E- learning teaching philosophies in workplace training

The types of learning is almost always pragmatic as the learners require to take something tactile back with them in to the workplace that they can institute immediately. Thus philosophies of that Ally (2002) mentions such as behaviourism, cognitivism and constructivsm take first place in the lessons.

Multimodal teaching pedagogies can also be instituted in the workplace based training environment. These pedagogies incorporate constructs that are pragmatic, instructional and formal. Workplace training is an under researched field of adult education, and I have not found that many articles in comparison to other types of adult education. In saying that however the Guiney (2015) collated an excellent annotated bibliography that describes e- learning and workplace training in New Zealand. He mentions that e- learning is on the rise and more and more companies are adopting an e learning approach more specifically a blended learning approach. I think it still has a way to go and hopefully more and more organisations will see the value of el earning and make it a formal process in the workplace. It is interesting to note that workplace training does not in itself have a broad spectrum definition and I think this could possibly make it a field that needs more research. Perhaps the creation of workplace training definition is something to research further.

I have come across various formal and informal workplace training workshops and lessons. Formal workplace training is created using outcomes of unit standards, thus the information is measured according to pre-determined assessment criteria. Informal workplace training such as soft skills training (Guiney, 2015) such as courses that are created for the purposes of professional development and for the purposes of keeping employees up to date with changes as well as courses that fortify learner’s current job spec. I think a distinction between formal and informal training is necessary. For the purposes of this blog I would like to suggest that both informal and formal workplace training courses need different e learning technologies of which I will comment on.

This video talks about the effectiveness of workplace training and how to save costs using blended learning techniques

Kanuka (2008) also explains the uses multivariate philosophies such as social and technological determinism as well as philosophies of liberal, progressive, behaviourist, humanist, radical and analytical philosophies of teaching. I do believe that a lot of these pedagogies are well worth implementing in a workplace based training environment.

Having read through the information provided by Lankshear & Knobel (2007) and their reference to new thinking theories that need to account for gesture, speech, images, colour, music and rather than doing old things with new technology, there is also an overlap of new thinking theories that can be incorporated into the wokplace based training environment.

Futhermore it is also important to establish the types of learning that are taking place in the workshops. The types of learning are almost always pragmatic as such the learners are constantly looking for new concepts, ideas and tools that are implement worthy. For example, learners that attend a workshop on report writing are looking for a template that they can use post workshop that make it easier and more accurate for them to convey the necessary messages contained in a business report.

I have also seen some workplace training learners respond very well to technological determinism (Kanuka, 2008) once it is explained to them and the facilitator or trainer has created a buy in of this type of learning from the outset of the workshop.

There are several learners whose job specifications are primarily based online and they rely on technologies in the workplace these learners respond well to the Lanksher et al (2007) thinking theories of new technologies in the workplace.

This image is an example of a powerpoint image depicting a report writing template.

Davis et al (2010) refer to the construct of blending learning in the learning environment, this also works well in a workshop using blended technologies to facilitate learning development. Especially when there are other learners attending the workshop from other regions, for example. If the tactile workshop is taking place in Auckland, learners can virtually attend the workshop by video conference whereby a camera is set up in the workshop so they can see the workshop and then the attendees in Auckland can see the learners from Wellington as they use a camera as well. The camera also has panning capabilities. So a PowerPoint presentation can be open and the trainer can be training from it as a visual aid at the same time as the non-regional participants are shown on the screen as well. Guiney (2015) stipulates that e-learning is often implemented in the workplace to fortify and support traditional delivery and blended learning. 

References:

Ally, M ( ) Foundations of educational theory in T. Anderson. Ally Foundations of educational theory for online learning chp01 of Anderson.

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.

Guiney, P. (2015) E-learning in the workplace an annotated bibliography. New Zealand Government. Tertiary Sector Performance Analysis. Graduate Achievement, Vocations and Careers Ministry of education

Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. The theory and practice of online learning, 91–118.

Lankshear and Knobel Blogging as participation: The active sociality of a new literacy. http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.135.3944

How can adults with low ICT skills approach e-learning

How can adults with low ICT skills approach e-learning?

In workplace training as well as in other fields of adult education, there are some learners that are not as exposed to learning technologies as some of their fellow learners (Ally,2002). Understandably, these learners could feel at a disadvantage. Therefore, educators can play an important part in the supporting low ICT skill learners in their quest for skill improvement.

Additionally, Davis et al (2010) make mention of a few ways that teachers and educators can assist the learner become more skilled at e-learning. Davis et al also mention that fear is a determining factor of some learners and fear is a mitigating factor in barriers to e-learning.

Perhaps there are two ways that adults with low ICT skills can approach their learning, one factor is being supported by the educator and the other is up skilling themselves. Both these factors are to be discussed further.

How can educators assist?

Brinthaupt et al (2011) comment that the proper use of online tools and techniques can support the learner. The authors further mention their recommendations for online learning. Please see image below. Interestingly the authors also comment that there is an art of teaching using online facilities that can greatly assist the learner as well.

