In 2018 a college upgrading instructor came to AlphaPlus with an idea. 

He had developed an assessment tool to determine whether learners were ready for the ways they would be using digital technology as college students. He wanted to enhance that resource and make it available to all LBS instructors.

Six other Literacy and Basic Skills college instructors joined him and worked with AlphaPlus and the College Sector Committee for Adult Upgrading to determine the digital technology skills that learners need as they enter postsecondary education.

The working group developed assessment tools that college LBS/AU programs can use to help assess their learners’ digital skills readiness for transition to post-secondary studies.

Learners can try out their skills and knowledge in a quiz and in a set of holistic assessment activities for Microsoft Word, Powerpoint and Excel. There are two versions of each of the holistic assessment activities that cover the same set of skills in different contexts and that can be used as a pre- and post-assessments.

If learners find that they need to work on a particular skill or suite of skills, we have collected learning resources to help with that: https://sites.google.com/alphaplus.ca/digitalreadiness/home

Educator Network Story: Collaborative Professional Learning

How can adult literacy instructors preserve the best elements from last year’s pivot to online teaching? The answer may lie in the AlphaPlus Educator Network (eNet).

“Right now, blended learning is top of mind because the pandemic forced many literacy educators to try new approaches and technologies,” says Guylaine Vinet from AlphaPlus. Educators who worked primarily offline before the pandemic are now thinking about how to bring some of the best elements of remote learning back with them as they return to the classroom.

Guylaine and her colleague Tracey Mollins facilitate the AlphaPlus Educator Network, a community of practice for adult literacy instructors integrating blended learning. They have noticed that the pandemic has bridged gaps between how learners do things in their daily lives and what happens in a literacy program. “For example, even if learners weren’t previously asked to use smartphones in a program, many were using them in everyday life,” says Tracey. “A smartphone can be a valuable learning resource and some literacy programs started using them more during the pandemic.”

Explore blended learning with your peers in the AlphaPlus Educator Network

Blended learning is central to the work of AlphaPlus; our position paper outlines its value and the reasons we advocate for its adoption in the literacy and basic skills (LBS) sector. The position paper describes a blended learning approach that is an enhancement and extension of the application of adult learning principles: Blended learning is learner-centred, activities are relevant and useful, and with a strong teaching presence, learners build digital skills while learning a core topic.

The approach is the foundation of many AlphaPlus services and is the focus of the Educator Network — a collaborative, supportive space where literacy instructors connect with colleagues from other programs to share new tools, materials and ways of doing things.

Expand your learning network and co-create curriculum

As an Educator Network participant, you will have access to the knowledge and experience of AlphaPlus facilitators as well as a group of colleagues who are working through similar questions and solutions.

A significant benefit of blended learning is the opportunity for instructors to co-create the curriculum with learners. Together, instructors and learners bring a world of information and knowledge into the classroom in accessible formats, such as engaging plain-language text, videos and graphics. AlphaPlus’s Educator Network offers participants the opportunity to both explore and experience these curriculum co-creation practices.

Transform your practice and engage learners differently

Former Educator Network participant Shirley Gosselin, an instructor at the Centre de formation de Hearst, describes the transformational experience of adopting a blended learning approach:

“After teaching various courses for more than 20 years and more, I’ve noticed that I’m not changing my way of doing things too much. However, after learning about blended learning as an Educator Network participant, I now think a lot more before creating modules and teaching the course. I invite learners to participate in helping improve the content and the way the course is delivered. They feel involved, and we work much more as a group. What a difference it made with a few classes!”

As Guylaine says, “Over the last year, programs may have realized that they could be preparing learners differently. Learners are getting used to and expecting an online component, and we can prepare them for the online aspect of any future learning. The good news is you don’t have to flip the whole classroom at once. You can start as small — or as big — as you want.”

“We’re here to provide support: answering your questions, helping you to think through your ideas to make the best decisions and experiment in ways that work for you,” adds Tracey.

Are you ready to join the next cohort of AlphaPlus’s Educator Network? Registration is now open.

Contact Tracey or Guylaine to find out more.

Learn more about the Educator Network

Read more case studies

Educator Network Story: Toronto District School Board

In 2020-2021 we interviewed literacy workers in Ontario about blended learning and the pivot to remote learning during the COVID-19 pandemic. Here’s one of the things that Shelley Lynch from Toronto District School Board told us about adapting to remote learning, the power of collaborative learning, how Educator Network (eNet) helped and her approach to professional learning.

