Emily Bryson ELT

Month: January 2021

What digital skills do learners need for online learning?

Last year, Lloyds Bank Consumer Digital Index found that 17% of the UK population did not have full basic digital skills, while 9% had no basic digital skills. This effectively means that at least 1 or 2 learners in every adult class needs support in order to participate successfully in an online learning programme. In reality, depending on the demographic of your learners, this could be much higher. You’ll see from my previous blog posts that this is the case with my learners.

So, what skills do students need in order to learn online? Scotland’s Adult Literacies Curriculum Framework advises that students should be supported to participate in online communications such as writing text messages, emails and social media posts, or using online chats and any other technology required for their educational programme.

The UK’s Essential Digital Skills Framework Foundation skills include:

  • using available controls in a device (e.g. touchscreen to use annotate function in video conferencing)
  • using assistive technology (e.g. translation or text-to-speech tools)
  • opening and accessing an application (e.g. web 2.0 tools such as padlet)
  • connecting to the internet
  • setting up an email account
  • communicating using email or messaging apps
  • sending photos via messaging apps or email
  • using and sharing word processing documents
  • using search engines

In my experience, learners also benefit from knowing how to use translation tools, use shift to change case, click to select, open new windows, copy links, save files and use the return key to start a new line and send messages in Zoom chats.

An all important basic digital skill.

Nicky Hockly highlights the importance of ‘new literacies’ such as texting literacy, mobile literacy, search literacy and hypertext literacy. When our learning programme first moved online, it became clear that hypertext literacy was crucial. Learners needed to be able to identify and select the relevant links in order to enter their Zoom lesson or access their asynchronous learning activities. Moreover, I have found it crucial to share links as hyperlinks, because students don’t always have the skills to copy and paste link addresses in order to access them.

This week I had the joy of discovering that the college had treated all our students to e-books! Hurrah! Happy days!

But then, the sinking feeling came.

The realisation that I had to get students to do three seemingly simple things: register, sign in and add their book to their library using a 12 digit code. When your learners have limited English and limited digital skills, you’ll know that this is anything but simple.

Passwords can be a barrier to learning.

Digital skills learners need in order to sign in:

1. Knowing their email address.

2. Typing their email address correctly.

3. Using ‘shift’ to input @.

4. Using caps lock/shift to enter a capital letter or symbol in a password.

5. Typing/spelling a password correctly (twice if they need to ‘confirm password’).

5. Knowing the difference between ‘Register’ and ‘Sign in’.

I can fully understand why this is difficult. Imagine having to access a website in Vietnamese, Arabic or Kurdish Sorani, then type your login details using an unfamiliar keyboard. I’d struggle too. In fact, every time I visit my friend in Spain and borrow her laptop, I have to ask her to show me how to input @. Likewise whenever I use an Apple computer.

Just as beginner learners need to learn classroom language such as ‘open your books’, ‘use a pen’ and ‘match’ or ‘circle’, online learners also need vocabulary and skills such as how to navigate their screen (e.g. top right, middle, bottom left), submit their work (e.g. take a photo, send an email), use a video conferencing tool (e.g. mute, turn on your video, click the pen icon, use the chat) and understand the difference between ‘register’ and ‘sign in’. Some learners also may need training on confirming a password or using ReCaptcha.

ReCaptcha is great to check you’re a human. But what if your students don’t know what a ‘truck’ is?

Essentially, in order to succeed online, learners need support to gain basic digital skills. This is a process which takes time, and patience on the part of the teacher and the learner. I’ve found that drip-feeding digital skills into my online lessons really helps; introduce one skill, allow time for them to master it, then move on to the next. That, and always being prepared to take ten steps back to start at the very beginning.

What skills have your learners needed to participate online? How do you support them to acquire them? Leave your comments here, or tweet me.

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Simple drawings to support life skills.

Working visually is a great way to promote life skills, and drawings don’t need to be masterpieces – their purpose is simply to convey a message.

One fun activity is to create a five-year plan with students. Making plans for the future is a common tool for professionals wishing to enhance their careers, and clarify their goals and plans. In fact, there’s some evidence to suggest that you’re more likely to succeed if you set goals. 

To support learners in this way, ask them to draw a simple road map or steps (see illustrations) in their notebooks, then add visual representations of their current situation and end goals at the beginning and end points. 

Using simple graphics with students is a great way to enhance their creativity and self-expression.  The icons don’t need to be works of art, but simply to communicate visually. When I’m stuck for ideas of how to draw something, I find that looking at images of ‘icons’ online can aid inspiration.

Once students have each drawn their road map or stairs and added their start and end points, they can then discuss how to achieve their goals in pairs or small groups. This can be done in a chatroom or breakout room online. Then ask them to add stages for working towards their goal on their map (attend university, take a course, etc.). Some students may need more than five years to achieve their goal ( e.g. if they want to study medicine or architecture). Allow these students to add additional years.

Display each student’s road map around the room, or ask them to share it using a collaborative tool such as padlet or whatsapp. Ask students to comment on each others’ plans. Encourage them to focus on how realistic each goal and stage is within the time frame, and to give motivational feedback and suggestions on other ways it may be achieved. This is a great way for them to practice giving and receiving constructive feedback.

While the aim of this activity may be to identify goals and current abilities, it also allows students to practise numerous life skills, such as communication, organisation, self-awareness, planning, giving and receiving feedback and making suggestions.

It’s a great way to review mixed tenses and different ways of expressing future. (E.g. Right now I’m a delivery driver but in the future, I want to own my own business. OR I’m planning to go to university next year.). It’s also perfect for feedback expressions, such as giving advice or making suggestions (e.g. You could also do an evening class. OR You should speak to my brother, he did something similar.).

If you liked this activity and would like more ideas for how to incorporate life skills into your curriculum, you will love my book. I wrote 50 Ways to Teach Life Skills as I realised just how important it was to incorporate life skills into any comprehensive curriculum.  It is a collection of practical tips and activities to enhance students’ social, academic, critical thinking, digital, and work skills to help students become their best selves.

This guide is simple, supports all levels of learners, and many of the activities require little or no preparation or special materials. Each activity assists students to improve their speaking, reading, writing, listening, grammar, vocabulary, or pronunciation skills while also practising their broader skills for life. It is available in print and digital from Wayzgoose Press.

Loved this? Want to learn more Graphic Facilitation techniques for your classroom? Join my Online Course! Follow this link to find out more: www.emilybrysonelt.com/all-courses/