Pre-Lesson:
From Challenges
to Opportunities
Turning Challenges into Opportunities...
There's often the option of transforming the challenges we often run into at the front-lines of our practice into learning moments for our adult learners and for ourselves as practitioners!
Take a Moment to Reflect:
If you are aware of common challenges and frequent bottlenecks, how can you turn these into opportunities?
1. Technology Bottlenecks / Digital Dilemmas
CONSIDER how much time both learners and adult educators spend dealing with technological issues and digital glitches.
AND NOW
REFLECT on how you can make things easier for your LBS learners and yourself when common digital dilemmas arise before the lesson. What can you do to normalize some of the digital issues?
CHALLENGES
Wi-Fi connection woes
Forgotten / lost passwords
Compatibility issues—old devices and software
Variety of devices used by adult learners (Smartphones, Chromebooks, iPads, lab computers) require different direction from practitioners
Version updates at inopportune moments
OPPORTUNITIES
It helps to keep track of frequent digital challenges that arise. Acknowledge that although frustrating for learners and practitioners, it's a chance for some deep learning around problem solving strategies.
Some Tips / Suggestions:
Develop a shared list with your learners of typical steps taken to ensure their devices are working for class.
Build a list of problem-solving moments. Make it a shared document where learners can share their tech wins or their tech tips.
Explore YouTube together as a resource for assisting with some technological queries.
For more insights, tips and suggestions click on the purple button below.
Below are some additional simple and handy resources to help mediate some digital dilemmas...
Check out:
2. Program Variability and New Learning Experiences
CONSIDER how (un)comfortable learners are when entering a new learning environment or trying out a new mode of learning (e.g. synchronous remote learning).
ADD TO THIS the fact that, post-pandemic, many programs have introduced new program delivery models and practitioners are facilitating in new formats and on new platforms. Whether they're face to face with learners, fully online, or in a hybrid delivery model, teaching with technology for learning has changed.
AND NOW
REFLECT on how you can make things easier for your LBS learner(s) as they tackle new learning environments and modes.
CHALLENGES
Practitioners across programs are teaching and facilitating in new and varied delivery formats (fully online, hybrid, face-to-face)
Continuous intake is a reality that means new adult learners will need to be introduced to content and technology in a manner that can catch them up to others
Learners are having to work with new digital platforms and tools which can be intimidating
Online collaboration may be a daunting experience any may not be as easy to make engaging when it's remote learning
Self-consciousness and fear around a new learning setting is common
New routines that incorporate technology may take some time to make users feel comfortable
OPPORTUNITIES
No matter the mode of delivery, it benefits LBS learners when you create a welcoming space / routine to foster confidence and build a learning community where learning is meaningful and strengths are brought to the fore.
Some Tips / Suggestions:
Normalize any nervousness as being part of new experiences and learning in general.
Take time to welcome new learners in the new context in a manner that does not put the new learner on the spot. Find ways to make the newcomer feel welcome even within an online format.
Create moments to build community online. e.g. share pet photos on a slide during a bio-break
Review some digital basics regularly, as all learners can benefit from repetition
Shine the spotlight on other learners who have built up confidence and would be willing to share how they adjusted to the format or how they use the digital tool
Do not pressure new LBS learners to use a new tool on their own.
For more insights, tips and suggestions click on the purple button.
3. Learner Variability and Readiness
CONSIDER how knowing more about who your adult learners are can help you discover effective and meaningful ways to plan for the diversity of multi-level learners, variability in learner profiles and comfort levels with technology.
AND NOW
REFLECT on how to make any pre-lesson activities or tasks manageable and helpful for your learners, so that they look forward to times when they complete a few preparatory pieces prior to class as they practise their digital skills at the same time.
CHALLENGES
LBS learners come to class with different educational backgrounds, varying levels of literacy and abilities, and some real fears around working with digital devices if they haven't had many opportunities to do so. This requires an LBS practitioner to be observant about how ready a learner is to tackle activities/tasks, and to be prepared to alter the lesson in real time to meet the challenges around readiness.
The reality of many learners in LBS programs is that they are attending synchronous online classes because that is what is most convenient for their personal circumstances (i.e. mothers at home with small children, learners who work).
The pressures of adult obligations may also have learners arrive late to the physical or remote class session or feel unprepared for class.
OPPORTUNITIES
Anticipate the differences in your learners as you create pre-lesson asynchronous activities that are easy to navigate for learners working on the activity outside of class, or just before it begins.
Attempt to incorporate something that does not overwhelm and is meaningful to this stage in the learning process.
Some Tips / Suggestions:
Low-level learners require more repetition and step-by-step instructions as to how to go about completing a form or pre-class activity. A helpful before class how-to video by their LBS instructor/tutor may help those who do not know where to begin.
Offering learners choices in their pre-lesson preparation might reduce frustration and strengthen agency. e.g. 'You can watch this video about topic x, ask friends and family about topic x, or create a photo collage about topic x." Choice can help build confidence in adult learners who are fearful of some tasks.
Assign learning buddies and latecomers may ask their buddies instead of interrupting the instructor
Give students and easy template or graphic organizer to fill out. Here's an example of a learner identity bubble chart that one PAL working group member uses and modifies from the Control Alt Achieve site by Erik Curts. Learners can fill out graphic organizers/charts prior to a class discussion.
For more insights, tips and suggestions click on the purple button below.
Below are some ways PAL working group members used to gather information about their learners comfort with technology prior to class.
Check out:
A sample of a Technical Skills Survey
[make a copy and use with your learners if appropriate].
IN ADDITION TO THE ABOVE PRE-LESSON ISSUES, YOU MAY WISH TO USE THE TIME JUST BEFORE THE FORMAL CLASS BEGINS TO TAKE THE PULSE OF YOUR LEARNERS...