One reason I like being at TDSB is that I like the interaction. I like the energy of sharing ideas and resources. For those of us who want to help one another and are willing, and who are brave enough to say—I think sometimes some people, they’re very independent and solitary, or they don’t want to say they need help—so the people who are willing, are getting together.

If someone helps you, I think then you’re more willing to pass it on and help other people.

I think the teachers who manage their time best multitask, but that’s not me. If I’m teaching students, then I’m teaching students, I’m not doing computer stuff. What I would do is stay after class and do all my computer work because I could not go back and forth and do either thing properly. I used to envy the other teachers who manage that better, but I just know it’s not me.

I would say you’ve got to give people more training at the beginning, not just drop them in the deep end and let them sink or swim because that’s not fair to the instructor and it’s not fair to the learners. One thing that sort of frustrates me a bit with my school, is everyone’s just supposed to magically do the job all on their own with without any sort of training or sharing much. If I had a problem like if my computer wasn’t working or whatever I would go to [the coordinator] but she didn’t have the time or knowledge and skills to give me what I needed—she was swamped herself and I knew that. We desperately needed some technical support and the MTML Silver Linings Cafés stepped into the breach.

At the beginning, I didn’t know how to how to do things online. I started off doing what I did in the classroom and step by step, I changed and improved. I wish I’d got more of a training, not just something to read or look at—I was busy enough—an actual training session where I could talk to someone and someone could show me something. I wish I’d got more of that, because I feel like I stumbled along figuring things out for myself. Your sessions [at the MTML Silver Linings Cafés] were a lifesaver, Tracey, because we had nobody helping us or telling us what to do or how to do things—we were just dropped in the deep end. I started understanding Zoom better, but I think that during the first three months—April, May, June—I think I was too exhausted because I was doing everything myself. If I’m exhausted, I lose my creativity. I need to have some energy left to create.

Some of these other things that you’ve shown me [at Silver Linings Cafes and AlphaPlus workshops] look interesting, but I have not integrated them left to my own devices. Eventually I might stumble across one again and say, “Oh, that would be good—how can I integrate that?”

Your sessions where you throw a lot of many things at us at once are too much for me. I think some people like it but it’s too much for me. I’d be happier adding things one at a time. I would ask someone like you, “Okay, I’m doing great. Now what is the next good thing for me to add?” Don’t ask me, tell me what the next good thing is for me is to add in. I will trust you and either it will work for me, or maybe sometimes it won’t work for me, but I trust the process. I have to make things my own, but first I have to integrate them.

In September, there was the whole Canvas start-up.

[Shelley is referring to the Educator Network Planning Your Digital Toolbox series of workshops facilitated by AlphaPlus for the Toronto District School Board instructors. In these sessions, the instructors decided to learn how to use the learning management system called Canvas.]

I will say that out of that, there’s been more support within the group.

[After the Canvas training, a group of TDSB instructors, with Shelley’s leadership, created a learning circle. They met every two weeks for three or four months to share strategies and resources and to learn more about Canvas. eNet facilitator, Tracey Mollins, joined the learning circle to support a deeper dive into Canvas features and possibilities.]

Canvas was great once I got into it. The first two or three weeks weren’t much fun, but once I could start doing it, it got better and better. Now I’m doing laps instead of battling with it. Why? It fuels my need to learn—my highest value. I learned something and it’s brilliant. It’s allowed me to expand in a whole new way that I didn’t think of before. And it’s made it more fun. My learners love the quizzes, and they love that they get immediate marking and feedback. My courses just keep growing, I keep adding things which is brilliant for new learners, too. I don’t have enough time for all I want to add and put on there. I’m saying I have more ideas than I have time to create.

For me, when I was doing so much Zooming I was exhausted. I know when I lose my creativity it means I’m just overwhelmed and overloaded, but I couldn’t do anything about it. Canvas was a challenge but in a good way. Before, it was challenging but not in a good way—in an exhausting way that drained me. Now, I get tired at times, but I’m not losing my creativity. That is a really good sign. I think it’s a balancing act. It’s how much time do I need to create versus help the learners.

