GDTE Development/Learner Centred Learning

GDTE microcourse: Learner Centred Learning

Planning

Design and development team

• Primary author:
• Editorial and learning design review:
• Open peer review from OERu partner institutions.

Course description

Course metrics:

• Notional learning hours: 40 hours
• Duration: 4 weeks, 10 hours per week including assessment
• Assessment: 10 hours
• Formal credit option: Yes
• Course: One micro course from the Learning and Teaching in Practice
• Credential: Graduate Diploma in Tertiary Education
• Level: 3rd year Bachelor Degree

What's it about?:

What will I learn?:

What's involved?:

What prerequisites should I have, if any?:

Design blueprint

Metadata

Intended target audience

Prerequisite knowledge

Course aims

Outcomes

Development and delivery approach

Assessment strategy

Interaction strategies

Course materials

Learning outcome: At the successful complete of this course, students will be able to:

recognise, value and utilise students’ cultural orientation, prior learning, learning preferences/styles, numeracy and literacy needs, by providing a diverse range of activities and opportunities to encourage deep learning

Session	Learning pathway	E-Activities Focus	Comments and existing content links
1	Orientation	generic to all micro courses(about doing a micro course)	add Comments
2	What is Learner Centred Learning?	explore the difference between learner-centred and teacher-centred learning considering examples of teaching approaches from own work context.	LCL, Learning
3	Knowing the learner - cultural orientation	each E-activity provides example of relevant activity/opportunity to encourage deep learning in context of cultural orientation	Knowing the Learner , diversity, Maori & Pasifika learners
4	Knowing the learner - learning preferences and prior learning	each E-activity provides example of relevant activity/opportunity to encourage deep learning in context of learning preferences and prior learning	learning prefs Learning styles Prior learning, valuing experience & learning
5	Knowing the learner - numeracy, literacy and digital skills	each E-activity provides example of relevant activity/opportunity to encourage deep learning in context of numeracy, literacy and digital skills	Literacy & Numeracy, digital skills (from Practice Context, also link to Digital citizenship from PC) Embedding Literacy & Numeracy Course

Assessment

Demonstrate, using examples from practice, how you:

• provide a diverse range of activities and opportunities to encourage deep learning that shows your ability to recognise, value and utilise students’ cultural orientation, prior learning, learning preferences/styles, and numeracy and literacy needs.

In compiling your evidence to demonstrate the learning outcome identified above include a narrative that:

• explores what you have learned and the relevance of this to your work
• includes discussion of how your new learning has impacted on your practice and influenced future actions you may take
• is supported with educational literature and other forms of information
• is supported with your choice of evidence, that is authentic, current, sufficient and relevant

Evidence must include:

• outcomes of all the e-activities
• micro-blog and discussion forum contributions - to be confirmed
• any additional evidence that supports your learning

Example of marking schedule

GDTE Marking Criteria

OERu Opening Page blurb

Name of Course

Learner Centred Learning

Summary Sentence

Learn about the concept of learner centred learning and how you encourage deep learning in practice through understanding the learners.

What’s it about? Learner centred learning is built on the principles of learners being actively engaged in seeking and constructing meaning from their learning. The learner themselves and the context of the learning becomes the focus rather than the teacher holding and distributing expert knowledge.This course encourages you to consider the learner from multiple dimensions and use this knowledge to create a diverse range of activities and opportunities to encourage deep learning.

What will I learn?

This course is designed for educators who want to learn more about learner centred learning and making the most of this approach in practice. This course will help you to:

• understand the concepts of learner centred learning
• consider who your learners are from the context of cultural orientation
• consider the learning preferences and prior learning of your learners
• consider the literacy, numeracy and digital skills of your learners

What’s involved?

You will participate in an open international online course for 4 weeks. You will need to allocate up to 10 hours per week for the duration of the course including time spent on assessment activities. The course is divided into 4 sessions inclusive of suggested learning activities:

1. exploration of the difference between learner-centred and teacher-centred learning relating to your own context
2. Exploration and identification of your learners from the context of cultural orientation
3. Exploration and identification of your learners prior learning and learning preferences
4. Exploration and identification of your learners literacy, numeracy and digital skills

Self directed study to complete the assessments for this course is included in the time allowance identified above for learners aiming for the Certificate of Achievement and/or credit towards the GDTE Teaching and Learning in Practice Course.

