E-learning literacy: Difference between revisions

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* [[Metacognitive literacy]], defined as [[Metacognition|metacognitive skills]], in particular appropriate [[Learning strategy|learning strategies]] and [[Self-regulation]] skills
* [[Metacognitive literacy]], defined as [[Metacognition|metacognitive skills]], in particular appropriate [[Learning strategy|learning strategies]] and [[Self-regulation]] skills


{{Quotationbox|When students become responsible for designing their individual learning processes, e-learning literacy has to be considered an umbrella term, as it requires the capability to identify and organize information by means of information and communication technologies for learning purposes (cf. Di Sessa, 2001). As such, it comprises information and digital media literacy. Information and communication technologies are assumed to support learners of different types and teachers hereby (Tham & Werner, 2005). Learning literacy, and to be educated about learning (cf. Souto-Manning & Swick, 2006), are deceptively simple phrases as they imply an established and manageable set of (meta-cognitive) skills. If such skills are acquired it would make one knowledgeable about learning and guiding learning processes. [[..]] When the focus is on e-learning, additional skills are needed to operate instruments or tools. This skill set includes creating, finding, selecting, filtering, marking, managing, and transferring information for online reading, documenting, and communicating with peers online, along with those skills needed to navigate network spaces.
{{Quotationbox|When students become responsible for designing their individual learning processes, e-learning literacy has to be considered an umbrella term, as it requires the capability to identify and organize information by means of information and communication technologies for learning purposes (cf. Di Sessa, 2001). As such, it comprises information and digital media literacy. Information and communication technologies are assumed to support learners of different types and teachers hereby (Tham & Werner, 2005). Learning literacy, and to be educated about learning (cf. Souto-Manning & Swick, 2006), are deceptively simple phrases as they imply an established and manageable set of (meta-cognitive) skills. If such skills are acquired it would make one knowledgeable about learning and guiding learning processes. [[..]] When the focus is on e-learning, additional skills are needed to operate instruments or tools. This skill set includes creating, finding, selecting, filtering, marking, managing, and transferring information for online reading, documenting, and communicating with peers online, along with those skills needed to navigate network spaces.<br>
 
(Stary and Weichhart, 2012:196<ref>Stary, C., & Weichhart, G. (2012). An e-learning approach to informed problem solving. Knowledge Management & E-Learning: An International Journal (KM&EL), 4(2), 195-216. http://www.kmel-journal.org/ojs/index.php/online-publication/article/viewArticle/184</ref>).}}
(Stary and Weichhart, 2012:196<ref>Stary, C., & Weichhart, G. (2012). An e-learning approach to informed problem solving. Knowledge Management & E-Learning: An International Journal (KM&EL), 4(2), 195-216. http://www.kmel-journal.org/ojs/index.php/online-publication/article/viewArticle/184</ref>).}}
Summarized the authors suggest that:
Summarized the authors suggest that:
* People who are responsible for their own learning do need ICT, media and learning literacy.  
* People who are responsible for their own learning do need ICT, media and learning literacy.  
* E-learning requires extra skills such as online information and communication skills.
* E-learning requires extra skills such as online information and communication skills.
The [https://www.jisc.ac.uk/full-guide/developing-digital-literacies JISC Developing digital literacies] guide defines digital literacies as  {{quotatio|those capabilities which fit an individual for living, learning and working in a digital society.}}


== Components ==
== Components ==

Revision as of 21:43, 13 April 2016

Draft

Introduction

E-learning programs often fail in one way or another to meet expectations. One of the reasons could be the lack of what we could call e-learning literacy. Another reason, is the e-learning is often seen as opportunity for changing learning goals, for example put more emphasis on "deep learning", which asks more from learners.

E-learning literacy comprises several literacies, for example:


When students become responsible for designing their individual learning processes, e-learning literacy has to be considered an umbrella term, as it requires the capability to identify and organize information by means of information and communication technologies for learning purposes (cf. Di Sessa, 2001). As such, it comprises information and digital media literacy. Information and communication technologies are assumed to support learners of different types and teachers hereby (Tham & Werner, 2005). Learning literacy, and to be educated about learning (cf. Souto-Manning & Swick, 2006), are deceptively simple phrases as they imply an established and manageable set of (meta-cognitive) skills. If such skills are acquired it would make one knowledgeable about learning and guiding learning processes. [[..]] When the focus is on e-learning, additional skills are needed to operate instruments or tools. This skill set includes creating, finding, selecting, filtering, marking, managing, and transferring information for online reading, documenting, and communicating with peers online, along with those skills needed to navigate network spaces.

(Stary and Weichhart, 2012:196[1]).

Summarized the authors suggest that:

  • People who are responsible for their own learning do need ICT, media and learning literacy.
  • E-learning requires extra skills such as online information and communication skills.

The JISC Developing digital literacies guide defines digital literacies as Template:Quotatio

Components

Main components

  • Digital literacy, that can be further decomposed into computer literacy (ICT literacy), network literacy, social media literacy and information literacy: Use a computer and the Internet
  • Information literacy: Find, sort and use information
  • Metacognitive literacy, in particular Self-directed learning: Set goals, plan and implement learning activities
  • Communication and collaboration literacy
  • Extra skills related to specific e-learning procedures: Use an e-learning environment, understand how to interact, etc.