In terms of resources and material, I still have some work to do on that. I’ve always scavenged. I think that there are some more online resources that I could get into but I’m not a [Instructor A] or a [Instructor B] that dives into them all. I have to bring them on board one at a time and make them my own. I think I could do more. This week, we’re doing Kahoot again because it’s fun, and they love it. I did a Kahoot and I brought in some literacy questions—things I want them to know and remember. They love doing Kahoot so that they’re doing schoolwork but in a more fun way. Could I have more fun activities? I’m really good at teaching activities. Am I really good at fun activities? Not so much. The quizzes, for example, lightened things up and there could be other things that I could bring in, like the polls, etc.

Nothing stops me. I can get knocked down, but I always think there’s a solution—there’s always an answer, there’s always someone who knows more than you, there’s always someone who can help—it’s all about communication and helping one another and if I provided some leadership there, that’s great.

I don’t think we’re going to know anything till it happens, until we’re dropped in it. “This is what’s happening next, now make it work.” Like we’re magicians.

Are you a literacy practitioner thinking about how you can respond to the ways that digital technologies are changing how we learn, work and engage in daily life? Are you wondering about what colleagues in other programs are doing? Read more about how literacy practitioners use their skills and wisdom to adapt to changing learner needs and evolving technologies at the Wayfinders Studio: The Pivot to Remote Learning or join the next Educator Network (eNet) cohort.

Learn more about eNet

Read more Case Studies

In this month’s technology coaching feature, we’re talking with Pathways to Possibility (PTP) Adult Learning and Employment Programs, whose team recently worked with AlphaPlus coaches to modernize their programs with iPads in the classroom.

Why did you reach out to AlphaPlus to bring iPads into the classroom?
The Ministry of Training, Colleges and Universities (MTCU) IT funding grant in 2018 allowed us to purchase nine iPads and bring mobile technology and learning into every classroom at PTP. We already had a separate computer lab at PTP. The lab is based on personal computers, where students would have the opportunity to learn how to use technology in the workplace and office, and build general digital literacy skills. With iPads, we were planning to take technology out of the lab and into every single classroom to form technology-integrated classrooms. Our goal was to enhance learning, increase learners’ level of engagement and prepare them for the 21st century, where communications and learning occur through mobile technology.

Initially, we had some general ideas about the iPad’s potential to allow students to easily access authentic information and learning materials in each class. We also knew iPads could provide our learners with engagement and collaboration tools to use during classroom projects or to solve a problem.

But a challenge arose when we decided to implement and actualize the use of iPads in the context of school curriculum and classrooms. We realized we needed support to take full advantage of the iPad’s potential as a teaching and learning tool. We approached AlphaPlus with this question in mind: how can we get the most out of the iPad in the context of our school, teaching goals and environment? AlphaPlus offered us a mini-coach approach to meet our needs.

How did you identify and set learning goals with your technology coach?
The process began with an in-person meeting with our coaches, Maria and Tracey. We reviewed our learning curricula, goals and the iPad’s capabilities and began scheduling workshops.

AlphaPlus sent us a proposal for three workshops. Topics to be covered included:

• Assistive iPad tools
• Built-in features
• Technology integration framework
• Identifying teachers’ and learners’ needs
• Using general management of multiple iPads

We modified one of the workshops to include the use of the Google Classroom cloud-based learning management system for mobile learning.

Finally, we linked the proposed learning workshops to our educational goals:

1. Personalized learning (using built-in features such as text-to-speech to improve students’ reading skills, or using apps such as Photomath for developing the learners’ math and numeracy skills).
2. Teamwork or project-based learning (using online learning tools and services such as Quizlet, Padlet, QR code generators, surveys, Google Classroom and cloud computing).

How did your coach help the team integrate iPads into their work, and how are they being used today?
After the workshops, we had our own meeting as instructors to create some pilot lessons, materials, assignments, quizzes and resources. We also discussed how to overcome the technical challenges we face in the classroom by modelling ourselves as problem-solvers. We also decided to encourage students to use their own mobile devices and to use the school’s Wi-Fi so they could manage or balance their individual learning needs. We are still in the process of implementing mobile technology into our program.

How has the technology coaching process improved PTP’s work?
Coaching brought us together as instructors to realize the importance of technology use both for personal and collaborative learning. It facilitated the implementation and use of mobile technology classrooms and helped our team become familiar with very good learning tools and apps. Technology coaching also gave us a chance to reflect on how to implement mobile technology in our specific learning environment and how to deal with possible technical and educational issues.