Prerequisites?

Anyone is free to participate in this course. An internet connection and basic web browsing skills are recommended with the ability to create a blog and microblog account (instructions and self-study tutorials provided.)

Learners aiming to submit assessments for formal academic credit will need to meet the normal university admission requirements of the conferring institution (eg language proficiency and school leaving certificates).

Session 1: Orientation

Generic to all micro courses(about doing a micro course)

Session 2: What is Learner Centred Learning?

focus of e-activity: explore the difference between learner-centred and teacher-centred learning considering examples of teaching approaches from own work context.

Objectives

Objectives

During this learning session we will: explore differences between learner-centred and teacher-centred learning describe how these concepts relate to your context

Introduction

Before we consider the nature of learner-centred learning, we need to step back a little and consider what we mean by learning.

Question

Take a moment to consider - what does learning mean to you?

Compare your thoughts with this dictionary definition:

Learning

1. knowledge gained by study; instruction or scholarship
2. the act of gaining knowledge
3. (Psychology) any relatively permanent change in behaviour that occurs as a direct result of experience

Question

Now consider - what does teaching mean to you?

Compare your thoughts with this dictionary definition:

Teach

1. To impart knowledge or skill to: teaches children.
2. To provide knowledge of; instruct in: teaches French.
3. To condition to a certain action or frame of mind: teaching youngsters to be self-reliant.
4. To cause to learn by example or experience: an accident that taught me a valuable lesson.
5. To advocate or preach: teaches racial and religious tolerance.
6. To carry on instruction on a regular basis in: taught high school for many years. v.intr. To give instruction, especially as an occupation.

Note that both these definitions include formal and informal learning and teaching.

References

Deep, Surface and Strategic Learning

There has been a large shift in education from a focus on what is being taught by the teacher to a focus on the learner and what, why and how they are learning. In this section we will explore several different approaches to learning and what these mean for the teacher.

Surface Learning

• Learning to specifically meet course requirements
• Studying unrelated bits of knowledge
• Memorising facts and figures to repeat
• No linking or connection of learning

The surface approach to learning comes from “the intention to get the task out of the way with minimum trouble while appearing to meet course requirements”. This often includes rote learning content, filling an essay with detail rather than discussion and list points rather than providing background or context to the work.

Deep Learning

• Learning that seeks to understand and connect the concepts
• Relates ideas to previous knowledge and experience
• Explores links between evidence and conclusions
• Critiques arguments and examines rationale

The deep approach comes “from a felt need to engage the task appropriately and meaningfully, so the student tries to use the most appropriate cognitive activities for handling it” (Biggs, 2003, p16). Using this approach students make a real effort to connect with and understand what they are learning. This requires a strong base knowledge for students to then build on seeking both detailed information and trying to understand the bigger picture.

Strategic Learning

• Learning to achieve highest possible grades in a course
• Focused on assessment requirements and criteria
• Effort to understand knowledge to demonstrate learning
• Focused on perceived preferences of lecturer

Strategic learning can be considered to be a balance between the other two approaches.

Microblog: surface, deep and strategic learning

Some may place a negative connotation on surface learning whilst viewing deep learning in a more positive light. But perhaps there is a place for surface learning to lay a base knowledge or terminology for deep learning to build on. What examples can you think of where surface, deep and strategic learning occur in your own context ?

Comparing Teacher-Centred and Learner-Centred Learning Approaches

Let's consider the characteristics of a learner centred and a teacher centred approach.

Reflection

Before you read on, how do you think learner centred learning would differ from teacher centred learning?

Learner centred learning is based on 3 key factors:

• Constructivism (based on the belief that learners develop new knowledge through building on previous knowledge and experience)
• Deep learning (where learners actively engage with meaning)
• Learner self responsibility

Teacher centred learning is based around:

• The teacher transmitting knowledge to the learner
• The learner passively receiving information
• The teacher who controls the learning

Microblog: Learner centred paradigms

Start by reading this table of comparisons from the University of Connecticut. Next, choose one of the items from page and briefly describe an example of it from your own context.

