Post 2 - Being Critical of our Assumptions

Being Critical of our Assumptions (Small, 2022).

Online activity 3 - 261764_2022_DBLE_DISD: Response_SMALL (massey.ac.nz)

A key component of working within the education sector is having the ability to be not only aware of our assumptions, but critical of them - particularly where they impact our practice. For this artefact we looked at two core readings (Knox, 2019; Williamson et al., 2020) which each had a focus on digital technologies for learning, then responded to set questions to encourage us to challenge our own assumptions and practice. 

At the point in time of my reflection I had already been rather critical of certain elements of implementing digital technologies into training environments, mostly fueled by current and prior experiences in the workplace. As highlighted in the artefact, this was at a time where the pandemic was altering the way we utilized digital technologies in the workplace, and often this meant less time was spent ensuring that what was implemented was fit for purpose and addressed the initial need. As mentioned in Williamson (et al., 2020) the pandemic highlighted the need for workers and learners to remain connected - particularly in the learning environment - creating a much greater demand for online or computer-based learning solutions. This has, in part, led to a wider systemic shift from technologies being seen as an enhancement of or supplement to the learning, to now being the core element of the learning experience in many cases. 

At the time of creating this artefact, I was conducting a review into the current digital technologies utilized in training within a small group of my organisation. Of the findings, some of the most relevant were the unalignment of the learning solution (the digital technology) to the learning need. In one instance, a computer-based training package was created to ensure that personnel could remain upskilled on their trade and service skills despite being geographically dispersed in lockdown. This eventuated into a series of learning packages being created quickly on LinkedIn learning. The learning consisted of several informative videos that personnel would be required to view in order to maintain competence. The issue identified here was that the videos did not encourage the learners to apply their knowledge or engage in the learning experience, thereby becoming passive consumers of the learning material. While this may not have been the organisational intent, the learning technologies clearly were not effective or adequately addressing the perceived knowledge gap. Knox (2019) identifies the key to moving forward lies in educational enquiry and understanding of the human-technology relationship. I took this to mean that technology should enhance the achievement of the learning outcome for learners, rather than hinder it or create barriers to the achievement of it. Understanding how the two interrelate will help to make better decisions around how to implement technology effectively in the learning environment. In addition, Ng (2015) provides a long list of digital technologies that can be implemented for learning, including the affordances that each provides. While this wasn't something I had considered too much prior, understanding what affordances technologies can offer is a key aspect of selecting the right tool for the job.

References:

Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357–370. https://link.springer.com/article/10.1007/s42438-019-00045-y

Ng, W. (2015). Affordances of new digital technologies in education. New digital technology in education: Conceptualizing professional learning for educators (pp. 95–123). Springer.

Small, L. (2022). Being Critical of our Assumptions [digital visualization on the internet]. https://www.canva.com/design/DAFIU3FPfR0/KsU6RDxPaeSdgcO1krGa7w/edit?utm_content=DAFIU3FPfR0&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641