E-learning literacy

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.

E-learning literacy comprises several literacies:

• (Some) computer literacy (also called ICT or informatics literacy)
• Information literacy
• (Some) Metacognitive skills, in particular appropriate learning strategies and Self-regulation skills

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.

(Stary and Weichhart, 2012:196).

Environments that require less e-learning literacy

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.

• Use strong pedagogical scenarios with strong "scripting"

• Tutoring (including coaching, counseling, feedback, help, etc.)

• Pay attention to the ergonomics of the environment

• Add elements that increase motivation

• ...

Klein et al. (1998:2) 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”.

Links

General

• e-Learning and 21st century skills and competences, June 24, 2009 by Tony Bates .

• Preparing Students for Elearning, Blog post, elearnspace, 2002.

Example pages addressing students

• eLearning Services, Prince George's Community College

Example pages addressing teachers

• What Technology and Skills Are Required for Blended Learning? (e-learning Ontario).

Bibliography

• Badrul H. Khan and Mohamed Ally, International Handbook of E-Learning Volume 1: Theoretical Perspectives and Research, Routledge International, ar 24, 2015

• 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.