Five areas of difference

<a href="http://www.flickr.com/photos/52519686@N00/3002520030">Learners</a>

Maryellen Weimer (2002) has identified 5 areas of difference between the two approaches

1. Balance of Power: does the teacher make all the decisions about learning, or is this shared with students?
2. Function of Content: is the teacher's focus primarily on content, or is there an expectation that learners will practise and develop skills in managing knowledge?
3. Role of the Teacher: is the teacher's focus primarily on transmission of knowledge, or on facilitating and supporting learning?
4. Responsibility for Learning: is the teacher's focus primarily on 'forcing' reluctant learners, or on motivating and encouraging learners?
5. Purpose and Process of Assessment: is assessment focused solely on allocating grades, or does it serve to promote and support learning? (Note: Weimer uses the term evaluation where we use the term assessment)

Reflection: Weimer's 5 areas of difference

Reflect on your own experience as a teacher and learner: Identify an example of each of the 5 areas and analyse the extent to which it is teacher-centred or learner centred.

Microblog: Weimer's 5 areas of difference

Create a post which briefly describes one of the examples you identified above.

References

Weimer, M. (2002). Learner-centered teaching: five key changes to practice. San Francisco:Jossey-Bass

Additional Resources

For those seeking some extra reading in addition to the core materials:

• Approaches to Study “Deep” and “Surface” - an easy to read site described by the author, James Atherton as a "quick and dirty" overview exploring deep and surface approaches to learning

• Student-centred learning: What does it mean for students and lecturers? An interesting paper that explores the use of the term student-centred learning (SCL) within the education literature. Links in a wide range of literature.

• Learner-Centredness: An Issue of Institutional Policy in the context of Distance Education This paper explores learner-centredness in relation to pedagogy, constructivism, changing roles of teachers and institutional policy.

E-Activity

This activity is part of the summative assessment for the course.

Blog activity

Please include the hash tag #LCL2 for this assessment. Describe how your existing teaching incorporates strategies for learner-centred, deep learning. Describe one or more additional strategies that you think would be effective for learner-centred, deep learning and how you could go about incorporating them into your teaching.

Summary

In session 2, we have:

• Explored the concepts of deep, surface and strategic learning.
• Explored the concepts of learner-centred learning and teacher-centred learning.
• Analysed the characteristics of learner-centred learning using Weimer's model.

Before you go on to session 3, it's essential that you have:

• Developed a sound understanding of these concepts. If in doubt, go back and review any areas you are unsure of.
• Completed the assessment activity which involves exploring these concepts in terms of your current and future practice.

Session 3: Knowing the learner - cultural orientation

each E-activity provides example of relevant activity/opportunity to encourage deep learning in context of cultural orientation.

Objectives

Objectives

During this learning session you will: explore key issues in relation to cultural diversity in education explore learning and teaching strategies for recognising, valuing and utilising cultural differences

Introduction

When designing learning environments it is important that your approach is flexible, equitable and inclusive, accommodating the diverse needs of all students in your class. This helps to give them a good chance at learning successfully. How can you provide inclusive access to learning? An understanding about some of the aspects of diversity is a good place to start. How to use universal design to create inclusive learning opportunities is also important.

Scenario: meet the learners

In this course we will use this small group of learners to illustrate some of the key concepts. From left to right: Ari Mikhail Chris Annie Anjali

Cultural diversity

So what do we mean by diversity?

photo by Ben Schumin

In any society, the population at large is drawn from many backgrounds, and a group of learners reflects this diversity. Diversity can be based on differences in broad groupings such as:

• Cultural background
• Ethnicity
• Language
• Religion and other belief systems
• Socio-economic status
• Gender
• Sexual orientation
• Disability
• Age

Each learner brings a distinctive 'mix' of knowledge, skills, perspectives and values to the learning environment. This mix arises from their own individual characteristics as well as their 'membership' in these groupings.

Cultural Diversity

Although each of the groupings above can be seen as having its own distinct 'culture', the term cultural diversity is commonly used to refer primarily to the first grouping, cultural background.

