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

Brigid Hayes, a former policy advisor in the federal government’s National Literacy Secretariat (1998-2005) has a blog on adult literacy policy. An overview of its purpose is below.
“From time to time, I like to share my thinking with others. Mainly I think about adult literacy and training policy. I often think about the public policy responses that are taken by national and provincial/territorial governments. My opinions are my own.

My consulting work involves strategic planning and policy development in workplace literacy, essential skills, and adult skills. I am fortunate to work with clients across Canada and internationally.

“This blog is a place for me to post some of my writing, publications, and thoughts. I welcome your feedback.”

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.

We know cultural anthropologist Michael Wesch best for the The Machine is Using Us –  an awe-inspiring  take on Web 2.0. Here is a link to a talk by Michael Wesch at TEDxNYED in which he talks about the role of new media and technology in shaping the future of education.   It’s only  about 15 minutes long –  and well, well worth watching – entertaining, informative, thought-provoking …

The inimitable David Rosen has  a new  blog – Adult Literacy Education – that promises to be a real boon to the adult literacy field.  David is a highly experienced adult literacy educator and researcher  – it will be wonderful to be able to tap into his experience and knowledge on the blog.  For example check out what David describes as Five Burning Technology Questions – a thought-provoking piece on the need for more research, more learning about the effectiveness of technology use in adult literacy. Well worth reading….
Thank you David – we look forward to hearing from you in the blogoshpere……

One of the many great aspects of my job here at AlphaPlus is the opportunity to continuously learn about trends and new ideas and applications of technology in adult literacy. Since I have been working on this blog I have been trying to keep up with what’s happening in the blogosphere in general and how blogs are and could be used in adult literacy teaching and learning.

I just came across a very interesting article Let them Blog  by David Huffaker of Northwestern University  that looks at blogs  as effective educational tools in the K-12 classroom. The author set out to examine the hyposthesis that,

 “… blogs can be effective educational tools in the following ways: 1) they promote verbal and visual literacy through dialogue and storytelling; 2) they allow opportunities for collaborative learning; and 3) they are accessible and equitable to a variety of age groups and developmental stages in education.” (p.2)

Although the focus of this study is the K-12 classroom I think that it raises questions about blogs in education that will be of interest to the adult literacy community.  I also discovered the  very interesting blog  by Konrad Glogowski of the Ontario Institute of Studies in Education (OISE) called the blog of proximal development  ( the title is taken from the concept of proximal development, that is skills that are in the process of development by Lev Vygotsky ) in which the author  shares his reflections on blogging communities in education and the impact of blogs on that blogging and blogging communities have on his own classroom and his students.

Reading this article and the blog  made me wonder  –  How are blogs being used in  adult literacy teaching and learning? Is blogging a useful activity for adult literacy students?  Is anyone looking at this specifically in adult literacy?  If you’re interested in creating a blog or in blogging with your students here are a couple of resources to get started. Learning 2.O Grab yourself a Blog in 3 Steps   is a very accessible hands-on introduction to blogging,  and now it is quite easy to set up multi-user blogs  that can be used in groups or classes .

I know from speaking with colleagues here at AlphaPlus and around the province that some adult literacy instructors are using blogs with their students and  that adult literacy students are very interested in blogs and blogging – so it would be great to hear more about that – please share your thoughts, ideas and experiences about blogs and blogging in the comments section. Look forward to hearing and learning more.

 

FourDirectionsTeachings.com presents a series of First Nations teachings from the Mi’kmaq, Ojibwe, Cree, Mohawk and Blackfoot nations. This beautiful site honours oral traditions by creating an environment where the visitor is encouraged to listen with intent as each elder or traditional teacher shares a teaching from their perspective on the richness and value of cultural traditions from their nation.  In addition, the site provides curriculum packages to further explore the vast richness of knowledge and cultural philosophy that is introduced within each teaching.

Developer, Jennifer Wemigwans, has experience as a literacy teacher and has combined this knowledge with her expertise as a filmmaker to bring us this rich, unique resource.