Table 1. General Categories of What the Best Teachers Do (after Bain, 2004) with Examples and Behaviors Specific to Online Teaching 

Furthermore, e-learning technologies will best help the learners to gain new knowledge, skills, and/or attitudes towards digital technologies. Kanuka (2008).

The role of the facilitator in conveying a technological environment is pivotal to the success rate of the workshop and Davis et al (2010) says that facilitators need to provide the learners with support that allows the learner to become familiar with computers and other digital technologies. Ally contributes to the notion of facilitator or teacher support because the learner uses some form of technology (usually a computer) to access the learning materials, that the learner uses technology to interact with the tutor or instructor and other learners, and that some form of support is provided to learners ( Ally, 2002).

Some suggestions include these tutors are consequently providing these adults with intensive support directed at familiarising them with computers before they undertake LLN learning via e-learning. Fletcher et al (2011).

How can learners up skill?

Fletcher et al (2011) suggest that learners should be open to the techniques needed for successful online learning, the authors comment on the following stages that learners can employ in their online learning courses.

Learner stage: Talk about e-learning. What is it? What are your attitudes to it?

Adopter stage: Exposure to new technologies, with time to “play”. Embedding skills into a learning activity, rather than teaching ICT skills separately;

Leader stage: Having on board someone with a passion for e-learning or ability in some aspect of it, and who can successfully convey that passion and experience to staff, so that they gain requisite skills. Fletcher et al (2011).

Learners need to engage with other learners as this enhances their understandings of online technologies, according to Damoense ( 2003) engagement theory whereby learners construct, collaborate, interact, problem solve and have authentic points of view are tools they can use to up skill their information of online learning tools.

Another suggestion could be more pragmatic, and I have experienced this in workplace training, whereby the managers of the employees are sent on technical training courses such as an excel workshop or a Microsoft word workshop, I have even facilitated a course on how to teach employees effective use of PowerPoint for formal and business presentations, I have seen that the exposure to workshops that teach low level ICT users the tools needed has been highly effective.

References:

Damoense, M.( 2003). Online learning: Implications for effective learning for higher education in South Africa. Australian Journal of Educational Technology, 19(1)25-45

Ally, M. (2002, August). Designing and managing successful online distance education courses. Workshop presented at the 2002 World Computer Congress, Montreal, Canada.

Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. The theory and practice of online learning, 91–118.

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.

D

Workplace Literacies

The types of learning that takes place in workplace training is generally pragmatic or cognitive (Ally, 2004) as the learners require to take something tactile back to the workplace that they can institute immediately. For example, a business report template.

The learners are constantly looking for new concepts, ideas and tools that are implement worthy. For example, learners that attend a workshop on report writing are looking for a template that they can use post workshop that make it easier and more accurate for them to convey the necessary messages contained in a business report. These concepts can be incorporated through the use of multimodal practices of online technology in the learning environment.

Take a look at this short video, it explains what learners want in training 
https://youtu.be/nz6SwliUWoE

Davis and Fletcher refer to the construct of blending learning as a multimodal construct in the learning environment, this also works well in a workshop using blended technologies to facilitate learning development. Especially when there are other learners attending the workshop from other regions, for example. If the tactile workshop is taking place in Auckland, learners can virtually attend the workshop by video conference whereby a camera is set up in the workshop so they can see the workshop and then the attendees in Auckland can see the learners from Wellington as they use a camera as well. The camera also has panning capabilities. So a PowerPoint presentation can be open and the trainer can be training from it as a visual aid at the same time as the non-regional participants are shown on the screen as well.

Davis et al (2010) made mention that a lot of adults do not have access to computers at work, and some have had little exposure to computers in general. This makes it difficult to introduce lateral concepts of online learning in a blended environment. I have found that participants in the workshops have vast differences in their knowledge of online technology.

This situation is especially true for older adults and adults who have been out of the workforce for some time. (Cole, 2000) said the learning materials must be designed properly to engage the learner and promote learning. Davis et al (2010) even notes that adults sometimes fear they will damage the computer or make it crash. However like Davis et al (2010) noted that like the learners that I have encountered in the workshops, although fearful, these learners generally appreciate the need to develop digital skills. They also need to learn these skills because organisations are implementing online learning as the main delivery method to train employees (Ally,2004)  thus e-learning technologies will best help the learners to gain new knowledge, skills, and/or attitudes towards digital technologies. (Kanuka, 2008).

The role of the facilitator in conveying a technological environment is pivotal to the success rate of the workshop and Davis et al (2010) says that facilitators need to provide the learners with support that allows the learner to become familiar with computers and other digital technologies. Ally (2004) contributes to the notion of facilitator or teacher support because the learner uses some form of technology (usually a computer) to access the learning materials, that the learner uses technology to interact with the tutor or instructor and other learners, and that some form of support is provided to learners. (Ally,2004).