Scenario: cultural background

We should avoid making assumptions about the cultural background of learners based on their appearance, language or country of origin. Every cultural grouping incorporates a wide diversity within its members. Annie grew up in a family setting that incorporated both Pakeha and Maori cultural practices. Annie moves easily between the two cultures and places a high value on both. Although people she meets often assume Annie is a Pakeha New Zealander, she identifies strongly with the Maori culture and takes an active part in cultural activities on and off campus.

Class for deaf learners

The implications for teachers

• How we each define and respond to the cultural diversity of our learners depends on the context. For example, a teacher with deaf students in the classroom is likely to find that the students share a common 'deaf culture'. It will be important for this teacher to ensur etha the learning environment recognises this culture and allows room for its expression.
• The culture of a learner influences how they approach their study and respond to the learning environment. To design a learning environment that is optimal for all each learner, it is essential to have an understanding of the factors associated with cultural diversity.
• To create a learning environment that is inclusive, fair and equitable for divers cultures, barriers to learning need to be recognised.
• The cultural identity of the teachers influences what is taught and how it is taught.
• Subject areas, especially those reflecting professional and vocational areas, may have their own distinct 'cultures'.

Reflection: cultural diversity

Reflect on key aspects of the range of cultures represented in your learners, yourself, and your subject area.

Additional Resources

For those seeking some extra reading in addition to the core materials:

• Kaminski, J. (2005). Editorial: Nursing Informatics and Nursing Culture. Is there a fit? Online Journal of Nursing Informatics (OJNI), 9, (3) [Online].
• Maurice-Takerei, L. & Jesson, J. (2010). Nailing Down an Identity - The Voices of Six Carpentry Educators. New Zealand Journal of Teachers’ Work,7(2), 156 - 170.

• A report of a research study where six polytechnic carpentry tutors were interviewed about their identity and perceptions of their work as trades educators. The findings "challenge assumptions about what constitutes ‘good teaching’ in a trade related environment" (p. 156).

• Zondiros, Dimitris (2008). Online, distance education and globalisation: Its impact on educational access, inequality and exclusion. The European Journal of Open and Distance Learning (EURODL).

Maori and Pasifika learners

Maori learners

As tangata whenua, the indigenous people, Maori have a special place within New Zealand. As teachers, we are responsible for ensuring that Maori culture is respected and acknowledged within the learning environment.

Maori pedagogy (Mātauranga Māori) involves working with four aspects or domains of a person’s well being (cognitive - Taha Hinengaro, spiritual - Taha Wairua, physical - Taha Tinana, and family - Taha Whānau). These concepts were originally outlined by Mason Durie (1988) in Te Whare Tapa Whā in relation to health. This model pre-empts the assumption that teachers and tutors should only work within the cognitive domain.

To begin to understand these four domains of well being and four models of learning go to the . Also, read a reflection by

Activity

Please work through the following: Read the Mātauranga Māori section on the Literacy and Numeracy for Adults website. Read Helen Lindsay's reflections on Matauranga Maori. She explores the concept of a 'culturally responsive pedagogy of relationships', and provides useful links to further reading. View this presentation and discussion on Adobe Connect about Indigenous Learners led by Dr Kate Timms-Dean. View this video which explores the concept of Te Whare Tapa Whā from a literacy and numeracy perspective. Other models and concepts you might research include Ako, Tuakana-Teina, and Pōwhiri Poutama.

Microblog: Maori learners

Post a brief statement on how you might use one of the models explored in the materials above to support your Maori learners and their success.

Pasifika learners

These learners are diverse but also have cultural commonalities, however, we should never assume one model fits all. It is important to get to know your Pasifika learners, not just the cognitive aspects but also sociocultural aspects that may affect their learning, so that you can facilitate a sense of belonging and readiness to learn.

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Pasifika Learners playlist

Activity

Watch the four videos in the {{{1}}} . These were developed by the National Centre of Literacy and Numeracy for Adults.

Microblog: Pasifika learners

Post a brief outline of one strategy you might use to develop rapport with your Pasifika learners and create a supportive learning environment.

References

• Durie, M. (1988). Whaiora: Māori Health Development. Auckland: Oxford University Press

E-Activity

This activity is part of the summative assessment for the course.

