Context is everything: e-learning face-to

Read the text. A symbol of the eight fold path "Arya Magga" (the noble path of the dhamma) in early Buddhism. An intricate representation of the Dharmachakra, or Buddhist eight  spoked Wheel. Dhamma or Dharma“We’re so far off online learning,” said one manager to me, implying that it was so difficult we shouldn’t even bother.

My first response was to bring it all back to the classroom. “Online learning is only one part of e-learning,” I replied. I think people still see the two terms as identical, which is a problem.

E-learning, step 1: some kind of technology in your face-to-face situation. For example, taking photographs on an excursion, or recording audio from student presentations. Having access to a local network drive folder for sharing documents & files. Using a data projector with wireless keyboard to engage & motivate.

E-learning, step 2: some kind of online presence for your classroom. For example, storing learning resources on a wiki or blog or something similar. So that students can access them outside of set class times.

E-learning, step 3: regular face-to-face intensive workshops for your online course. To make sure you’re building strong group dynamics for collaborative and constructive learning.

So really, in the ACE / Learn Local sector, we’re dealing with steps 1 & 2. And step 1 is about making

One thought on “Context is everything: e-learning face-to

  1. The steps you describe above work for me – these can take quite awhile to consolidate – in fact, years, when battling in the community education sector with limited time and resources.

    It took us almost two years to establish reliable internet in our classrooms with a projector and we’re still at a tentative stage of implementation because some of the teachers had bad experiences with the technology early on. (The internet’s down and delivery of my session relies on it – what’ll I do now?!) Once bitten, twice shy: so they say, I’m not bothering with THAT again….

    I can cheerfully say that we’re at Step 2 with the ESL3 class: the majority (I haven’t collected detailed feedback yet) regularly access the class blog which has been going for 6 months. Anecdotal evidence shows that those with internet access (and a PC/ laptop that they don’t have to queue to use) at home have developed the confidence to go to the blog independently to review work and pick up work they missed during an absence.

    So we reinforce this practice by navigating and using the blog during most classes – I promote it as a gateway to the internet for adult learners with little or no previous internet experience and none associated with learning.

    Nearly forgot to mention: blogspot provides me with some stats on traffic so that I know roughly how many visits occur after each blog post (I’ve just started emailing notifications of posts to students via a Joneslist too after hearing Carmen talk about).

    [Reply from michael]

    Jill, thanks so much for sharing your insights here. It’s true that these steps can take so much longer than we expect, can’t they. I like your “cheerfully” for step 2.. and ai know the hard work you’ve put in to get to that stage. Good to get intricate traffic information, so you can get some idea of how students are using the site.


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