How could other LBS programs benefit from coaching?
The AlphaPlus coaches have been very organized, co-operative, persuasive and insightful. There are a lot of potentials that need to be further explored for professional development using AlphaPlus coaching teams. Our busy day-to-day routine often got in the way of opportunities to explore what we need to do.

Technology is changing the dynamics of education and reshaping our way of learning. Traditional approaches to teaching and learning need to be revised to meet today’s learners’ expectations and ways of learning. We want to be a part of that.

Learn more about coaching

Read more case studies

At AlphaPlus, we use case notes to record our coaching experiences. Each AlphaPlus coach has developed his or her own system of keeping records. We decided that a guide on writing effective case notes for digital literacy training services would better support our work as coaches. We hoped that our guide and our record of how we developed it might be useful to others working in LBS in enhancing their own system of sharing information through case notes.
Our main finding was that, while case notes on their own are not a solution to the dilemmas in our work and we had not learned anything that would help LBS practitioners streamline their data collection process or make it less time-consuming, we were very excited about the potential for the intentional and collaborative, reflective practice model we used to enrich our understanding of how to support practitioners and how to think about integrating digital technology.
Read about our project to see how it helped us plan for 2019 and beyond.

Coaching Story: The Cochrane-Iroquois Falls Adult Learning Centre (Full Interview)

The gateway to confident learning comes from having access to the best means of expression for each learner. If someone has information to share, but cannot share it for whatever reason, everyone loses out. …Equally important, it provides a new frontier of curiosity. When a learner knows they can solve most problems readily, they are often more likely to stretch to learn things they would not have felt comfortable inquiring about in a traditional pedagogy.

At AlphaPlus, we’re we often asked questions like, What are other programs doing? or How are programs like ours using digital technologies and devices? To help answer these frequent questions, we’re sharing how one community-based program in Cochrane Iroquois Falls embraced technology solutions across their program. 
 
In February 2018, technology consultant Maria Moriarty visited the Cochrane and Iroquois Falls Adult Learning Centre to deliver technology coaching and training in collaboration with the learning centre team. Maria used this opportunity to ask the learning centre’s literacy practitioners what they’re doing with technology, how they’re using digital technologies and their advice for other programs. Here’s what they had to say. 

The Cochrane-Iroquois Falls Adult Learning Centre has been in operation since 1986. The program offers a range of learning opportunities for adults 19+ in both Cochrane and Iroquois Falls, Ontario.

Maria

I had the opportunity to visit the program in February 2018 as part of the AlphaPlus IT Coaching Initiative. It was an exciting trip for me and seeing the beauty of that region in winter, the dazzling white snow and the stunning blue skies made it especially so. I spent two days with the staff of the program at their Cochrane site located in the historic Canada Post building

Over our two days together we talked about how digital technologies and devices can provide exciting learning opportunities for adult literacy students and I got the chance to pick the brains of these dedicated adult literacy practitioners to find out what they think about and how they are using digital technologies with their students.

I will let the practitioners speak for themselves. Here are the questions I asked and their responses. I hope you find them as inspiring and hopeful as I do.

Which devices do you use? (e.g. desktop computers, laptops, tablets, smartphones, peripherals)

We use a combination of devices. From most useful to least used, they are:

• iPads (we have nine between three program sites)
• Smartphones (we have a BYOD—Bring Your Own Device—approach to learners’ assistive devices)
• Laptops and desktop PCs (we have a mix of both)
• Peripherals we use include: noise cancelling headphones, a scanner that is dedicated to a Kurzweil Pro Learn Station, a Smart TV with AirPlay and Chromecast capabilities

How do you use technology in the program?

We sometimes use online assessments for learners to identify their learning style and digital technology skills. 

We introduce technology that learners may not have such as Word, Excel, and PowerPoint in order for them to be ready for their next step. 

We purchased iPads a few years ago, and they are being used daily now. The iPads are used to access the internet while the learners are working at their desks. The iPads are used mostly for researching information, (YouTube Math videos, Grammar, researching careers with ontariocolleges.ca, the Khan Academy, etc.). Learners also search online to look for sample documents, for examples of sample cover letters, résumés, etc.

Why do you use technology in this program?

Practitioner A

It supplements every aspect of a learner’s progress.