Blog activity

This activity has two parts: we suggest you create separate blog posts for each part. Please include the hash tag #LCL3 for this assessment. Cultural diversity Describe how your existing teaching incorporates strategies for ensuring the learning environment is inclusive, fair and equitable for learners from a range of cultures. Describe one or more additional strategies that you think would be effective for ensuring the learning environment is inclusive, fair and equitable for learners from a range of cultures, and how you could go about incorporating them into your teaching. Maori and Pasifika learners Describe how your existing teaching incorporates strategies for meeting the specific needs of Maori and Pasifika learners. Describe one or more additional strategies that you think would be effective for meeting the specific needs of Maori and Pasifika learners, and how you could go about incorporating them into your teaching.

Summary

In session 3, we have explored:

• The concept of cultural diversity.
• Aspects of Maori and Pasifika cultures which relate to learning.
• Implications for teachers of cultural diversity, especially in relation to Maori and Pasifika cultures.

Before you go on to session 4, it's essential that you have:

• Developed a sound understanding of these concepts. If in doubt, go back and review any areas you are unsure of.
• Completed the assessment activity which involves exploring these concepts in terms of your current and future practice.

Session 4: Knowing the learner - learning preferences and prior learning

focus of e-activity: provide example of relevant activity/opportunity to encourage deep learning in context of learning preferences and prior learning .

Objectives

Objectives

During this learning session you will: explore key concepts in relation to learning preferences and prior learning explore learning and teaching strategies for meeting a range of learning preferences and building on prior learning

Introduction

In the previous session we explored how cultures differ and the implications of this form of diversity for teachers.

In session 4, we will explore how individual learners differ in terms of:

• How they learn best.
• The sorts of prior learning they bring to the learning situation.

Learning Preferences

When it comes to learning, we all have preferences that are influenced by the ways in which we think - our personalities, our backgrounds and our culture. For example, some students may prefer participating in group practical tasks or projects rather than reading long research articles and writing long essays on their own. In an attempt to capture and make sense of some of this, theories and models around learning styles and preferences are explored in this topic.

What are learning styles and preferences?

A learning style can be defined as the way in which an individual generally responds to specific learning situations and prefers to process different forms of information. Learning styles are usually characterised as being based in cognitive differences - that is, differences in the way the brain manages information.

The term learning preferences is often used interchangeably with learning styles. However, preferences are also used in a more general sense than just cognitive functions.

In general, learning styles and preferences help to describe how people learn best, so insights in this area can help both the learner and the teacher. To help learners gain an understanding of how they learn best, it can be effective to guide students to develop skills for metalearning: that is, an awareness of how they learn. This enables them to plan, monitor and evaluate their learning and requires metacognition.

Scenario: learning preferences

Each of our learners has their own preferences for how they learn. For example: Ari prefers to learn new content by reading, while Chris prefers verbal explanations in the classroom. Mikhail is a hands-on learner: he likes practical activities. Annie finds it helpful to review what she has learned through reflection and written notes. Chris finds it helpful to create mind-maps of key concepts rather than written notes. Anjali finds the social interaction in a small group a very effective way to explore concepts. These are just a few of the many ways in which each learner has their own distinctive blend of learning preferences.

Microblog: learning preferences

Post a brief description of one or two methods or types of activity that you find most helpful to learn new concepts. These can be seen as part of your own unique blend of personal learning preferences.

A popular model in the New Zealand context is the VARK – guide to learning styles. Neil Fleming has developed a tool to explore learning preferences that considers these in terms of the following modes of learning:

• Visual
• Aural
• Reader/writer.
• Kinaesthetic

Although they may have a preference, for example, to attend lectures rather than study online, students generally utilise a variety of learning styles to enable their learning. From a teaching perspective it is useful to be aware of your students' learning styles and make an effort to cater to a variety of these through using a mix of teaching methods. To do this, it is a good idea to understand your own learning styles first.

Activity

A. Complete these learning styles inventories and compare them: 1. VARK questionnaire. Print or download a copy if you don’t want to do this online. Compare your results with the Vark categories. Read the page on understanding the results. 2. Index of Learning Styles (ILS). Click the link to the ILS questionnaire. Interpret your results - click on the link to Descriptions of the learning styles.

