Delivering Lifelong Learning
Delivering Lifelong Learning Enhancing learning through using technology Thinking back to when I delivered in work focused training sessions I found that technology was a huge aid to the learning for the students. I would set them web quests and get them research topics around the subject of day, One in particular that I remember was asking them to look at the human right act I asked them to work in pairs and put together some information about what the act was and why it was so important and how it linked into working in Health and social care.
I gave them a set amount of time to do this then asked that they nominated a person to feedback to the group about what they had learnt.
Looking back now I see that by encouraging learners to use this technology this was supporting the differentiation off the group it supported all the learners to gain knowledge and understanding even the ones who were not as confident in speaking up as others.
I guess the other main way I support learners to use technology is to encourage them to use the online etrack site to check there progress once I get a learner engaged with this I find that they look forward to checking their progress after each visit it’s a good tool for motivation. And another way would be by getting the learners to access and use the BKSB to support there learning with the maths and English it’s an excellent online tool that will guide them to up skill in the specific areas needed.
It can however, as mentioned before highlight too many areas for development and perhaps scare the learner completely so this aid has negatives and positives. Technology can also support learners when writing written assignments they can use Microsoft word and send work over on email for electronic submission or send it to etrack a secure site to make additional progress in between assessments with their assessor. Learners can also use internet for research to support their learning. I also use offline exams that once uploaded can give instant results, this is good as the learner knows.
I have put together a case study of some of the various technology that can be used to support learners and have looked at what the positives and negatives of them are. |Technology available |Positives |Negatives | |Blogs, chat rooms and online discussion |Will help learners to communicate with each other. |Not all learners have | |forums |Accessible and inclusive. Can aid learning from peers. |internet. Connection | | |Is flexible the learner can log on in there own time. problems IT issues, would | | | |not support learners with | | | |low literacy levels. | |Cameras and mobile phones. |Aids communication. Often an instant response. Take |Not always cost effective | | |pictures of evidence |to all learners may create | | | |barriers for some.
Bad | | | |signals. Unable to read a | | | |learners body language and | | | |vice versa | |Computer facilities to enable word |Can save work /use spell checker/ word count can go back|Not all learners have | |processing assignments and saving |and amend if needed. access to a home | |documents. | |computer/Can not be used | | | |during power cuts? Viruses | | | |could cause work to be | | | |lost. |Digital media for visual/audio recording|Good to play back work/ film to aid recall |Again learners may not have| |and playback | |access to this equipment. | |Electronic portfolios/etrack |Accessible/ sustainable i. e. no need for paper. |Again can create barriers | | |Can access supporting materials. |as not all will have access| | | |at home.
Internet | | | |connection problems. | |Email |Electronic submission of work/communication/feedback |See above and also not | | |Can help evidence work set and completed |always an immediate | | | |response.
IT issues may | | | |prevent you from receiving. | |Internet access |Accessible and inclusive/ Can access resources |Can lead to plagiarism | |Mobile phones |Aids communication/ Take pictures of evidence/ Internet |Not cost effective to all | | |access/Apps |learners/ may create | | | |barriers for some.
Poor | | | |signal. Not always an | | | |immediate response. | |Online/offline and on demand tests |sustainable i. e. no need for paper instant results e. g. May highlight lots of work | | |diagnostics exams |required/ may not be a pass| | | |could de motivate | |Online discussion forums |Can be flexible to the learner/ can aid learning from |Again learners may not have| | |peers |access to this equipment. | | |Poor internet connection. | |Presentation software |Visual aid for learners/ can be emailed and used as a |Does not support all | | |reference |learning styles | |Scanners |Can upload documents evidence immediately |Again learners may not have| | | |access to this equipment. |Web cameras and video conferencing |If you cannot be in the same place as your learner and |See above | | |need to observe them | | |VLE |Can access supporting materials |See above | |Specialist equipment such as readers |Can aid learners with visual impairment or limited |See above | |tape recorders, Talking |verbal communication | | |calculators/Computer terminals with | | | |speech output | | | |DVR |Can be played back uploaded for evidence |Some people don’t feel | | | |comfortable being recorded. |
Expectations of the minimum core in relation to delivering lifelong learning Firstly I would like to explain the importance of good communication it is imperative to ensure that information is given and received. It is the key to motivation, managing behaviour and promoting good working relationships. It includes verbal non verbal and written and can include various technology email/webinar and forums. I must ensure that I have excellent communication techniques to be able to maintain learner’s attention and to show professionalism when giving feedback. I need to be aware of my tone and facial expressions knowing when to change my tone to say show sympathy and understanding r to take control of a disruptive group.
