flexible learning in ACE

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Training literacy volunteers

This scenario illustrates how language and literacy providers across the state have found creative but eminently practical ways of integrating ICTs into language learning. This centre has found an innovative and enjoyable way of using the TAFE Virtual Campus as a tool in training volunteers in literacy support.

Who we are

Peninsula Adult Education and Learning
Southern Western Port ACFE

E:pael@satlink.com.au

Peninsula Adult Education and Literacy is in a dual purpose zoning for residential/commercial use, close to Rosebud shops and bus stop. Its facilities are limited (2½ bedroom house with converted garage) and one classroom has been dedicated to a small computer room.

Rosebud is a residential/commercial/light industry/ rural area in the Mornington Peninsula Shire south of Melbourne. It has a population of 10,000 people. Households have a lower than average income (50%). This is due in part to the 25% (higher than state average) of its population over the age of 65, e.g., retirees on fixed income and social security payments. Unemployment is also higher than state average.

The trainers customised an existing TAFEVC course by modifying modules and developed new modules that related specifically to assisting the development of reading and spelling strategies for adult learners.

We found many of the volunteer literacy tutor trainees had little recent exposure or access to computers, online literacy resources and software. The learner profile is generally people volunteering to develop clients’ literacy skills levels and wanting to contribute to improved quality of life for others in their community. Volunteer tutors are often semi retired or retired but may be younger. Most in this course for volunteers are female.

Part of the tutor training involves a show and tell session in the computer room looking at the learning possibilities of ICT and encouraging tutors to explore at their leisure. We introduced the modules during training so that volunteer tutors became familiar with using computers and available resources in a supported, non-threatening learning environment.

It served three purposes: firstly for developing tutor ICT skills; secondly, professional development/modelling, by seeing how to take their students through an unfamiliar learning situation in a calm empathetic manner; and thirdly, so they could identify with students the challenge in learning new skills without having to ‘get it right first time every time’.

• The biggest challenge is introducing change. While tutors may understand that literacy increasingly involves computer literacy, there is often resistance to learning with computers.
• Tutors must learn new ICT skills in terms of basic computer skills programs, software and online learning before they can show their students.
• Volunteer tutors often rely on teaching and learning styles that enabled them to gain literacy skills. Often these methods don’t take into account the learning styles of their students.
• ICT sustainability – keeping up to date with equipment, resources and learning developments and professional development.

It is necessary to provide continuous support and encouragement for volunteer tutors to use ICT as a component of delivery of lesson plans. It is also necessary to maintain PD for trainers.

Technically speaking: getting on to broadband has been the best move for speedy connections, less frustration with drop out lines, and download time.

As an organisation, Peninsula Adult Education & Literacy will continue to support ICT use in classroom and 1-1 training.

Trainers will continue to investigate and incorporate elearning where appropriate and within the range of available resources. Encourage 1-1 tutors to use the resources. Trainers will continue with professional development.