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ONL201 PBL group 11's mind map for addressing our point of view on our…
ONL201 PBL group 11's mind map for addressing our point of view on our digital literacy and identity
Reflections on barriers & facilitators to digital use :silhouettes:
Not all educational systems are ready to suit digital education :no_entry:
Some students stated that they experienced an overload or they had difficulties coping with the more complex digital tools to perform their assignments.
Varying levels of pre-literacy would subsequently affect learners’ capacity to start and keep up with the e-syllabus or curriculum in the entire course. A compounding effect where learners without adequate/advanced skills and familiarity with digital knowledge systems and/or applications will continue to lag behind other students throughout the course.
Teachers have limited time to review and learn about new technology tools, yet can be motivated to learn digital tools :smiley:
Intellectual challenge :tada:
Receiving the necessary support (Sufficient provision for technology infrastructure) :tada:
Personal interest to use technology :tada:
Teachers tend not to use technology if they become frustrated
Poor internet access :explode:
Institutional policy on and instructional design for e-learning :explode:
Lack of training :explode:
Digital-naïve teachers can start using e-learning tools by gradual transition, introducing e-learning tools (including online course work) in small steps and focusing on improving small things in a teachers everyday teaching routine. “Blended learning” is recommended for teachers new and afraid of e-learning/online courses. :check:
Constantly emerging technologies will probably become the norm in the future and the users have to move beyond ‘fear or fetishisation’, i.e that technology is moving fast, and all of us will constantly be beginners to the latest e-learning tools . :check:
Our experiences of the ONL-course so far :recycle:
3) Collaboration and experience sharing is a must nowadays.
1) Using technology effectively to promote student learning
Digital assignments don't have to be complex, but rather effective learning strategies are used discriminately :warning:
Effective classroom management (what to teach and how to teach)
4) How to run a problem-based learning group
2) A digital literacy is not one single skill, but rather several kinds of skills or literacies that we can develop and we need to remix those literacies to become “fluent” or “native”
Online teaching requires more teacher resources and different skills than classroom teaching
The students need guidance
Difficulties realizing online teaching in practice :warning:
There is widespread resistance to change :lock:
Brain power to accept the digital model :unlock:
Have faith in technology and study similar successful experiences
Make connections with experts
Build knowledge, skills, training
Time Commitment
reduce workloads :unlock:
release time :unlock:
Students needing to take multiple online courses with different digital learning platforms and e-pedagogies/curriculum in single semester :warning:
Different types in the digital age
The Anticipating (to involve in e-learning Technologies)
Teacher-centred/little learner-centred teaching
Try to use very simple digital tools (i.e. videos) without knowing the common rights
Do not know how they should integrate this potential into their educational system.
Minor use of Web 2.0 tools to engage students
Feel the need to change to suit this digital age and do not wish to be left behind by the global, rapid changes
The Digital-naïve
Suddenly, they will be faced with collapse in the education system (like the corona situation nowadays)
Teacher-centred teaching
Haven't yet engaged/ not willing to and don't realise the extent of the problem
Don't use the Web in their teaching
The Expert (in using e-learning Technologies)
Use of Web 2.0 tools to engage students
Emphasis on collaboration
Learner-centred teaching
Learning by experiencing activities
