Four friends who readily admit they would be lost without their mobile phones. Used by permission: Julie-Ann Wideman.
If you want to continue being an effective facilitator, you need to communicate in different ways than every before.. The title of this blog posting might be a play on words of Elizabeth Barrett Browning's famous poem, but the idea fits. You need digital communication skills because otherwise you are doing a disservice to those who are learning with you. The 21st century uses inquiry and investigation to learn; that inquiry amid project-based learning is so effective in today's world for future employment and needs to be communicated (Saric, 2013). It is not just about what you have learned but how you build on that learning and what innovation comes out of the change. Do you want to be the 'sage on the stage' or do you want to be the coach who helps people expand their knowledge, skills and attitudes so that they can move toward their dreams and hopes for their future? If the latter is you, learn to communicate via social media. Use that mobile phone or device to connect in ways you never thought possible.
Those new ways to connect have come because of a drastic change from traditional mass communication to personalized networks (Campbell & Park, 2008). Zambonelli (2012) believes that cultures and societies will benefit from the integration of humans and ICT devices (Information and Communication Technology) once we have morphed into a single infrastructure or a superorganism which lets us work in an orchestrated and adaptive way. He uses the examples of ants or honeybees working together in spontaneous and effective interactions to benefit the society as a whole. Many have written about humans learning from the communal societies of other creatures, and taking this one step further we can start to consider the interaction of humans, their smartphones and social media as being a communal society, one that will allow interaction on a worldwide scale and not be limited to place-based activity.
Does that worry you as you consider alternative learning modes for the class? Many feel that they are being coerced by quickly changing technology into following a way of life that is too fast or too intrusive. Consider taking small steps into a hybrid of facilitation tactics. The reason this should be embraced, particularly in the adult literacy class, is that most learners already have a mobile phone or tablet that connects them to friends, families, games, and all manner of apps to help them enjoy their day or be useful in their scheduling (Goggin, 2011). Social media communication has an important function to sustain social fellowship and "bonding properties of relational glue" (Campbell & Park, 2008). You can enter into that fellowship and build on it to introduce all manner of digital learning activities, employment options, or blogging as a way to help them make their voice heard. The alternative is that social media can be run by those who would have the internet be a dark place. Raffi (2013), a popular children's entertainer for over thirty years, has written a book, Light Web Dark Web, to promote reform in social media for awareness, protection and sustainability so that it is used wisely and effectively in digital citizenship. Find out how to protect yourself and learners while at the same time taking advantage of the connections and learning that are open to you via social media.
Adult literacy instructors can use mobile phones or tablets in their working with learners to increase digital literacy while at the same time accessing learning activities that help them with their literacy skills. For instance, Reading for Understanding is a great learning program facilitated by Santa Monica College, but learners can access it anywhere, anytime. http://homepage.smc.edu/reading_lab/RFU_Intro.html . Here is another example: Khan Academy is an open source learning site on many social media sites. http://www.khanacademy.org/about Taking small steps toward a hybrid program of in-class, digital and project-based learning will help build a terrific program that will help learners reach the goals that they want to reach, one that is contemporary and can meet any learning style.
The attached video is a terrific promotion of online learning posted on YouTube, a social media site, and you can watch it on your mobile device, wherever you are, and that means the learners can also access it on their phones. You may already be using the occasional video or internet site; consider deliberate planning of integration so that you are an integral part of the learning process in the technological age. The possibilities are endless. Who knows, perhaps a learner in your class will be the next great ICT innovator. It has happened before!
Those new ways to connect have come because of a drastic change from traditional mass communication to personalized networks (Campbell & Park, 2008). Zambonelli (2012) believes that cultures and societies will benefit from the integration of humans and ICT devices (Information and Communication Technology) once we have morphed into a single infrastructure or a superorganism which lets us work in an orchestrated and adaptive way. He uses the examples of ants or honeybees working together in spontaneous and effective interactions to benefit the society as a whole. Many have written about humans learning from the communal societies of other creatures, and taking this one step further we can start to consider the interaction of humans, their smartphones and social media as being a communal society, one that will allow interaction on a worldwide scale and not be limited to place-based activity.