Microblog: Learning styles

Write a brief post on which of the two learning styles inventories you found most useful or interesting and why.

Are the models valid?

Differing viewpoints about learning styles and preferences are covered in the Introduction to this topic by Don Clark. The existence of learning styles and preferences in acknowledged in the literature, but the best way to measure them is still under discussion.

Also, researchers have suggested that learning styles are far more important when we are deciding what strategies and media to use to teach particular content. For example, David Merrill (2000) believes that the design of instructional strategies based on learning styles, should be influenced by the type of content or the goals of the interactions that the teacher intends the learners to have with the content or with others such as learners and teachers.

Microblog: Learning styles

What do you think? Write a brief post on why you agree or disagree that learning styles are scientifically valid.

Extra resources

You might like to also explore some other models of learning styles and preferences: Honey and Mumford Learning Style Survey. MBTI Myers Briggs Type Indicator. Multiple Intelligences. Extra resources: Diverse Learning Styles in Your Classroom has useful links to more information on Kolb’s learning style inventory and Gagne’s types or levels of learning. Learning styles don't exist - video (6.55 min) by Daniel Willingham. The myth of learning styles - a blog post by Mo Costandi for the Wellcome Trust which hosts articles written by experts from the field of neuroscience and beyond.

References

• Merrill, D. (2000). Instructional Strategies and Learning Styles: Which takes Precedence? Trends and Issues in Instructional Technology, R. Reiser and J. Dempsey (Eds.). Prentice Hall.

Prior learning

Prior Learning is the set of skills and knowledge that a learner bring to the learning situation. Prior learning arises from previous life activities, work experience, volunteer experience, personal study or formal education.

It is important to acknowledge prior learning because:

• If students are given the opportunity to demonstrate what they already know and understand they are more likely to become engaged in the classroom activities.
• According to constructivist theory, learners construct knowledge based on their existing knowledge.
• Learners need prior skills to be able to engage in study at tertiary level.

At the course or programme level, a RPL (Recognition of Prior Learning) process may be appropriate, where a student is given credit for either the entire course or programme or some of the assessments in the course. In this situation, previous learning is measured against the learning outcomes of an existing course or programme, and this usually occurs through a specifically designed assessment process.

Scenario: prior learning

Ari has an overseas post-graduate degree in engineering and is studying for a new career. Mikhail has no tertiary qualification. Since he left school he has been running his own successful business. Chris is a school leaver. Annie completed a certificate in business administration using online learning. Anjali has a degree in performing arts from a polytechnic. Most of the group are supporting their full-time study with part-time work.

Microblog activity

Choose one of the learners and post a brief list of the sorts of skills and knowledge they might have as a result of their prior learning .

E-Activity

This activity is part of the summative assessment for the course.

Blog activity

This activity has two parts: we suggest you create separate blog posts for each part. Please include the hash tag #LCL4 for this assessment. Learning preferences Describe how your existing teaching incorporates strategies for meeting a range of learning preferences. Describe one or more additional strategies for meeting a range of learning preferences that you think would be effective and how you could go about incorporating them into your teaching. Prior learning Describe how your existing teaching incorporates strategies for acknowledging and building on prior learning. Describe one or more additional strategies for acknowledging and building on prior learning that you think would be effective and how you could go about incorporating them into your teaching.

Summary

In this session, we have explored:

• The concept of learning styles and preferences, including:
  • A range of models for analysing an individual's learning styles.
  • Arguments for and against the validity of learning styles.
  • How we might incorporate teaching strategies to meet the diverse learning preferences of learners.
• The concept of prior learning, including how we might incorporate teaching strategies to acknowledge and build on prior learning.

Before you go on to session 5, it's essential that you have:

• Developed a sound understanding of these concepts. If in doubt, go back and review any areas you are unsure of.
• Completed the assessment activity which involves exploring these concepts in terms of your current and future practice.

Session 5: Knowing the learner - numeracy, literacy and digital skills

focus of e-activity: provide example of relevant activity/opportunity to encourage deep learning in context of numeracy, literacy and digital skills .

