Learners in the digital age
There can be little doubt that the plethora of Web 2.0 technologies is creating new and exciting possibilities for anytime, anywhere learning.
Perhaps the main point of access point for anytime, anywhere learners - particularly young people at universities, colleges and schools - are virtual learning environments (VLEs). These "learning platforms" are beginning to increase the scope for learners to access pre-selected material and resources, either as an intergral component of learning programmes or created to supplement more traditional teaching and learning techniques.
The very best VLEs provide the learner with a wide variety of good quality material presented in an imaginative way. Along with the usual elements such as the presentation of information and the course assessments, VLEs offer scope for more flexibility in patterns of learning and also can act as learning portals via RSS feeds and collaborative wikis.
Of course, the groundbreaking impact of the ubiquitous iPod® and similar devices such as mobile phones are not only providing some learners with the choice of accessing video, enhanced and audio podcasts 24/7, but the opportunity to access learning material and resources anytime and anywhere. However, this adds yet another layer into our understanding of the "digital divide". Some VLEs are incorporating podcasts to provide different learning opportunites and also to cater for different learning styles. Whilst this undoubtedly increases access, the flexibility afforded by portable devices is lost.
Ideas such as One Laptop per Child (OLPC), hold out the prospect of increasing access for every learner, wherever they are. The so called "$100 laptop" is a new initiative launched by MIT Media Lab. The success of this initiaitive will depend on the will of governments but as mentioned in a previous post, there is often a time lag in bringing such ideas to fruition within a life cycle of new technology.
Whilst there is the potential to support learners in the digital age, there are just as many challenges for the educators, adminstrators, policy makers and governments to make this a reality.
Perhaps the main point of access point for anytime, anywhere learners - particularly young people at universities, colleges and schools - are virtual learning environments (VLEs). These "learning platforms" are beginning to increase the scope for learners to access pre-selected material and resources, either as an intergral component of learning programmes or created to supplement more traditional teaching and learning techniques.
The very best VLEs provide the learner with a wide variety of good quality material presented in an imaginative way. Along with the usual elements such as the presentation of information and the course assessments, VLEs offer scope for more flexibility in patterns of learning and also can act as learning portals via RSS feeds and collaborative wikis.
Of course, the groundbreaking impact of the ubiquitous iPod® and similar devices such as mobile phones are not only providing some learners with the choice of accessing video, enhanced and audio podcasts 24/7, but the opportunity to access learning material and resources anytime and anywhere. However, this adds yet another layer into our understanding of the "digital divide". Some VLEs are incorporating podcasts to provide different learning opportunites and also to cater for different learning styles. Whilst this undoubtedly increases access, the flexibility afforded by portable devices is lost.
Ideas such as One Laptop per Child (OLPC), hold out the prospect of increasing access for every learner, wherever they are. The so called "$100 laptop" is a new initiative launched by MIT Media Lab. The success of this initiaitive will depend on the will of governments but as mentioned in a previous post, there is often a time lag in bringing such ideas to fruition within a life cycle of new technology.
Whilst there is the potential to support learners in the digital age, there are just as many challenges for the educators, adminstrators, policy makers and governments to make this a reality.
Labels: educators, lecturers, professors, teachers
posted by Dave Jobbings @ 10:36 AM
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