Want to switch to a quiet location? Take the mobile device (laptop or tablet) to a carrel and continue working from your Dropbox folder. Having trouble with one of the questions that isn’t in the answer key? Use PhotoMath to look up the steps.

People who would rather struggle with figuring stuff out on their own—or if the instructor is helping someone else—may only need one small part of the answer explained. Fast forwarding a YouTube video to the spot where they explain the “one part they forgot” gives the learner agency to succeed independently.

With a class of ten to fifteen learners with staggered starts on different goal paths and unique learning styles, a practitioner can really see the benefit of using a device that takes care of the pedantic parts. A tablet can provide much more than just access to resources; it can be a diverse teaching tool that gives more independence to the learner.

Practitioner B

A ‘variety’ of learning keeps things interesting. It

• Provides learners with other options; listening to another instructor online with a different voice;
• Helps with learning styles…this way not everything is paper based;
• Keeps their learning interest and focus; and
• Prepares them for online learning opportunities, possible employment, and further education requirements.

How do students react to using technology for learning?

Practitioner A

There are two types of use.

The more traditional kind (formal computer application learning) is usually provided on an as-requested basis, so it’s clearly driven by a student’s desire.

The second type (holistic) is used to supplement a learner’s gaps or to provide them with some tangible benefit in their environment. This is usually mentioned early in the learner’s time with us and restated often. This helps remove the stigma surrounding the mistaken belief that the formal way is the preference in how one learns to use digital technology. The interesting thing to note is how that stigma is often present in both types of use, but how quickly it can be overcome by encouraging experimentation and exploration, while simultaneously downplaying the conceit that someone needs to know everything about how something works in order to use it effectively.

Practitioner B

Overall, they’re good with it.

Some love it, some resist a little, but with some coaxing, they will attempt the task, and then they see the value of the new tool and its ease of use, and start asking to use it daily.

Most have cellphones, so they are not as fearful of technology.

What have been some of the most important things you have learned in implementing and using technology in the program?

Practitioner A

The gateway to confident learning comes from having access to the best means of expression for each learner. If someone has information to share, but cannot share it for whatever reason, everyone loses out. If you give a speech-to-text enabled iPad to a strong orator who is also a struggling scribe, that person can share written communication as well as anyone else. Likewise, a struggling reader can reinforce their understanding of difficult text passages and proofread their own written work by having Siri read it back to them.

Equally important, it provides a new frontier of curiosity. When a learner knows they can solve most problems readily, they are often more likely to stretch to learn things they would not have felt comfortable inquiring about in a traditional pedagogy. If Google can resolve a burning question without the fear of being judged, some people are more inclined to seek out answers. 

Practitioner B

• Students have less fear than the instructor ☺
• As the instructor, you don’t have to be an expert to get them started.
• Some students take more pride in their finished work now versus their handwriting where they tended to make mistakes.
• It gives students more confidence in their abilities, which ripples to more; conversations with other students and instructors, gives them more incentive to try new things, or move ahead.
• The ‘prompts’ for grammar and spelling especially help the visual learners; they pick up on and/or see the mistakes.  BUT, we still stress proofreading and to not just rely on the devices.
• They self-correct a little more with programs like Word.  Foe example: when someone reverses b and d, or p and q in their writing, it’s picked up or noticed on the computer, so fewer mistakes are made and they are now more aware of it.
• Using the aids or tricks like right-clicking for synonyms allow them to expand on their vocabulary and knowledge, which helps for more creative writing and their work is not so repetitive.
• Using the speech-to-text feature for those who don’t have good keyboarding knowledge—or just have a fear of touching the device—allows them to see just how easy and effective these devices are.
• It also introduces the instructors to a device that they may may not be as familiar with, so it’s beneficial for them as well.

What advice (or words of wisdom) would you give to your colleagues in LBS programs about using technology – tips and tricks?

Practitioner A

Start by putting the devices out there. Find a champion who’s willing to keep the device(s) in running order and don’t be precious with their use. If a student asks, “Can I…” respond with: “Probably. Let’s find out”.

I started by leaving the iPads on the table every morning and any time a student asked for anything (research information, a YouTube video, a way to move information easily, a magnifying glass, a proofreader) I made it my first stop.

Once you have buy-in from one student, they’ll teach each other.

