Documentation:Developing Social Space/Learner-centred Focus

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Putting Learners at the Centre

As Selwyn (2009) & Bullen et al. (2011) argue, it is not clear whether there are significant differences between generations when it comes to digital literacy. As such, or until the research is more conclusive, when it comes to studying in an online environment, it is important that course developers and instructors not assume that particular groups of students do or do not have specific skills or access to specific technologies, especially when it comes to deploying Web 2.0 tools. As can be seen in the ECAR (2009) study of undergraduates, for the majority of students, what they value most is access to instructors and a moderate use of technology, even if they are comfortable with the newest tools and devices.

Putting learners at the centre of the learning process means that they need to be given choices with regards to their learning path and that means their existing knowledge schemata and abilities need to be leveraged according to the course requirements without imposing undue technological requirements. It also means that there must be sufficient institutional support capacity, in either official or unofficial channels, to ensure effective adoption of a particular technology. This is especially true when it comes to deploying Web 2.0 tools. Consequently, in order to be able to be able to utilize specific tools to develop the online social space, instructors need to obtain a clear understanding of the technological skills and limitations students may have and provide opportunities for support accordingly.

That said, perhaps the primary affordance of using Web 2.0 tools to develop social space within a course is that the ensuing conversation that develops will help to provide the learner with the variety and flexibility needed to keep them at the centre of the learning process. This in turn will help to ensure that the course also remains learning-centred overall through the use of clear and responsive communication, a focus on active learning, and timely instructor feedback.

Circle question.pngReflection

  • In your course, how much control do students have over their learning pathway?
  • What other opportunities for furthering student-student and student-instructor conversation exist within your course?
  • What level of support does your institution or department offer for the use of Web 2.0 tools?
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