My Daily Diar

Today I saw something very interesting

Interesting video I saw on youtube

So which web 2.0 technology then?

I have to thank Fionna and her very informative blog about Web 2.0 and how this technology can be harnessed for adult literacy and numeracy instruction.


Here's another video clip showing the evolution of the web:

Embracing the radical philosophy of teaching, Kanuka (2008) mentioned that the "role of the teacher is to raise student's consciousness of the social and political contradictions in their culture" (Kanuka, 2008, p.109). Learning, then, involves having an in-depth understanding of the student's oppression achieved through critical thinking (Kanuka, 2008). The ultimate goal is for the students to be empowered to bring about change in their lives.


Using the different web 2.0 tools can provide the needed 'enlightenment' of the students. The following illustration shows how multiple use of web 2.0 tools can be used in the critical thinking process.

Learning how to use the different web2.0 tools itself can be an opportunity to enhance the literacy and numeracy skills of the learners. Collaborative learning can be achieved by creating a wiki space or common blog dedicated to a specific topic that the learners have decided to explore.


For example, if my intended learners are newly arrived migrants, a collaborative project could be about creating a 'practical settlement portal' (similar to that of a settlement guide) wherein newly arrived migrants can access (and add) information pertaining to settling in a certain suburb.  


An excellent web 2.0 tool for this intention is through blogging.


In the next entries or so, and in the next assignment, I am going to research more about this tool and how it can be harnessed for adult literacy and numeracy education.

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Kanuka, H. (2008).Understanding e-learning technologies-in-practice through philosophies-in-practice.  In Anderson, T. (Ed) (2008).The Theory and Practice of Online Learning (2nd ed.) (pp 99-121). Edmonton: AUPress.

Becoming a "digital teacher" in Aotearoa

The "digital teacher"

Being a "digital teacher" is quite a challenge! It is more challenging when it involves learners who are considered  disadvantaged in society. 

In my previous blog, I discussed the pros and cons of e-learning on the perspective of the students. All of the literature I quoted in the blog are experiences of online learners overseas. In this specific blog entry, I'd like to delve more into the barriers encountered by migrants, refugees and Pacific  e-learners.

By  having a clear understanding on the issues encountered by these learners, as a future "digital teacher", it would provide me a clearer insight on how web 2.0 technology (if any) could be used to remove or minimise the issues encountered by these learners.

Pacific e-Learners
In a  research  commissioned by the Institutes of Technology and Polytechnics of New Zealand, it identified several advantages of using e-learning among the Pacific people in tertiary education (as lecturers/tutors and students) (Koloto, Katoanga & Tatila, 2006):

• Effective communication tool as e-learning provides a platform where students and teachers can communicate fast and quite efficiently (e.g. through email, videoconferencing, etc), on their own time and place
• Easy access to information as online learning allows the students to extensively use technology in accessing databases and other online learning tools
• Easy access to course materials and information
• Promotes savings as it cuts down transport cost and time 

The research also highlighted some critical factors on the success of Pacific student's e-learning and they are the following (Koloto, Katoanga & Tatila, 2006):

• Access to computers and the internet, and understanding the technology remain the highest concern for Pacific learners. This barrier is quite understandable as the technology needed to participate in online learning is expensive. Aside from the hardware and software needs, there is also the data usage. However, the availability of computers connected to the internet in community libraries somehow can address this issue. But then the learner has to work around the library schedule and they are only allowed a certain period of time to use a computer to give way to other library patrons.

          Knowing how to use the computer and use the various software involved in online learning (e.g. web              

          browsers, opening email accounts, etc) is a given if the learner is to be engaged successfully in online 

          learning. Navigating around the internet, using the databases, even the online university library could 

          also be daunting and it takes a lot of skill to use the different systems effectively.

         However, Fletcher, Nicholas, & Davis (2010) also made a valid point that not knowing on using 

         e-learning technologies can be an excuse for 'second chance' learners to be engaged in literacy (and 

         numeracy) learning. "For many adults, the opportunity to undertake study that is associated with 

         e-learning can provide the opportunity to overcome their 'shame' of repeated underachievement in

         literacy, because they can refer to their classes or study as computer or ICT learning" (Davis, Fletcher, 

         & Absalom, 2010 as cited by Fletcher, Nicholas, & Davis, 2010, p.17).

