Digital Learning

Digital Learning
The Learning Challenge – Narative
Due to the current pandemic – Covid 19- several educational activities were carried out digitally. This represents for many students a new learning environment where students find themselves without appropriate skills and technological means. Especially when it comes to adult learners, they are often lacking in basic and digital skills. Thus facing a learning path becomes a big obstacle for them and the risk of dropping out is really high. Educators/teachers and students find themselves having to find creative solutions based on the ability to manage themselves, to be able to question themselves, to be able to put themselves on the line despite difficulties and/or to overcome the lack of digital skills.

Solving the Problem: Activities for Learning Groups

Activity 1

Title of activity

Branching scenarios

Working on the activity – Suggestions

Branching scenarios give online learners the ability to apply their knowledge in realistic situations. For example, instead of reading about helping a customer, your employees can interact with a variety of virtual customer personas. This exposes them to common challenges they’ll encounter in the real world so that they can gain practical experience. It’s also an ideal eLearning activity for asynchronous or self-paced eLearning courses, as group participation is not necessary. When creating your branching scenarios, use realistic images, sounds, and settings to increase online learner immersion. In addition, give each of the eLearning characters unique personal traits to make the eLearning experience more dynamic.
Activity 2

Title of activity

Real world mysteries

Working on the activity – Suggestions

Give online learners the opportunity to become amateur sleuths by incorporating real-world mysteries. This involves relevant case studies, stories, and examples that tie into the subject matter. Omit the ending of the story and let them draw their own conclusions. Better still, divide them into groups and allow them to discuss possible solutions with their peers. After they’ve explored all possible outcomes, reveal the ending of the story and ask them to compare or contrast it with their response.
Activity 3

Title of activity

Turn the tables

Working on the activity – Suggestions

Assign each online learner a topic and then ask them to create eLearning materials to share with their peers. You can also divide them into groups to turn this eLearning activity into a collaborative endeavor. Give them some guidelines so they know what’s expected of them, how the eLearning project will be graded, and which tools they can use. Turning the tables gives them the chance to learn by doing. Instead of just reading the eLearning content, they must fully understand the concepts so that they can create their own.

Solving the Problem: Self-reflection (educator’s reflection)

Reflecting on the Problem Sloving measures taken to overcome the challenge
Why implement active participatory working methods? There are several answers but one of the main advantages is to make the students active, in a playful way, updating the difficulties they might encounter the most or enabling them to overcome them in a protected environment. Fundamental then is to find a moment of confrontation with the students who, through stimulating questions, facilitate the reflection on what they have learned about themselves (i.e. what skills they have developed), what difficulties they have overcome and how, through the experience made.
Reflecting on the changes in the group dynamics
Reflection in groups on the activities carried out in digitial can be carried out, as long as it concerns general aspects. E.g. you can try asking students what they have focused their attention on the most and least, if they have encountered difficulties and how they have overcome them, if they have felt comfortable. Reflection can be done both orally and in writing, using a google form.
Reflecting on personal change
On a personal level it is preferable to organise reflection activities. E.g, Reconsidering: have learners state their views about their approach to the digital tools at the beginning of the semester and then again at the end to examine changes or growth.

Points for Discussion with your Organisation

Some points of reflection within organizations are:
1) training of educators to be able to digitally animate activities
2) verify that all participants have a fast enough connection and minimal tools to be able to work digitally
3) use non-formal education techniques to create relationships with students, considering that there is a lack of physicality.

Suggested Training Course available online