Facilitators are consequently providing these adults with intensive support directed at familiarising them with computers before they undertake LLN learning via e-learning. Davis et al (2010)

research suggests that adults with LLN needs are most comfortable with e-learning when it is blended with other learning approaches, including face-to-face learning. Thus resources available for this must be introduced. Interestingly, a skype call set up for the purposes of online tutoring is available for some online courses.

Workplace  e-learning programmes often blend in use of digital technologies so that learning can take place both with and without the presence of the facilitator. Companies are also beginning to support the use of blended application of digital technologies because it can also be designed to fit in with learners’ workplace and home-based experiences and activities. Davis et al (2010).

Research from (UNESCO, 2006) shows that e-learning programmes can go beyond the barriers of geographic location and time, they can be customised to meet work and community based learning needs towards learners that are unable to readily access traditional face to-face learning provision (UNESCO, 2006).

The flexibility of online learning requires careful identification of which LLN skills the learner needs to cultivate as well as an appreciation of that person’s lifestyle, and assessment of his or her current digital technology skills need to be considered.

In the workshop the use of digital technology is used quite extensively and the concept of supportive tandem learning is a good opportunity for learners to learn from others in the form of group activities, discussion groups and team based activities. Learner’s teach and learn a language with a colleague, discussion lists, and informal web based community sites.

There are not many research articles that are geared specifically towards workplace training education more specifically in the online learning environment. I would like to see more research as adult learners in the workplace are also an important genre of learner in the adult learning environment.

Ally, M. (2004). Foundations of educational theory for online learning

      Chapter one in T. Anderson. Athabasca University

Fletcher, J., Nicholas, K., & Davis, N. (2010). Supporting adults to address their literacy             needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17–29.

Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-      in-practice. University of Alberta.

UNESCO. (2006). Using ICT to develop literacy. Retrieved from                                 http://www.unescobkk.org/fileadmin/user_upload/ict/e  books/Literacy/Using_ICT_to_Develop_Literacy.pdf

Cole, R. A. (2000). Issues in Web-based pedagogy: A critical primer. Westport, CT:                    Greenwood Press.

Everyday Literacies

I currently rely heavily on digital technology as a course designer and student. In the past as a course designer I would find myself developing courseware and then printing it out for proofreading and editing purposes. Now days I find it so much easier to run it through online proofreading programmes designed specifically to pick up known errors.  Additionally when developing courseware online I never have to worry about formatting, spelling, and vocabulary errors as I can just delete, retype and reformat instantly.

As a student I rely on digital technology for every aspect of my studies. When I was studying towards my undergraduate I remember obtaining hardcopies of research papers and physically highlighting areas of interest and accruing a mound of paper which was very hard to organise. I absolutely love the opportunity as a student now to be able to classify and organise information using digital technology. Hartnett et al(2015) calls it e-learning. E-learning has been infused into educational culture that positively allows a students to use e-learning capabilities to augment their learning whilst creating unique digitial posrtfolios that illustrate their depth of learning.  

I also run an informal playgroup and virtually all my information, tasks and crafts are easily accessible online and from other mums groups. It is amazing how ideas for some crafts have their origins in a random playgroup in America, and thanks to the power of connection of the internet, we have the ability to use those very ideas in a random playgroup in New Zealand.

Interestingly, my daughter’s kindergarten has recently changed over to an online version of those hardcover portfolios. Whilst they still keep the hardcopy (every child has their own portfolio) and update it with stories, their new online programme is absolutely amazing, parents can write and share their thoughts and comments on stories that the teachers post. There is an element of privacy as well as only stories shared with a child is seen by the parents unless it is a community post. It is colourful and most importantly it is interactive. Gee (1996) speaks of this sociocultural new literacy, that sharing if meaning is a new literacy. Sharing of meaning in information is apparent when parents for example are able to meaningfully share stories and commonalities of their kids on an online based learning platform, it is called storypark.

I have a ten month old baby too and I really hope I won’t be judged for this but I let him explore and play with an ipad. It is amazing to see his development and interaction with apps that are appropriate for his age. He has actually learned cause and effect from pressing buttons and acknowledging that there is an outcome from the button being pressed. The app that he uses is a little mobile phone and when he presses buttons they take him to the next screen where a song plays according to the number he presses. My four year old knows how to navigate her way around the ipad as well. It is unbelievable how advanced they are.

As for non digital technology, I would go as far as to say that I have almost forgotten what my handwriting looks like. Lists for groceries are made on my mobile, social media like whatsapp and emails have taken over.

I am a proponent of online technology because nothing can get lost in a drawer! Surprisingly though I don’t have facebook but my reasons are not based on the convenience of facebook but because I prefer more private platforms of personal information sharing.

Hartnett, M., Davis, N. E., & Fields, A. (2015). Editorial: Back to the future—predicting possibilities in open, flexible, and distance learning. Journal of Open, Flexible and Distance Learning, 19(2), [1–7].