By e-learning course component

E-learning skills also can be tied to various course components, e.g.

  • Using courseware
  • Engaging in learning activities (tasks)
  • Communication between learners and learners and learners and tutors (in particular "non-scripted one")
  • Understanding course-level outcomes
  • Understanding expectations (in particular, deliverables, i.e. evaluated student productions)
  • Finding and using extra contents
  • Time management (in particular, deliverables)
  • Dealing with student assessment and course evaluation

Variants of e-learning

According to the e-learning type, literacy requirements are different, e.g. Jara and Fitri (2007) [2] identify the following types and subtypes:

  • Blended:
    • B1: Online admin support: Core teaching is face to face, organization + materials put online
    • B2: Follow-up: Core activities are face-to-face, but additional online activities are provided
    • B3: Parallel, Some activities face-to-face, others online
    • B4: Face-to-face events: Core activities are online, but some are face-to-face.
  • Distance:
    • D1: Distance online support: print-based courseware + online tutoring
    • D2: Online resource based: online activities organised around resources
    • D3: Online discussion based: online activities organised around discussions
    • D4: MOOCS (our addition, a variant of D1): Videos + peer-tutored activities

We hypothesize that the B4 and D1, D4 variants require higher self-direction skills. B2/3 and D2/3 require higher communication and social media skills.

Strategies to ease the e-learning literacy burden

There exist many strategies to ease the burden, i.e. the various literacy requirements. For example:

  • Organize an e-learning class like a traditional class. An example are MOOCs that use regular schedules, video lectures, light-weight assignments, etc. However, this strategy does have its drawbacks, i.e. it keeps the typical learner passive.
  • Include contents (courseware) that is didactically structured.
  • Tutoring (including coaching, counseling, feedback, help, etc.)
  • Encourage creation of an online community and improve feeling of social presence. Alternatively or also encourage students to create their own.
  • Reduce initial anxiety and inhibitions, e.g. though some "icebreaking activity".
  • Support communication and "modeling" with/from other students.
  • Integrate emotional factors
  • ...

Higher-level learning requires a construction effort from the learner, a process that can be enhanced through various types of cooperative, collaborative and collective learning activities.

Klein et al. (1998:2) [3] define the interesting concept of cognitive demands analysis': “Whereas cognitive task analysis attempts to identify the cognitive skills an individual uses or needs to perform a task proficiently (Klein, 1995; Means & Gott, 1988; Roth & Mumaw, 1995), a cognitive demands analysis seeks to describe the types of cognitive learning expected of the individual by the technology”. This does not just include contents but also the “types of activities and instructional opportunities in which students are expected to engage”. The authors identify five families of cognitive learning: content understanding, collaboration, communication, problem solving, and metacognition.

Can e-learning literacy be taught ?

Can creating appropriate e-learning courses be taught to non-specialists ?

University professors

....

Training of other professionals

Sutton et al. (2005). [4] organized an introduction to creating e-learning modules for librarians, called e-FOLIO. They report that (a) an e-learning course where participants learn from ‘reflection on doing’ seems to contribute to a higher completion rate. and (b) course developers should consider the extra resilience of small groups over pairs.

Assessment tools

Example instruments (online)

A quick examination of online materials (below) shows that US online institutions offer on their site a combination of checklists and online quizzes that allow interested persons to evaluate whether they should consider taking an online program or class.

Links

General
Example pages addressing students
Example pages addressing teachers

Bibliography

Cited

  1. ↑ Stary, C., & Weichhart, G. (2012). An e-learning approach to informed problem solving. Knowledge Management & E-Learning: An International Journal (KM&EL), 4(2), 195-216. http://www.kmel-journal.org/ojs/index.php/online-publication/article/viewArticle/184
  2. ↑ Jara, M., & Mohamad, F. (2007). Pedagogical templates for e-learning, London Knowledge Lab, Institute of Education. http://eprints.ioe.ac.uk/960/1/Jara2007Pedagogical.pdf
  3. ↑ Klein, Davina C. D.; Harold F. O’Neil, Jr. and Eva L. Baker, A Cognitive Demands Analysis of Innovative Technologies, CSE Technical Report 454, National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/UCLA, PDF (Retrieved March 2016).
  4. ↑ Sutton, A., Booth, A., Ayiku, L. and O’Rourke, A. (2005), e-FOLIO: using e-learning to learn about e-learning. Health Information & Libraries Journal, 22: 84–88. doi: 10.1111/j.1470-3327.2005.00606.x, http://onlinelibrary.wiley.com/doi/10.1111/j.1470-3327.2005.00606.x/full

Other

  • Badrul H. Khan and Mohamed Ally, International Handbook of E-Learning Volume 1: Theoretical Perspectives and Research, Routledge International, ar 24, 2015
  • Oliver, Ron, and Jan Herrington. Teaching and learning online: A beginner's guide to e-learning and e-teaching in higher education. Edith Cowan University. Centre for Research in Information Technology and Communications, 2001.
  • Piskurich, G. M. (Ed.). (2004). Preparing learners for e-learning. John Wiley & Sons.
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