Does that worry you as you consider alternative learning modes for the class? Many feel that they are being coerced by quickly changing technology into following a way of life that is too fast or too intrusive. Consider taking small steps into a hybrid of facilitation tactics. The reason this should be embraced, particularly in the adult literacy class, is that most learners already have a mobile phone or tablet that connects them to friends, families, games, and all manner of apps to help them enjoy their day or be useful in their scheduling (Goggin, 2011). Social media communication has an important function to sustain social fellowship and "bonding properties of relational glue" (Campbell & Park, 2008). You can enter into that fellowship and build on it to introduce all manner of digital learning activities, employment options, or blogging as a way to help them make their voice heard. The alternative is that social media can be run by those who would have the internet be a dark place. Raffi (2013), a popular children's entertainer for over thirty years, has written a book, Light Web Dark Web, to promote reform in social media for awareness, protection and sustainability so that it is used wisely and effectively in digital citizenship. Find out how to protect yourself and learners while at the same time taking advantage of the connections and learning that are open to you via social media.
Adult literacy instructors can use mobile phones or tablets in their working with learners to increase digital literacy while at the same time accessing learning activities that help them with their literacy skills. For instance, Reading for Understanding is a great learning program facilitated by Santa Monica College, but learners can access it anywhere, anytime. http://homepage.smc.edu/reading_lab/RFU_Intro.html . Here is another example: Khan Academy is an open source learning site on many social media sites. http://www.khanacademy.org/about Taking small steps toward a hybrid program of in-class, digital and project-based learning will help build a terrific program that will help learners reach the goals that they want to reach, one that is contemporary and can meet any learning style.
The attached video is a terrific promotion of online learning posted on YouTube, a social media site, and you can watch it on your mobile device, wherever you are, and that means the learners can also access it on their phones. You may already be using the occasional video or internet site; consider deliberate planning of integration so that you are an integral part of the learning process in the technological age. The possibilities are endless. Who knows, perhaps a learner in your class will be the next great ICT innovator. It has happened before!
References
Browning, E. B. (1850). How do I love thee? Let me count the ways. Poems.
Campbell, S. W., & Park, Y. J. (2008). Social implications of mobile telephony; The rise of personal communication society. Sociology Compass 2/2, 371–387, 10.1111/j.1751-9020.2007.00080.x.
Goggin, G. (2011, Vol. 22, No. 3). Ubiquitous apps: politics of openness in global mobile cultures . Digital Creativity, 148–159.
Khan Academy. (2013, December 5). About Khan Academy. Retrieved from khanacademy.org: http://www.khanacademy.org/about
Raffi. (2013, December 5). News Now, CBC. (R. Nair, Interviewer)
Saric, S. (2013, December 5). Technology in education: A key ingredient for academic success. (CESBA, Interviewer)
Thelma Thurstone -- The McGraw-Hill Companies, I. (2013). Reading for understanding. Retrieved from SMC.edu: http://homepage.smc.edu/reading_lab/RFU%20THREE%20INDEX.htm
Zambonelli, F. (2012, August). Toward sociotechnical urban superorganisms. Retrieved from ComputerNow.computer.org: http://spartan.ac.brocku.ca/~tkennedy/COMM/Zambonelli2012.pdf
Browning, E. B. (1850). How do I love thee? Let me count the ways. Poems.
Campbell, S. W., & Park, Y. J. (2008). Social implications of mobile telephony; The rise of personal communication society. Sociology Compass 2/2, 371–387, 10.1111/j.1751-9020.2007.00080.x.
Goggin, G. (2011, Vol. 22, No. 3). Ubiquitous apps: politics of openness in global mobile cultures . Digital Creativity, 148–159.
Khan Academy. (2013, December 5). About Khan Academy. Retrieved from khanacademy.org: http://www.khanacademy.org/about
Raffi. (2013, December 5). News Now, CBC. (R. Nair, Interviewer)
Saric, S. (2013, December 5). Technology in education: A key ingredient for academic success. (CESBA, Interviewer)
Thelma Thurstone -- The McGraw-Hill Companies, I. (2013). Reading for understanding. Retrieved from SMC.edu: http://homepage.smc.edu/reading_lab/RFU%20THREE%20INDEX.htm
Zambonelli, F. (2012, August). Toward sociotechnical urban superorganisms. Retrieved from ComputerNow.computer.org: http://spartan.ac.brocku.ca/~tkennedy/COMM/Zambonelli2012.pdf