Week #4 - EDUC5101G Post - Accommodating Different Learners When Integrating Technology

When I refer to “accommodating”, I will be speaking to “knowing your learners” to ensure the design and delivery will result in a positive learning experience for all learners in the classroom – “leaving no learner behind" due to the technology that is being used.  In the corporate training world, one of the challenges we face when integrating technology into our learning programs, is we never know how easily our learners will adapt to the new technology.  The learners are the employees of our organization – which means a wide range of ages, experiences, education and exposure to technology.

The profile of our learners would be:

• Age – anywhere from 20 to 70 years old (all adults)
• Work Experience – anywhere from 1^st day on the job to 45 years of service
• Technology Exposure – anywhere from limited to advanced
• Adaptability to Technology - anywhere from very adaptable/very comfortable to very resistant with fear

So obviously it is beneficial to consider Knowles Adult Learning Principles.  In particular for this situation, we need to keep in mind that the adult learner brings their experiences (which could be limited) into the classroom to build upon, there is a degree of readiness to learn (readiness could vary with technology involved) that needs to be considered, and they are generally motivated to learn (motivation level could vary with technology involved (Pappas, 2013).  But even having that knowledge in our “back pocket”, how do we know how the learners will respond if we, for example, convert a paper-based course to a digital delivery?  Now we no longer provide a paper-based Participant Guide in the classroom for them to follow, but rather they will use a laptop or tablet to access the files and take notes.  Two key questions:

1. What is the learner’s comfort level with this new medium (fear, resistance)
2. How proficient is the learner in this new learning environment (are they able to keep up)? 

We can make very few assumptions.  We cannot assume that all of our learners will have laptops to bring to the classroom, because they don’t – some still have desktops.  We can’t assume they will have iPads – as very few employees have work iPads, so if they do have them available, they are probably personal iPads.  We can assume that they have basic computer skills with knowledge on how to use email and some of the Office Suite of products.  

Overall, when integrating technology, it’s important we ensure the technology is used as a tool to support knowledge construction.  If we are to integrate technology into our learning, such as a paperless classroom experience, several activities would need to take place to ensure a positive learning experience for all of our learners – here is a list of some of them:

• At the time of registration, we inform the potential registrants that the course is digital and what that means (no surprises)
• We create two participant guides to enable the learners can effectively prepare for the course – one for laptops and one for tablets (files need to be uploaded in advance of the class – mostly .pdf files)
• Communication is critical to set expectations – clear instructions regarding what they need to do as a learner and when
• A few laptops are purchased specifically for this course just in case a learner does not have one
• We provide clear instructions on how to mark up .pdf files
• We might create a Sharepoint site that houses all course materials – learners would access and save their files in their personal folder
• Prior to the session, we would hold a digital drop-in session – serves as an Orientation to the program for anyone who still has questions
• During the session (Day 1 only), we would provide tech support in the back of the classroom – with tech support available for other days

The difference in attitudes towards technology is a function of experience with the technology.  However, regardless of age or experience, research has shown that adult learners, when properly trained on how to use the technology are highly motivated learners that are capable of absorbing both the content and the technological skills necessary to succeed (Johnson, 2011).  Once adult learners have gained confidence in their ability to use the technology efficiently, they are far more likely to report positive attitudes towards using technology as a means of self-improvement (Johnson, 2011).

Two strategies that are used to help gain acceptance to new technology is: (Haymes, 2008)

1. The technology must be evident to the user as potentially useful in making life easier (or more enjoyable) – by delivering the course digitally, how does that help the user?
2. The technology must be easy to use to avoid feelings of inadequacy – this is important for the learner who has fear of the technology or a feeling of not competent.

Some learners will continue to push the technology envelope, but we have a responsibility to the rest to bring them along at a pace at which they are comfortable.  We have to make them aware of the benefits realized through the effective use of technology and we have to ensure the technology they are forced to use is relatively easy to manipulate (Haymes, 2008).

References:

Haymes, T. (2008). The three-E strategy for overcoming resistance to technological change. Educause Review.  Retrieved from http://er.educause.edu/articles/2008/11/the-threee-strategy-for-overcoming-resistance-to-technological-change

Johnson, M. (2011). Adult Learners and Technology:  How to deliver effective instruction and overcome barriers to learning.  Retrieved from

http://www.umsl.edu/~wilmarthp/modla-links-2011/Adult-Learners-And-Technology.pdf

Pappas, C. (2013). The adult learning theory – andragogy.  eLearning Industry.  Retrieved from http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles