Choosing & Using Technologies in Education & Training
Whatever the choice of delivery strategy, some factors are critical to successful learning.
Program materials must be of excellent quality (in terms of comprehensiveness, correctness and suitability for their purpose), even if low-cost presentation options are chosen. Similarly, delivery methods must be suitable, and must work smoothly. Learners must be able to gain ready access to equipment and materials, and must be given the opportunity to acquire any necessary skills to use them, for example computer skills.
Learners are not likely to be successful in flexible delivery if they are simply thrown in to sink or swim, especially if their previous experience has been very structured or if they are not confident or strongly motivated.
They need to know what they can expect from the program: how to be accepted for it, how to enrol, what the program consists of, what they will need, where to go, how they will be assessed, and so on.
They need to know what support is available to them, from teachers, student counsellors, technicians, workplace mentors, peer group networks or other sources. For example, they should understand whether there is a policy of intervention if study schedules are not adhered to, or whether it is entirely their responsibility to complete work. They should also know whether they must attend a campus to borrow library books, or whether there is a postal service or a borrowing centre nearer to home.
And they need to know how they can get access to this support: for example, at what times teachers are available for telephone contact; whether there is a policy of reply within twenty-four hours to e-mail queries; whether the organisation will set up a peer group process; and so on.
The subject of independent learning has already been mentioned; it is critical to learner success that the transition from teacher-centred to independent learning is smoothly managed, so that learners understand and can cope with the process. A desirable part of the process is discussion about the nature of learning, so that learners can consider and discuss at a conscious level matters such as how they learn, what things help and what hinder their learning, and how other people can affect their learning processes.
Support for learners includes academic or tutorial support, such as provision of content and resource material, and discussion related to assessment. It includes skills and counselling related to learning, such as study and writing skills, information literacy, time management, setting priorities and so on, and also personal counselling. It includes technical support such as help-desk services for computer difficulties, satellite program reception set-up, etc. A vital type of support is provided by administrative procedures related to enrolment, assessment and access to learning resources. Simple, transparent systems and helpful staff can do a great deal to help learners. All staff of the organisation have a part to play in learner support, including library staff and security staff who may be responsible for opening buildings at unconventional hours.
The social aspects of learning are important for most learners, even for those who prefer to do most of their learning at home. Social interaction may take place in classroom groups, through peer networks, through workplace companionship, and through family and social support. It is an important part of developing independence as a learner, and its main functions are:
As well as face to face interaction, most of the technologies used for delivering subject matter can be used for learner support; the same advantages and disadvantages will apply.
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