• Support from tutor and peers is also seen as a critical factor. The students have to be motivated to study and seek further assistance in relation to assignment or any technical issues. A good relationship, coupled with good communication between the student and the tutor also provide motivation to the student to strive hard.

          Working, learning together  and receiving support from peers also contributes to the successful

          engagement of Pacifica e-learners. However, the support provided by teachers and fellow learners 

          should not only be limited through online interaction but a combination of virtual and actual 

          interactions. It is also highlighted that some students are more comfortable discussing some concerns

          face to face rather than online, especially on matters that maybe more difficult to elaborate online.

• Having a good command of English communication is also seen as a critical factor as the main language of instruction used in New Zealand online learning is English. This specifically holds true to Pacific learners who came to New Zealand as a young adult and may not have had the right training and skill in mastering the English language.

Reflection as a "digital teacher" in adult literacy and numeracy for Pacific, refugees and migrants
I have a fear that insisting on using online learning to teach adult literacy and numeracy may raise more problems than solution. For example, there are basic skills and equipment needed by the e-learner prior to participating in online learning endeavors.

Basic understanding about computing technology and the ability to manipulate the computer and all other devices needed in online learning is a must. There is also the need to have an understanding and the ability to use online technologies or online web tools that goes hand in hand with online learning.

The learner must have access to a decent computer (whether it's a desktop or laptop) that is connected  to the internet to begin with. Some institutions are providing free computers to new students (conditions apply, of course). There are organisations that gives free or affordable computers and software as well like Techsoup New Zealand , although donation is limited to non-profit organisations only.

If the learners have laptop instead, then the learner can access the internet in community libraries. However, there is a data limit of 100MB per day so viewing video clips for a long period may not be possible.

Somehow, the use of online learning and teaching adult literacy and numeracy demarcates those learners "who have" and "who have not". Surely, if a learner cannot afford to have their own devices and be able to access the internet in their homes, then they are in a disadvantaged compared to their counterparts who can.

Then there's the issue of having the basic skills needed to participate in online teaching. Definitely those participants who do not use computers and access the internet in a regular basis are the ones who have low computing and internet skills.

So with this kind of target participants in mind, as a future "digital teacher", it is really a challenge because there are few issues that has to be addressed first before the target participants can be engaged in online learning. I will not start at the bottom of the stairs. I will start from the basement.

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[Untitled image]. (n.d). Retrieved April 28, 2012, from http://www.flickr.com/photos/langwitches/3458534773/sizes/o/

Fletcher, J., Nicholas, K., & Davis, N. (2010). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17-19.

Koloto, A., Katoanga, A., & Tatila, L. (2006). Critical Success Factors for Effective Use of e-learning by Pacific Learners. Retrieved from http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/TertiaryEducation/KolotoCriticalSuccessFactors.pdf 

Online learning experiences of students

I thought of starting this blog by showing this clip from youtube entitled "Education: The times are a changing"

The clip fairly showed a general history on how technology has been used in education. Slowly the pen, paper, chalkboard, flipchart and all the 1st generation educational technology has been replaced by computers, smartboards, laptops, smartphones, ipads and the likes. So whether we like it or not, the use of technology in education (e-learning) is inevitable.

However, despite the inevitability of technology usage, I also do have concern about the readiness of learners in using these technologies in their learnings. Specifically, I feel it is important to have an in-depth understanding on how learners feel about e-learning, whether the advantages of e-learning outweighs the disadvantages.

Serhan (2010) identified the following as the positives of e-learning:

• convenience of work and study - the learners are able to keep their job while studying at the same time
• flexibility of time and space - the learners learn at their own time and anywhere they want
• learning convenience - the learners can learn at their own pace and that they can readily access information or other resources easily

The advantages listed clearly reflected Knowle's theory of Andragogy wherein adults are self-directed in terms of their learning and that they are responsible of their actions. I bet most of the students taking this paper would tick all the above reasons why they opted to take this on-line course (at least to me anyway).

The following video clip discusses further Knowles' theory:

Knightly (2007) study also reflects the same result as that of Serhan. She had specific interest on having an understanding whether online learning has potentials to "overcome barriers to participating in education by socially disadvantaged adults" (Knightly, 2007, p.264).  She recognises that social class and race are factors that affect the participation of adults in education. In fact, somehow when the participants of the research (most of them are novice in online learning as well) felt less isolated as the online activities enabled them to feel more "included and involved". Some participants also claimed that "their positive experiences of learning had undone previous negative experiences of education," (Knightly, 2007, p.282).

