As I adjust to having changed sectors (from Vocational Education and Training to the University sector) I’ve been keeping my one mouth shut and my two ears open as much as possible.
I’ve been lurking in new forums, paying attention to new headlines and stories and some old ideas are being pulled up to make way for new ones. It’s tiring, exciting and I can almost smell the ozone as the new synapses form!
A question is starting to break soil for me. For adult learners – what is the balance between ensuring cognitive overload doesn’t discourage learning and offering too much in the way of support so incidental learning doesn’t happen?
In the Vocational Education sector, job readiness is the goal. Some educators there argue that there is so much in a qualification that there is no room for “extras”. The qualifications have been designed by industry and learning experts and that’s enough. Keep it simple, help them get through and master the competencies they are paying to master.
In the Higher Education sector assessments and course outlines go through a rigorous process and then theory and practice blend to scaffold learners to master increasingly more complex skills in interacting with knowledge as well as master practice.
Great care is taken in online learning spaces to reduce cognitive load. In the first few months of an undergraduate program, young adults studying partly or fully online are transitioning from teacher-led, classroom-based instruction to online, largely learner-led instruction – so this makes sense to me. But what about after those first fraught semesters?
Complex topics presented in journals and books aimed at adult professionals are typically not laid out with large, colourful fonts or arrows or signposting. Perhaps it is the simplicity of the technology itself that makes it possible for people with an interest in a particular topic to dive into a thick, weighty tome without pictures or conversations while others would rather jump down a rabbit hole?
However readers needed to learn how to read, hold a book and turn pages (or fire up their Kindle and download books) in order to obtain and interact with its knowledge. Using the internet effectively takes more learning than that. So shouldn’t we be teaching learners how to obtain and interact with (find, evaluate, curate, retrieve, apply, build upon, create) the online space?
What does that learning involve?
Information literacy I’ve already alluded to – the ability to find, evaluate, curate, retrieve, apply, build upon and create information artefacts.
Within a course – shouldn’t some of the work involve more than writing or talking about what they’ve read with an eye to prepping for the big assessments? Shouldn’t they be learning about credibility and building their discernment skills rather than being handed a textbook and a list of readings? Shouldn’t they be trialling online tools that would help them to learn outside the Learning Management System? Shouldn’t they be taught to BROWSE again and in doing so learn about information architectures so when a website changes and a link breaks they’re not left stranded?
Maybe in Higher Education it’s a bit tougher. There are just a few major summative assessments as opposed to lots of smaller ones. Educators who are wonderful face to face see online as a poor cousin or dehumanising so they want it to be simple. Or they don’t understand the online space so instead of considering what new things it could offer, they scratch the surface and reap complaints from learners.
So, am I suggesting that online spaces should be more challenging for learners? Absolutely. I am also suggesting that the RELEVANT use of technology should be incorporated into learning tasks and we should stop making things so readily able to find.
I have had many jobs in my life. I’ve sold shoes to strippers in Alaska. I’ve tended bar, waited tables, organised international film and video shoots, written copy for termite eradication advertising campaigns, organised conferences for facilities management professionals, researched and written about septic tanks and graveyards, temped in some huge cities armed with a paper map and sheer determination and have been involved in various roles in educational design and research.
When I had problems to solve, never did someone hand me a nicely formatted and summarised list of readings and resources with indexed instructions and a choice of options. I had to figure out where to find the information, whether it was valid and relevant, how to apply it and what to do if my initial assumptions didn’t work. Sometimes within a very short space of time with very limited resources. THAT is the world of work. THAT is problem solving and information literacy. Some of it I did on computers. Some involved a library or phone calls or finding out who to ask and when.
I realise foundation knowledge needs to be provided. But at what point (AQF and Blooms aside) do we prepare learners for the messy, complicated world they’re going to find and how can we build that into course design in such a way that we don’t discourage them?
The little sprout continues to grow. Feel free to water it with your comments…
- Articulate Storyline – a few things I want to remember
- A short paean in praise of conditional activities