Develop a couple of easy protocols (back up and update weekly, secure storage of devices and passwords) and let the other protocols evolve naturally from that. For instance, we wrote up a simple sign-out sheet for devices once we installed tracking software and restrictions. This was directly addressing a need where we had students on a tight timeline who were using the iPad in class as a text-to-speech device to cover rather dense textbook information. They were able to work during the weekends to complete their assignments on time.

Finally, if you pick one thing that you use the technology for personally, share it with the learner. I can’t tell you the exact number of converts I’ve inducted by showing them Flipp for flyer shopping and coupon clipping! If the thing is useful and fun and easy to access, it opens the learner up to the understanding that the academic application will be equally simple to grasp.

Practitioner B

Dive right in! Keep your devices charged and updated. Offer it to them every day—put them out so they’ll be used. Make the investment, it’s well worth it.

See the newsletter summary of this case study here: Using Digital Teachnology for Learning

Learn more about coaching

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Coaching Story: The Cochrane-Iroquois Falls Adult Learning Centre (Newsletter summary)

At AlphaPlus, we’re we often asked questions like, What are other programs doing? or How are programs like ours using digital technologies and devices? To help answer these frequent questions, we’re sharing how one community-based program in Cochrane Iroquois Falls embraced technology solutions across their program. 

In February 2018, technology consultant Maria Moriarty visited the Cochrane and Iroquois Falls Adult Learning Centre to deliver technology coaching and training in collaboration with the learning centre team. Maria used this opportunity to ask the learning centre’s literacy practitioners what they’re doing with technology, how they’re using digital technologies and their advice for other programs. Here’s what they had to say. 

What technology devices are you currently using? 
We use a combination of devices. From most effective to least effective, they are:

• iPads (we have nine between three program sites)
• Smartphones (we have a BYOD approach to learners’ assistive devices)
• Laptops and desktop PCs (mix of both)

Peripherals we use include noise-cancelling headphones, a scanner that is dedicated to a Kurzweil Pro Learn Station and a smart TV with AirPlay and Chromecast capabilities.

How are you using technology in the program?

• Assessments
  • We sometimes use online assessments for learners to identify their learning style and digital technology skills.  
• New technology
  • We introduce technology that learners may not have, like Word, Excel and PowerPoint, in order for them to be ready for their next step. 
• Self-directed learning
  • The centre purchased iPads a few years ago, and they are being used daily now to access the internet while learners are working at their desks, using YouTube math videos, grammar websites and Khan Academy, and researching careers with Ontariocolleges.ca. Learners also use them to search online for sample cover letters, resumés and job-search documents.

What are the benefits of using technology in your program?
A tablet can provide much more than just access to resources. It can be a diverse teaching tool that gives more independence to the learner and can supplement every aspect of a learner’s progress. 

If they’re having trouble with a question that isn’t in the answer key, they can access Photomath to look up the steps. Those who would rather figure things out on their own and may only need one small part of the answer explained can fast-forward a YouTube video to the spot where they explain the one part they forgot. This gives the learner the freedom to succeed independently. 

With a class of 10-15 staggered starts on different goal paths and each with a unique learning style, a practitioner can really see the benefit of using a device that takes care of the pedantic parts. 

What have you learned from implementing technology into the program?
It really does improve the learner experience
Confident learning comes from having access to the best means of expression for each learner. If someone has information to share but cannot share it for whatever reason, everyone loses out. If you give a speech-to-text-enabled iPad to a strong orator (who is also a struggling scribe), that person can share written communication as well as anyone else. Likewise, a struggling reader can reinforce their understanding of difficult text passages and proofread their own written work by having Siri read it back to them.

This provides a new frontier of curiosity. When a learner knows they can solve most problems quickly and easily, they are often more likely to stretch to learn things they would not have felt comfortable inquiring about in a traditional pedagogy. When Google can resolve a question without the fear of being judged, some people are more inclined to seek out answers.

Technology helps build practical skills

• It gives students more confidence in their abilities, which ripples to more conversations with other students and instructors and gives them more incentive to try new things or move ahead.
•  The prompts for grammar and spelling especially help the visual learners; they pick up on and/or see the mistakes.  
•  Using the aids or tricks like right-clicking for synonyms allows them to expand on their vocabulary and knowledge, which helps for more creative writing, and their work is not so repetitive.
•  Using the speech-to-text feature for those who don’t have good keyboarding knowledge or who have a fear of touching the device allows them to see just how easy and effective these devices can be. 