Another advantage of e-learning is that it is more affordable compared to when taking a course. In the US, for example, Altland (2010) claims that a masters student can save up to USD12,000 when studying online. 

Zembylas (2008) discusses some positive emotions that online learning brings to learner, which include "pride/contentment for fulfilling the course requirements; surprise and excitement for the emotional nature of online communication" (Zembylas, 2008, p.78), which otherwise may not be possible due to many barriers.

But there is always two sides of the coin. 

Serhan's (2010)  study listed the following downside of e-learning on the perspective of the students:

• lack of immediate feedback
• lack of live interaction
• self-learning which puts an extra responsibility of learning in one's own
• amount of material covered
• technical problems

Zembylas (2008) mentions some negative emotions  brought about by online learning, which include:

• fear/anxiety for the unknown methodology of online learning
• feeling of alienation and disconnectedness, especially during the early part of the course
• stress/guilt for the inability to balance multiple roles and responsibilities

The way I see it, the strength of online learning is also its weaknesses. The "online classroom", in some cases (and to some learners) cannot create the real face-to-face interaction between learners and teachers. 

I also take particular interest on the "negative emotions" that online learning brings as the target learners I am thinking of are migrants and refugees. Most of these learners may not have had formal education at all, particularly the former refugees. I fear that using e-learning may add more "negative emotions" to the already "frustrated" learners (who may at the same time facing language and cultural barriers in learning).

Nevertheless, other forms of web tools can minimise the negative impact of online learning. For example, the use of "live chatboards" would provide "immediate feedback" as the live chat is real time. But then again, the learners has to be online at the same time as the others so the exchange of ideas and immediate feedback could take place. 

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Altland, J. (December 2010). Benefits of online learning. FEW's News. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.proquest.com/docview/865286643?accountid=8440

Knightly, W. (2007). Adult learners online: student's experiences of learning online. Australian Journal of Adult Learning, 47(2), 264-288.

Janetfinlay. (2010, May 17). Andragogy (Adult Learning). [Video file]. Retrived from http://www.youtube.com/watch?v=vLoPiHUZbEw

Meade123. (2009, September 30). Education: The times are a changing [Video file]. Retrieved from http://www.youtube.com/watch?v=wuyrP_HhWEg&feature=related

Serhan, D. (2010). Online learning: through their eyes. International Journal of Instructional Media, 37(1), 19-23.

Zembylas, M. (2008). Adult learner's emotions in online learning. Distance Education, 29(1), 71-87.

Blog 1: To use or not to use technology for learning and teaching adult literacy and numeracy: THAT is the question.

I have always been fascinated with technology. I remember way  back in the late 80s when I had my first experience operating a computer - it was ecstatic. I was excited and afraid at the same time. I was excited because I felt privileged to use this device for whatever purpose it served. But I also felt afraid because I may face difficulties manipulating/using this device and may end up not using it at all.

That was two decades ago and yet, I still have the same mixed feelings of "excitement" and being "fearful" of trying new things that involves technology - whether it's a hardware or software.

So when this paper "Online Teaching and Learning" explores the possibility (and encouragement) of using digital technologies in adult literacy and numeracy education, I told myself - "do we really have to?"

Reflecting on my initial reaction, I believe I was more afraid on "treading on  new grounds" that I am not familiar with. From primary to tertiary education, I learned though the traditional class-room type of instructions where the teachers are considered the main authority of learning. Kanuka (2008) classifies this philosophy of education as the Liberal/Perennial type. I suppose when one has been exposed to this kind of teaching and learning for around 15 years, somehow it is difficult to try learning through different philosophies of teaching.  So the educational technologies employed in my primary and secondary schooling were the ones considered as 1st generation educational technologies - all educational technology used were paper based (e.g. flipcharts, chalkboard, etc). In the university level, our teachers started using the 2nd generation technologies (e.g. overhead projectors, LCD projectors, slideshows, etc).

And yet  here I am contemplating whether using digital technology in adult literacy and numeracy  is really enhances students' learning outcome. As future adult literacy tutor, I also need to understand whether it is absolutely worthwhile to invest time and effort learning to use digital technology in adult literacy and numeracy. 

Kanuka's (2008) statement where she challenges the reader  of her article to "become aware of our philosophical orientations is important ... as it is only when we can systematically identify what we value in education, that we can justify the choices we make with e-learning technologies." (Kanuka, 2008, p.111), enabled me to reflect on my own philosophy of education.