I need to ensure that if I use jargon that the learner is supported in understanding what that is? ETRACK what is etrack a demonstration needs to be given so that the learner understands. Speaking/ Listening/Reading/Writing are the four skills I must demonstrate when supporting learners in Literacy, language and ICT I have looked at Tuckman’s theory of group work in relation to how people in groups communicate. He came up with a development model that shows the stages of development of how groups will communicate. Forming In the first stages of team building, the forming of the team takes place. The individual’s behavior is driven by a desire to be accepted by the others, and avoid controversy or conflict.
Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organization, who does what, when to meet, etc. individuals are also gathering information and impressions – about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict and threat means that not much actually gets done. Storming Every group will next enter the storming stage in which different ideas compete for consideration. The team addresses issues such as what problems they are really supposed to solve, how they will function independently and together and what leadership model they will accept.
Team members open up to each other and confront each other’s ideas and perspectives. In some cases storming can be resolved quickly. In others, the team never leaves this stage. The maturity of some team members usually determines whether the team will ever move out of this stage. Some team members will focus on minutiae to evade real issues. Norming The team manages to have one goal and come to a mutual plan for the team at this stage. Some may have to give up their own ideas and agree with others in order to make the team function. In this stage, all team members take the responsibility and have the ambition to work for the success of the team’s goals. Performing It is possible for some teams to reach the performing stage.
These high-performing teams are able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision. By this time, they are motivated and knowledgeable. The team members are now competent, autonomous and able to handle the decision-making process without supervision. Dissent is expected and allowed as long as it is channeled through means acceptable to the team. 1. ^ The Five Stages of Project Team Development, Gina Abudi – Retrieved May 18th 2010 Its not very often I deliver to groups but this research has helped me to look at the importance of it and also the importance of communication not only from myself but between learners.
I often teach learners individually however they tends to be a group within one setting and they will often work together to learn and gain knowledge for the award. So it’s important that I have an understanding the theory and psychological dynamics of group work. Evaluation of own practice in delivering inclusive learning and teaching I feel that I do adapt my teaching to try to suit each individual need. I have some learners for example who need much more support with their functional skills than others and in these cases I have arranged extra visits with and given one to one support. I do feel that since delivering Functional skills my practice has improved.
At the start I found it difficult to know where to start with supporting learners and with experience I have gained confidence and knowledge of the support materials available. I have also recently obtained some really helpful handouts to support learners with understanding the requirements of literacy. They are like flash cards and are very easy to understand. Looking back I can think of learners that this resource will have been very helpful. And I wish now that I had sourced them sooner. I am also not entirely confident in speaking in group situations and I know that the only way to prepare for this is to be fully prepared and to ensure that I have researched a subject fully.
I have passed my functional skill level 2 in literacy and Math but would like to go on to complete the level 3 as I feel this will enhance my knowledge and confidence and thus can only benefit my learners. I intend to complete a diagnostic on the BKSB to identify what areas I need to improve on. I also need to work on some of my ICT skills in particular spreadsheets as I work in health and social care its not to often I have deliver ICT so I feel I have not focused on this area as much as I should have. I In particular I know I need to work on spreadsheets and I have been working through some workbooks on the BKSB to help with this. I would hate to ever be in a situation where a learner wanted support in this area and I was unable to give it.