Monthly Archive for May, 2007

Tip 4: Become a filter of relevant content for your learners

Tip 3 was all about creating relevant and practical activities to learn through doing - and this is where the bulk of my preparation time is spent (well, the time that’s not assessing). But note that these are practical learning activities - not learning content. These days I hardly ever create learning content for my classes… but do spend lots of time filtering content for students.

If your teaching or learning area is anything like mine (Information Technology) you’ll have a myriad of excellent learning content being created for you as you sleep by working professionals and companies promoting their products. There is virtually no need for me to create content for our classes - there’s better material written by more qualified professionals being published daily out there on the web (see Do we need teachers of Web Design for examples and discussion).

That said, given the vastness of the internet, new learners won’t always have the skills to find, filter and process these excellent resources – let alone, find them in a sensible order to learn them - which is why I reckon it’s the teacher’s role to filter, evaluate and structure these materials for new learners. But to be able to do that, we teachers need to be keeping current ourselves, reading the latest professional articles or blog posts, evaluating new tutorials for relevance and quality, etc. Learning to find and filter information has always been useful for our own professional development, as well as for modelling our own learning to our students, but the point here is that being skilled at filtering relevant content for individuals has become even more essential with the proliferation of available content on the internet (both good and bad). One of our web students puts it like this (in a comment on Do we need teachers of web design):

There is so much out there and sometimes it’s all to much. Having a teacher, and being in a learning environment, where everyone is looking for the most helpful and affecting information is vital, for me anyway.

One of the best things about working on your filtering skills is that as your skills improve and you connect with more and more relevant professional blogs, you’ll find that without realising it you have yourself become absorbed in learning - rather than content creation!

Tip 3: Provide relevant and practical activities to learn through doing

Following on from Tip 2: Act on the needs of your learners, as a new teacher one of the most recurring needs that I’ve found is the need for relevant, practical and progressive activities that enable learners to learn through doing.

Relevant

Not in the sense that your activity meets the criteria of a training package (although that’s important too), but in the sense that your activity is immediately useful to the learner who is genuinely interested in the topic (”Hey, I could use this on the next site that I create!”). In an ideal world, official training packages would reflect the real-world skills that are relevant right now, but unfortunately that’s not always the case*. I can’t remember who said it, but if you have to explain to your participants why some activity is relevant, then your activity is probably not relevant enough!

Practical/hands-on

M learning how to use a wheelbarrowThis doesn’t need much explanation - just make sure the learner gets to learn the process by doing the process. The biggest danger is learner frustration so be ready to intervene if necessary (and only if necessary!) You might scaffold the activity through a variety of demonstrations, quizzes, games or other group-activities, etc., but remember that these other activities are only the scaffold to help learners do the process themselves.

Progressive

In the sense that learners can progress through activities, always building on the skills of the previous activity as they spiral outwards at a pace that suits their needs.

Some of the most successful activities that we’ve created to meet these needs are the CSS Challenges, Javascript Challenges, PHP Challenges and XML Chalenges. Each has around 10 challenges that aim to be immediately useful (creating a CSS layout, input validation with Javascript, responding to an HTML form with PHP), hands-on (they are based on participants doing the real activity), and progressive (learners can gauge their progress as they move through the activities, building on their skills). They’re not perfect, but the option is always there for students and facilitators alike to improve and contribute (with a full version history.)

* The most obvious example a national unit in need of update for our course is the “Create a simple markup language document” which insists that students format their text and colours using HTML (a technique that should have stopped around 6 years ago now). And this unit was updated late last year…