I share the philosophy of the radical perspective. I view education as a way to "liberate" people from "oppressions" and to "empower" through acquisition of knowledge and information to help them bring about changes in themselves and in society that they live.  

But firstly, I'd like to compare "traditional Learning" vis-a-vis "e-Learning".  In this blog, I opt to adopt the definition of Ministry of Education of e-Learning, which is defined as "learning that is enabled or supported with the use of information and communication technologies" (Ministry of Education, n.d.)   

I found this article by David Rashty online comparing Traditional Learning vs e-Learning. The tabled summary generally states some points of difference. e-Learning is more favourable for radical perspective compared to traditional learning.

The use of technology for learning and teaching adult literacy and numeracy has great potentials in improving the basic skills of adults who needs further assistance in improving their literacy level (Fletcher, Nicholas and Davis, 2010). However, I also feel it is important to thoroughly  understand who are the intended learners as not all learners have the same literacy level nor the same cultural background and circumstances.

I have a special interest targeting literacy issues of migrants and refugees. I would like to explore what are the issues or barriers of this particular group that may  hinder them to successfully participate in meaningful e-learning. Once I elaborated on the issues, I would like to delve more on what web 2.0 technology can be employed that would best suit the intended learners.

To answer the title of this posting, YES, I think it is worthwhile to investigate and use technology for learning and teaching adult literacy and numeracy.

And that is my final answer.

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Kanuka, H. (2008).Understanding e-learning technologies-in-practice through philosophies-in-practice.  In Anderson, T. (Ed) (2008).The Theory and Practice of Online Learning (2nd ed.) (pp 99-121). Edmonton: AUPress.

Ministry of Education (n.d.) What is e-Learning?. Retrieved April 25, 2012, from http://www.minedu.govt.nz/NZEducation/EducationPolicies/TertiaryEducation/ELearning/WhatIsELearning.aspx

Rashty, D (n.d.). Traditional Learning vs eLearning. Retrieved April 25, 2012, from  http://www.researchtrail.com/articles/Traditional_Learning_vs_eLearning.pdf

Fletcher, J., Nicholas, K., & Davis, N. (2010) Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17-29

A BLOG called "Teachers' Instructional Practices & Strategies: Supporting Adult Learners' Success"

Yesterday while I  researching for a blog entry, I came upon this blog,  EFFTIPS, that has some information about the topic I am trying to write about. I decided to subscribe this blog as I thought it would be helpful to me as a novice in e-learning.

The first email feed I received in this blog was a blog entry welcoming new visitors and subscribers from New Zealand. Well, I assumed that was me and in no time I was busy replying and posting my comment. I expressed my heartfelt thanks for acknowledging me and I did a bit of explaining how I stumbled upon their site. I also mentioned about this paper, AUT and the Masters in Adult Literacy and Numeracy.

Again, within a few minutes, Duren, the EFF Online Technical Support person, replied back and requesting us to be blog participants! This blog site is in its pilot stage and I see this as an opportunity for all of us to actually do a 'hands-on' online collaboration activity.

That would be awesome! What do you think everyone?

Honey Bee

Hello, eWorld!

About three or so years ago, I've been receiving a lot of emails from friends inviting me to "facebook". I do not have any idea what facebook is all about and I do not have enough motivation to try it as well. However, these emails became like 'pests' in my email in my inbox and no matter how many times I delete those facebook invitations, it seems that they are not going anyway soon. So I decided to confront facebook and tell "it" to stop bothering me.


To cut the story short, I ended up signing up so I would know what this facebook is (and why are my friends keep on inviting me to join this network). It took me a while to fully understand the purpose of facebook and I could not believe the enormous empire that was built through this social network site.


Well, I equate this new blogging experience for me to that of my experience with facebook. I am not really a writer person - I am more of a reader. I also don't think I have the ability to become a decent blogger. Sure, everyone can become a blogger, you say. Well I just hope you are right :)


My name is Honey and this is my first blogging attempt. 


I'm currently working as the Project/Funding Coordinator of a community group called  Migrant Action Trust, a grass-roots based organisation assisting migrants and refugees successfully settle in New Zealand. 


I do love tinkering around the internet but I never really thought of harnessing the power of the Net to gain formal learning. I am quite excited (and afraid at the same time) to know more about on-line learning since the way I see it, it is the only way to go. Who knows maybe in the near future, physically attending "real schools" may only be a thing of the past.