Objectives

Objectives

During this learning session you will: explore strategies for evaluating literacy needs of learners explore strategies for helping learners develop literacy skills

Introduction

In earlier times, the term literacy was used to refer to the ability to read and write. Now, the concept has been extended to include:

• The other main language modes of speaking and listening.
• The concept that literacy is not an all or nothing attribute. Everyone has a literacy profile - a unique mix of literacy skills at various levels.
• The concept of functional literacy - that is, that literacy skills exist in relation to the literacy demands of what we are trying to achieve.

In our information-rich world, we all need certain specific literacy skills to play a full part in society and function effectively in our work and study context.

Note: The term literacy is often used to include language literacy, numeracy and digital or information literacy.

Literacy and numeracy needs

Students enter tertiary study with variable skills in reading, writing, speaking, listening and numeracy skills. If they do not have strong skills in these areas, this can impact on their success when studying and in transitioning smoothly to further study or employment. Even students who have good literacy and numeracy skills may never have had to read or write the type of material, or had to do the particular calculations that your course requires.

Scenario: literacy, numeracy and digital skills

Consider again our group of learners: Ari has an overseas post-graduate degree in engineering and is studying for a new career. Mikhail has no tertiary qualification. Since he left school he has been running his own successful business. Chris is a school leaver. Annie completed a certificate in business administration using online learning. Anjali has a degree in performing arts from a polytechnic. As well as specific knowledge they bring from their prior learning (such as knowledge of business procedures and concepts), they have also developed transferable skills they can apply to their study and work. For example: Ari has little prior knowledge of the New Zealand business environment, but he has a high level of literacy and numeracy which will be as useful in the business domain as it is in engineering. He also has a high level of digital skills such as working with spreadsheets that he can apply in the new area of study.

Activity

The degree in business that our learners are studying for will have specific demands on literacy, numeracy and digital skills: learners without these skills will struggle to complete the course successfully and enter the workforce. Choose one of the other four learners (ie not Ari) and post a brief outline of what you think might be their strengths and challenges in literacy, numeracy and digital skills. Remember, knowledge of the business domain is not a factor here - focus on transferable skills.

Digital Literacy Skills

Learning with iPads

There are a range of key digital literacy skills that are quite broad and generic that apply to the appropriate use of digital technology and communication tools.

• find / locate / access information and resources
• read and interpret information
• analyze / evaluate information and resources
• manage information and resources
• integrate information and digital tools
• construct new knowledge
• create new resources
• share / communicate effectively via digital means

The ability to use these skills can then be applied to a wide variety of digital tools and information which may include but is certainly not limited to the following:

• Computer health and safety
• Computer basics:

• File management
• Word processing
• Spreadsheets

• Using email
• Intranet skills
• Internet search skills
• Information search skills – library and other data bases
• Use of photocopier/printer/scanners
• Student management systems eg. EBS4
• Learning management systems eg. Moodle
• Corporate Software, used specifically by your own institution eg, systems for accessing pay and leave data
• Teaching tools:
  • Use of presentation tools eg. PowerPoint, Keynote, Prezzi
  • Audio/visual resources (creating and editing audio and video resources)
  • Web 2.0 tools
  • Social media
  • Communication tools eg, Adobe Connect, Skype, video conferencing
  • Classroom tools, eg. Data projectors, Smartboards
  • Discipline specific tools eg, CAD, Photoshop, Simulation suites
  • Mobile learning, use of tablets and cell phones

Note that this list nicely reflects the concept of functional literacy: the digital skills needed by a teacher may be different from those required by a learner.

Activity

Choose one self-assessment tool and assess your digital literacy relevant to that tool. Reflect on what you learnt or discovered from this. North Star digital literacy tools - focusing on core skills re computer use Atomic learning framework, self assessment tool - explores some the broader skills Discover your digital literacies – choose from 4 faculty areas : engineering, science, management or humanities Digital literacy statements - a different perspective on the 4 faculty areas: engineering, science, management or humanities (download your chosen pdf from the bottom of the page) Self assessment skills from the State Library of Louisiana – has a wide range of tools to choose from

Meeting learner needs

One effective strategy for meeting the needs of learners is to start by assessing their existing literacy and numeracy skills. This will allow the teacher to:

• Plan additional support for individual learners.
• Develop additional materials or activities to build literacy and numeracy.
• Modify or develop learning materials which are better suited to existing skills.
• Embed appropriate literacy development into the course.

