QUESTION 2 - Bridging the knowledge gap around digital technology - How do educators keep up?

QUESTION TWO

The purpose of this blog is to answer the question relating to bridging the knowledge gap around digital technology - 'How do educators keep up?'

One of the key findings of research conducted by Davis and Fletcher (2010) in relation to e-learning and adult literacy, language and numeracy is that tutors, leaders and support staff require specific professional development to be able to accommodate e-learning in their learning programmes (p. 18).  Not only are they required to develop the necessary ICT skills, and knowledge of the e-based resources available, they also need to consider changes in pedagogy that have resulted from the development of e-learning. 

Mitchell, Clayton, Gower, Barr and Bright (2005, cited in Davis & Fletcher, 2010) identify challenges that e-learning poses for tutors’ pedagogical practices.  They emphasise the need to raise awareness about the benefits of e-learning, and state that tutors must be encouraged and supported to explore its potential (p. 19).  Some of the methods used by educational institutions to influence tutors to participate in PD for e-learning are categorised by Shephard, Stein & Harris (2009) as:

•          direction (leading the way);
•          persuasion (providing incentives); or
•          coercion (imposing penalties and obligations) (p. 3).

Davis and Fletcher (2010) conclude however, that tutors in large institutions were more likely to adopt e-learning than tutors in smaller institutions, in part because larger institutions were more likely to provide support (p. 19). 

Shephard, Stein and Harris Shephard (2009) identified the top five rated approaches for e-learning, all of which can be classified as informal activities:

•          sharing knowledge with colleagues;
•          learning that arises spontaneously from work or personal activities;
•          learning through informal discussions in the workplace; 
•          learning from journals and books; and
•          surfing the net (p. 3). 

I would also add to this, partaking in online tutorials that can be available with some of the online teaching resources, such as Pathways Awarua (Alkema, Benseman & McDonald, 2014, p. 9).  The organisation for which I work comprises a nation-wide network of L&N providers, affiliated to a national body.  In practice, each of the often sparsely-staffed branches tend to work in isolation of each other, and in so doing, the sharing of knowledge with and from colleagues that Shephard et al. refers to, fails to occur.

Another approach recommended by Davis and Fletcher (2010) is the active engagement of people who champion e-learning, as these practitioners can then offer support to other tutors.  They also recommend that a range of professional development opportunities be provided, ranging from the less formal, to certificate and degree-level programmes.  At the less formal end of training, they suggest that tutors and institutions can network and share successful e-learning innovations (p. 20).  Whilst an ideal, in reality, this can present challenges however, when organisations are competing for the same learners and the same funding dollar.  This has been particularly evident in the small community in which I work, where there are multiple providers offering the same provision, and population numbers are small.  

Davis and Fletcher (2010) also recommend the development of communities of practice, and suggest that online learning can enhance this type of professional development.  They also suggest that such initiatives fit with tutors’ lifestyles, and encourage the development and sharing of e-learning resources across organisations and regions (p. 21).  Working in a smaller region, this option of PD can be appealing, as most of the general PD opportunities held for the general adult L&N sector are situated solely in the main centres.  

In addition, Davis and Fletcher (2010) recommend the showcasing of e-learning initiatives at national (and local) conferences, modelling hands-on e-learning teaching practices (p. 20).  However, whilst the organisation for which I work provides such PD workshops at its Annual Conferences, very little exposure to the wealth of e-learning possibilities can be gained from attending a 1 to 2-hour workshop, held once a year.

Finally, in relation to resources for e-learning, Coben, Crowther, Kambouri, Mellar, Mogey, Morrison and Stevenson (2007, cited in Davis & Fletcher, 2010) recommend that commercial developers produce and trial e-learning resources.  They also encourage tutors to create resources (although she cautions that appropriate professional development for tutors may be required to enable them to complete this work).  The establishment of a bank of appropriate e-learning resources is also supported by Thomas & Ward (2009, cited in Davis & Fletcher, 2010), however, the need to structure these resources is recognised, so that tutors can easily determine the best resources to utilise for their needs (p. 22). 

One point I would emphasise is that each of these professional development approaches require significant investment in relation to time.  In their case study of a large urban polytechnic, Davis, Fletcher and Absalom (2010) discuss such initiatives as reduced timetables for tutors engaging in e-learning PD, just-in-time support for staff, and the provision of e-learning PD workshops.  They also discuss using “teacher[s] as leader[s]”, utilising teachers who have developed expertise in the use of digital technology for L&N teaching, to support colleagues (p. 35).  The notion of students teaching tutors is also raised, particularly in relation to the use of mobile phones (p. 11).

In concluding, there are a raft of professional development possibilities to enable educators to keep up with the use of digital technologies for teaching and learning.  It does require a degree of buy-in from the tutor to participate in such PD, but such buy-in can be supported through raising awareness of what can be achieved, when using e-learning in teaching.  Furthermore, professional development in e-learning is more likely to be successful when organisations provide the right sorts of encouragement and support for their teaching staff. 

REFERENCES

Alkema, A., Benseman, J. & McDonald, H. (2014). Pathways Awarua: a digital learning tool to support adult literacy and numeracy. Retrieved from http://www.tec.govt.nz/assets/Reports/Pathways-Awarua-a-digital-tool-to-support-adult-literacy-and-numeracy.pdf

Davis, N., Fletcher, J., & Absalom, I. (2010). E-learning for adult literacy, language and numeracy: a case study of a polytechnic. Wellington: Ministry of Education.

Davis, N. & Fletcher, J. (2010). E-learning for adult literacy, language and numeracy: summary of findings. Wellington: Ministry of Education.

Shephard, K., Stein, S. & Harris, I. (2009). Professional development for e-learning: A framework for the New Zealand tertiary education sector. Wellington: Ministry of Education.