1.8.1 The digitised learning resource
Since the digital technology referred to in the thesis is a digital learning resource (DLR), the author believes it is necessary to provide a brief explanation of the concept of digitised learning resources. Digital technologies are omnipresent in our everyday lives and we cannot ignore the possibilities that they offer to schools compared to traditional learning resources (Fallon, 2016). Notably, the term
‘learning resources’ has been chosen intentionally to indicate the difference between the artefacts and the traditional textbooks. According to Alexander et al.
(2006), a DLR is both an artefact and a semiotic tool with a bigger potential than traditional textbooks. This learning resource can actually engage, inspire and excite learners of diverse ages, abilities and needs (Becta, 2008). The DLRs differ largely from the traditional textbooks in myriad ways. One of the main differences is that the digitised learning resources consist of features that can promote both visual and auditory communication, often referred to as multimodal (Alexandersson et al., 2002). Moreover, the DLRs can incorporate visual representations in digital format such as still pictures, digital photographs, short videos or rich animated demonstrations. Indeed, these digitised learning resources can also be constructed as simulations, which can be a representation of the concepts in a topic. Figure 1.4 shows an example of a DLR that explains
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the stages of water cycle. It includes animations that display the different processes involved in water cycle.
Figure 1.4: An example of a DLR on water cycle
‘In education, a digital resource is anything which can be stored in a digital format and adopted or adapted for use in learning’ (Becta, 2008). The digitised learning resources should, in most situations, support inclusive practices in their design (Becta 2007). This can be made possible by allowing flexibility and adapting the resources to address the preferences and needs of different learners to attain the learning objectives (Becta 2007).
However, the big digital technology debate still focuses on the question: ‘Is digital technology making fundamental changes to teaching and learning, transforming it in ways which were unimaginable before the advent of the internet?’ (Thomas
& Morris, 2017, p. 1). Thomas and Morris (2017) argued that with the widespread advent of the internet, learners are now able to better learn through their interactions with the learning contents provided by their teachers, peers and organisations. They added that this fundamental shift in education allows greater accessibility to learners, especially to those who previously found it difficult to enter formal education. Moreover, Thomas and Morris (2017) also advanced that there are three main things that digital technology actually contributes for the change to happen: firstly, flexibility of learning; secondly, change in the way
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learners gain knowledge, skills and competencies through the aid of technology;
and thirdly fundamental change of interactions of learners with peers and educators. They pointed out that ‘digital technology is enabling teachers to create more interactive, engaging, and flexible learning materials’ (Thomas & Morris, 2017, p. 2). Further, they argued that the drivers for change in education were mainly socio-economic alterations in job markets, the currency of a degree and the required skills people need. They put forward that we need to understand what drives the use of technology, otherwise we will put effort into areas that are not going to gain traction.
Very often, we believe that digital technology is the ‘magical pixie dust’ that solves all the problems. In fact, the real change lies in the enablers who will need to demonstrate the ability to create the digital material, and include the right instructional designs into the course design and development’ (Thomas & Morris, 2017, p. 2). This study helped in providing a deep understanding of the process of learning using the digitised learning resources in a developed country.
1.8.2 Learners’ learning
The conceptualisation of learning under the umbrella of ICT-enabled learning environment is experiencing major paradigm shifts (Majumdar, 2015, p. 2).
Learning using ICT can range from mobile learning, online learning, distance learning, artificial intelligence and augmented reality. Unlike in earlier years, when learning was associated with more adaptive methods, for example, learning through facts, drill and practices, in today’s world, learning is more creative and authentic (Majumdar, 2015, p. 2). Nowadays, the shift is towards project-based or problem-based learning, inquiry-based learning and discovery learning which perfectly fit the demands of the present world, which focus on holistic development of individual. ‘The main hallmark of this paradigm shift is from a teacher-centred type of curriculum to a more learner-centred type’ (Majumdar, 2015, p. 2). The 21st century learners are no longer the passive recipients of knowledge and the teacher the sole depository of knowledge. In fact, the learner could be becoming an autonomous learner rather than a dependent one, and the learner could be more active in his or her learning and take ownership of that
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learning by being a producer of knowledge instead of a reproducer of knowledge (Majumdar, 2015).
Twenty-first century learners should develop 21st century skills and competencies, which are multifaceted and valuable to face the complex challenges of today’s and the future world. It was felt that it was important to draw the distinction between skills and competencies, which very often are used interchangeably. ‘A competency is more than just knowledge or skills. It involves the ability to meet complex demands, by drawing on and mobilising psychological resources (including skills and attitudes) in a particular context’ (OECD, 2003, p. 4). Notably, a learner needs to develop both the skills and the competencies to meet the demands of the society. According to international frameworks, the 21st-century competencies that have proved to offer measurable benefits in various facets of life are critical thinking, communication, collaboration, and creativity and innovation (NCF, 2016). Research has proved that there is a need for today’s learners to engage in ‘deep learning’, that is the interplay of the cognitive, interpersonal and intrapersonal spheres. Deeper learning results in knowledge and skills, which are transferable (Ontario, 2016). The perfect vehicle for facilitating the development of the different skills could be technology but it should be made clear that it is not about how to use technology but rather how learners construct and create knowledge with the support or aid of technology (Kolk, 2011). Kolk (2011) claimed that a ‘21st-century classroom must prepare all students to be active participants in our exciting global community’ (p. 1).
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Figure 1.5 illustrates the different skills that the learner can develop in a digitised classroom.
Figure 1.5: Skills required in a digitised classroom Source: Kolk, 2011
A 21st-century classroom must engage with and energise both digital natives and non-natives, making all students become active participants in this global community (Kolk, 2011, p. 1). Besides concentrating on the three Rs – reading, writing and arithmetic, the 21st-century learners must also be able to fully master the 4Cs – creativity, critical thinking, communication and collaboration (Kolk, 2011, p. 1). In the digital classroom, teachers should help learners to uncover information. To be able to promote those 4Cs in our classroom, there is an urge to understand in depth how learners learn in this new century that will ultimately inform how to teach. This is where this study of learners’ learning through digitised learning resources provides important information that will help in today’s teaching and learning process.