2.1 Create an environment that engages digital literacy learners.
The ideal environment suits everyone. So is that possible? No but variety can help ensure that all learners are able to benefit and find the learning accessible. Accessibility and inclusivity as with other spheres of life must ensure no learner is discriminated against.
Some items to consider:
Horseshoe or cabaret layout
Group or individual activities
Noisy or Quiet Learning Environment
Hot or cold learning environment
Blended learning or elearning
Inside or outside classroom
Online or Offline Learning
Teacher led or guided discovery
It is important to realise that the digital world is constantly evolving and changing. reviewing and evolving the digital learning environment is a constant process. It is important to keep asking what learners want and keep assessing their digital capabilities as confidence in use grows.
2.2 Use strategies for promoting conduct that contribute to an engaging digital literacy learning environment.
- Having clear goals and learning outcomes helps to engage learners. They can work with confidence knowing what they will learn and what is expected of them.
- Making sure that learners have clear instructions and guidelines on how to access resources and having a high standard of resource that is clear and unambiguous will help keep learners motivated and on track.
- Having regular feedback driven by formative assessment will ensure learners are succeeding at their learning and allow for any supplementary learning as required.
2.3 Use techniques for managing inappropriate conduct in the digital literacy learning environment.
- Having clear learning guidelines, rules and expectations will help to limit inappropriate behaviour.
- Well planned and engaging learning will keep learners occupied during their learning episodes.
- A proficient and current environment that ensures that all digital devices, tools and platforms are in good working order will limit opportunities for inappropriate behaviour.
If inappropriate behaviour continues then establishing the cause and reasons why can help. I have had two examples in my teaching that come to mind. In both occasions external pressures were driving the inappropriate behaviour.
Learner a, a refuge, no access to the web outside of the classroom kept looking online for news of home during learning episodes. By negotiation I was able to get the learner to concentrate on learning when required. I enabled newspapers in his native script to be available online for reading in the break and at the end of the lesson when I was doing my post class admin.
Learner b, unemployed, no access to the web outside of the classroom kept looking at his emails and the job search website during learning episodes. I discovered that the learner would face actual penalties if he failed to answer emails or access the job search website. By negotiation I was able to get the learner to concentrate on learning when required. I arranged for the learner to join a local library and made sure he had the knowledge and skills needed to avoid getting penalties.