What advice or tips do you have for other LBS programs?

1. Start by putting the devices out there. Find a champion who’s willing to keep the devices in running order, and don’t be precious with their use. I started by leaving the iPads on the table every morning, and any time a student asked for anything, I made it my first stop. Once you have buy-in from one student, they’ll teach each other. 
2. Develop a couple of easy protocols for backups and updates, secure storage of devices and passwords, and let the other protocols evolve naturally. For instance, we developed a simple sign-out sheet for devices after we installed tracking software and restrictions. This allowed students who were using the iPad in class as a text-to-speech device to cover dense textbook information more easily. This also allowed them to work during the weekends to complete their assignments. 
3. Pick one technology tool that you like to use in your own life and share it with the learner. I can’t tell you many people I’ve introduced to Flipp for flyer shopping and coupon clipping! If the app or technology is useful, fun and easy to access, it opens the learner up to using a range of other tech tools.

Read the in-depth interview here: Encouraging experimentation and exploration

Many definitions of blended learning include the concept of Connectivism – the idea that learning happens in networks. Networked learning uses a mix of technologies and interactions to create learning environments where learners are actively involved in the learning process and are encouraged to construct their own understandings and knowledge. Connectivism also means expanding learning circles beyond the classroom.

As learners, we make meaning by understanding how ideas and concepts are connected and we diversify our knowledge by developing learning networks. We strengthen learning when we connect our knowledge to the new things we are learning and express our ideas in networks.

As Etienne Wenger says:

We are essentially social beings. We live in societies, of course; but more fundamentally perhaps, it is our participation in social communities and cultural practices that provides the very materials out of which we construct who we are, give meaning to what we do, and understand what we know.¹

George Siemens, a Connectivism founder, put it this way:

We cannot stop the desire to know. The desire to know is balanced with our desire to communicate, to share, to connect, and our desire to make sense, to understand—to know the meaning.²

Adopting a networked learning approach can mean a change in practice. As one Toronto literacy practitioner put it in 2015:

In traditional methods the instructor lectures, assigns work and assesses learners. In today’s world, and in literacy to some extent, this has changed. Technology offers more information than an instructor can have. The instructor’s role is to lead students to access that information. The instructor is a facilitator that presents learners with options and gets feedback about how those options are working. The instructor is a learning expert and tech support – like tech support who specializes in learning – a guide on the side.

Instructors as networked learners can find a community of practice at their fingertips to help us think about our relationship with technology, how to use technology to enrich our practice, and how to develop our “guide-on-the-side” role.

But, as with all change, there are challenges. The strategic brainstorming phase of making change is something that experienced practitioners do skillfully. Choosing, implementing, evaluating, and revising methodologies and practices is the challenging part. We need to be prepared to fail – or partly fail. Ideas that are still in our head or beautifully laid out somewhere are still good ideas. It is when we try to turn the ideas into practice that things get messy. We need to be prepared for the mess and, most importantly, we need space to experiment, to explore and to adjust our thinking and our practice as we deepen our knowledge and experience. We need time to engage in a process of reflective practice.

If you are thinking about making a change to a networked learning model, remember that support organizations are here to help. Please get in touch with your ideas and let us help with the messy bits.

¹ Etienne Wenger, Communities of practice: where learning happens, Benchmark Magazine, Fall Issue 1991 – Retrieved from http://www.ewenger.com/pub/index.htm, April 2018
(New resource: https://www.wenger-trayner.com/introduction-to-communities-of-practice/)
² George Siemens, Connectivism: A Learning Theory for the Digital Age, December 12, 2004- https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf

The Learner Gains Research Project is bringing the Essential Skills for Employment and Education (ESEE) online assessment to LBS programs. AlphaPlus has been keeping an eye on the ESEE practice test pilot including issues, discussions, and the response from our sector.

To help keep the conversation going, we are highlighting a new blog called ‘Policy Problems’ from Christine Pinsent-Johnson exploring the impact of learning materials and assessments in Canada and abroad, including the ESEE.

Christine’s blog dives into important topics like how the International Adult Literacy Surveys (IALS), and The Program for the International Assessment of Adult Competencies (PIACC) surveys influence our understanding (and application) of literacy policies in Ontario.

To read more, check out Christine Pinsent-Johnson’s blog here.