with having the learner remember (or memorize) information before they understand, apply, analyze, evaluate and finally create or put their learning into everyday practice.
By "Flipping Bloom's Taxonomy" (the traditional approach), the learning framework changes to a skills-based approach. It starts with the learner creating or "doing" things which lead to evaluating what they are doing (or have done), analyzing it, and then applying that in order to understand and remember the learning. The benefit of this approach is that it keeps the learner engaged and the learning relevant to their needs. It also helps the learner to problem solve by learning foundational digital concepts and skills that are transferrable to other areas.
ICON - Watch:
Nicole Levesque explains the philosophy behind "Flipping Blooms" (or a skills-based learning approach) in this short video:
VIDEO LINK HERE
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Would you like to see a visual of what "Flipping Bloom's Taxonomy" looks like? Here's a handout of the image:
Add in new handout direct link here
*Quotes from learners and/or instructors about the process?
Keep it Relevant!Approaches to 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.
The skills and confidence of the instructor, and the needs of the learner, will guide which approach might be used in a learning setting. Here are two example approaches for using skills-based learning with teaching digital skills.
