Reflective Blog on Topic 1 – Online Participation and Digital Literacies

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My Experience


I began teaching in 1998. In 1997. When the Ministry of Education (MOE) in Singapore, began introducing the Masterplans for ICT in Education, quite a number of educators were relatively new to information technology and were hence rather sceptical in utilising it to teach. They preferred the chalk and talk method of teaching that educators have been accustomed to for decades, rather than this new advanced technological way of teaching.


However, as MOE introduced the Masterplan in 4 phases, educators began to adapt to the new reality that Information and Communication Technologies (ICT) in education was here to stay. As such, educators themselves have to keep abreast of this change. From 2003 to 2008, MOE pushed forth an emphasis for schools to achieve the basic ICT standard in education and integrate ICT in their curriculum and assessment methods. From 2009 to 2014, the focus was on strengthening this integration of ICT in school curriculums and modes of assessments. As educators and students become more comfortable with the use of ICT in education, from 2015-2019, the focus was then on helping students acquire 21st Century Competencies that would help them stay relevant in our ever-changing world, while also shaping them into becoming good digital citizens. Currently, the Educational Technology Plan serves as a guide for the development of a technology enriched school environment for teaching and learning.


I am lucky to have gone through all the four phases of this masterplan. This has allowed me to gain experience on the ‘do’s’ and ‘don’ts’ of digital learning. I started out as an ordinary teacher struggling to implement online learning, to becoming an instructional designer, assistant director and senior associate for E-learning in a medical school. In my opinion, it takes time for online participation and digital literacies to take place.

 

There needs to be a good implementation plan and this could include:

  • Building of IT infrastructure
  • Training of educators to build their IT/Online learning competencies
  • Training of students to use the different Learning Management Systems (LMS)
  • Create a "buy-in" so that both educators and students are willing to participate actively in the online learning

 

The Scenario


Scenario: “I have just signed up to do an online course and I am excited to be there. But I have little experience of online courses and it feels really challenging to get started to connect and find my way with all these new sites and tools. I guess that other participants will be more experienced than me and I feel stupid asking about things. We are asked to create a Learning blog on the web; it feels a bit scary to do this. I do share things on Facebook with friends, but here, in the open? I want to keep my private life separate from my professional life. But on the other hand, my students seem to share and discuss all sorts of things in social media and use all kinds of tools and resources.”

 

Based on the scenario at first glance, I created a diagram on what to focus on, what to investigate, possible cause and possible solutions.

 


As the team discussed further on the scenario, we agreed that there are three factors that need to be addressed. This include activities to prepare before, or during the start of the online course; bridging the gap in ICT knowledge and mitigating privacy concerns on the internet.


From the scenario, it was stated that the subject has little experience in online courses and hence finds navigating through new sites and tools a challenge. Lukas and Yunus (2021) stated that teachers need to be both experienced and competent in technology. Ko and Rossen (2017) added that if teachers lack the necessary ICT skills, they will face problems in carrying out E-learning and will thus be unable to deliver their online teaching effectively.

 

Therefore, it is necessary for teachers to attend the necessary courses to upgrade their ICT skills before embarking on online learning. This knowledge could be further strengthened by peer learning with colleagues who had already started on online teaching. It would also be helpful if teachers and students were given a list of digital tools or courseware, as well as a step-by-step guide on how to use the tools prior to them starting the online course. There should also be a technical support person that they can refer to if they run into issues while using the applications.

 

It was also stated from the scenario that the subject is wary of privacy issues. Bo Cheng (2021) stated that a successful online learning environment encompasses a balance between respecting student’s privacy, while also motivating them to share their ideas openly.

 

Hence, privacy issues must be addressed before online learning is carried out. According to Bo Cheng (2021), for students, this can be done by informing them of the necessary privacy policies and privacy settings that can be optimised. For instructors, they can be trained in legal privacy issues and can be taught how to address social and psychological privacy issues.

 

Conclusion


As mentioned earlier from my personal experience, for a good online learning experience to take place, there needs to be a good implementation plan to create a “buy-in” so that both educators and students are willing to participate actively in online learning. As discussed in this blog, there are three methods to do this – firstly, there must be good IT infrastructure to create a “buy-in”. Secondly, instructors should be well-trained in the usage online learning tools. Thirdly, instructors must possess the ability to mitigate privacy concerns effectively.

 

References and Inspirational Materials


Alan Henry (2012) https://lifehacker.com/should-i-keep-my-personal-and-professional-identities-c-5898370 

 

Ball, D. (2011, May 24). Cookie law makes most UK websites illegal: what you need to know [Web blog post].

Retrieved from:

http://blog.silktide.com/2011/05/cookie-law-makes-most-uk-websites-illegal-what-you-need-to-know/

https://en.wikibooks.org/wiki/Perspectives_in_Digital_Culture/Web_as_Public_and_Private_Space#Social_Media

 

Danah,b (2012) 'Participating in the Always-On Lifestyle' in The Social Media Reader, London: New York University Press.

 

Chang, Bo. "Student privacy issues in online learning environments." Distance Education 42.1 (2021): 55-69.

 

Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. Athabasca University Press.

 

Gilly Salmon’s Five Stage Model: https://www.gillysalmon.com/five-stage-model.html

 

Patra, S. K., Sundaray, B. K., & Mahapatra, D. M. (2021). Are university teachers ready to use and adopt e-learning system? An empirical substantiation during COVID–19 pandemic. Quality Assurance in Education.

 

About study skills and habits: Academic Studies in Sweden - Effective Study Skills and Habits - Marina Bergman - Häftad (9789144124896) | Bokus


Singapore Ministry of Education Website:

Educational Technology Journey: https://www.moe.gov.sg/education-in-sg/educational-technology-journey

Edtech Plan: https://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan\

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