Trying to meet learner needs without such assessment means and support or development is likely to be unfocused and less effective.

There are a variety of approaches and tools for assessing learners early in the programme:

• 1:1 interviews
• Observing how students cope with contextualised literacy and numeracy tasks and assessments
• Using the Literacy and Numeracy for Adults Assessment Tool
• Conducting focus or discussion groups

Getting to know your students' literacy and numeracy skills is part of a wider process of identifying students' needs and factors for success. An Ako Aotearoa project at Weltec illustrates this. Profiling your student

The main purpose of initial literacy and numeracy assessment should be to support learning

Reflection

What literacy and numeracy skills does the learner need (in relation to qualifications, work demands or social contexts?) What are the learner’s current literacy (reading, writing, speaking and listening) and numeracy skills? How do you know? What is the learner’s next learning step in terms of literacy and numeracy?

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Using the Assessment Tool at Otago Polytechnic

All students on certificate level programmes at Otago Polytechnic (and other tertiary institutions in New Zealand) are required to use at least one of the Literacy and Numeracy for Adults Assessment Tools. If you are not familiar with the Assessment Tool, work through the background information for Educators here. This gives detailed information about how to set up assessments and analyse reports.

• Profiles of students at steps of Reading Progression Shows what students can typically do in terms of reading, and relates this to the 'step' they were assessed at by the Reading Assessment Tool.
• Student profiles at steps of Numeracy Progressions Shows what students can typically do in terms of numeracy, and relates this to the 'step' they were assessed at by the Numeracy Assessment Tool.

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Reflection

Assessment should follow good practice principles. What does this involve? Before assessing learners, clearly explain to them the purpose of the assessment. This powerpoint presentation may be useful. After completing the assessments, give students feedback on their results and outline what follow up they can expect. Here is a quick presentation you could use with learners after they have done the assessment: Debrief Give students feedback on their individual results in an appropriate way. This may be involve meeting the student individually if he or she was assessed at a low step (2-3), or via email or moodle message. Here are some examples of feedback Example explaining numeracy results 1

Examples of contextualised tasks to gather evidence about your students' literacy and numeracy skills, early in the programme

• Reading activity/formative assessment task used on the Basic Mechanical Engineering Trades Skills (BMETS) programme. The assessment required students to find their way around a course theory booklet on safe welding. Students had to use skimming and scanning skills to locate the relevant information to answer the questions. This activity was used at the beginning of the programme. It gave students a reality check too - that reading was an important skill they would need on the programme. The activity was followed up with a class debrief in which the lecturer went over the correct answers and how to locate these in the text reading assessment task.
• Writing activity to get a snapshot of students' skills

BMETS library

Extra resources

These resources contain some other suggestions for getting to know learners Indigenous Learners Videos - knowing your Maori and Pasifika learners Engaging Maori Learners Engaging Pacifica Learners Resources {{{1}}}

E-Activity

This activity is part of the summative assessment for the course.

Blog activity

This activity has two parts: we suggest you create separate blog posts for each part. Please include the hash tag #LCL5 for this assessment. Literacy needs Describe existing strategies for evaluating the literacy needs of learners in terms of the literacy demands of courses. Describe one or more additional strategies for evaluating the literacy needs of learners that you think would be effective and how you could go about incorporating them into your teaching. Literacy development Describe existing strategies for helping learners develop and enhance numeracy, literacy and digital skills. Describe one or more additional strategies that you think would be effective for helping learners develop and enhance numeracy, literacy and digital skills and how you could go about incorporating these strategies into your teaching.

Summary

In this session, we have explored:

• The concept of functional literacy, numeracy and digital skills.
• Approaches and tools for assessing learner literacy skills and needs.

Before you go on, it's essential that you have:

• Developed a sound understanding of these concepts. If in doubt, go back and review any areas you are unsure of.
• Completed the assessment activity which involves exploring these concepts in terms of your current and future practice.