Devices and Design : Improving online learning experiences for adult students with low level digital skills

A reflection for Adult Learners Week 1 - 8 September 

I'm thinking 🤔 a lot about the devices my students are actually using in this period of the health emergency to participate remotely - at least 3 of my 14 only have mobiles (though luckily all Smartphones). 

This obvious ‘disadvantage’ has led me to start designing my lessons “to maximise viewing for mobile”. It’s also part of a strategy to give students with varying levels of digital competence choices in terms of the type of ‘workbook’ they wish to work in. 

Nearly everyone has graduated to working through Google Docs now (I can even correct, comment and chat with them at the same time as they write!) but there is the option for anyone to either download the workbook in Word or PDF. 

The PDF version is probably the best alternative for those struggling to view and work with the document through a tiny screen. It is also a basic ‘entry level’ alternative for students new to class who might be overwhelmed and are only capable at this stage of downloading and printing out. It is easily printable for those who want to write by hand, photograph the pages and return it to me by txt or email. 

Some interesting observations from the end of Term 2 gleaned from my students’ learning plan review/interview sessions:

• 3 of then 13 had their own dedicated devices, apart from a mobile, peripherals (printer) and had a good internet connection (predictably those performing at the top of the class);
• 4/13 had devices, peripherals and connectivity they had to share with other family members which limited their ability to study;
• 6/13 had very limited access - usually just a mobile phone and a small amount of data on often over-priced phone plans. Half of these learners also had no other family members to help or support them in setting up hardware or negotiating technological problems and challenges (they are the students typically performing at the bottom of the class - another predictable correlation).

So you can see the logistical difficulties my adult learners have been working against for 16 weeks now. There have been, however, improvements and advances made. Three students from the most disadvantaged group have in the last 5 or 6 weeks either bought or got their hands on laptops or tablets and now have home internet plans. 

It’s the three remaining students with unchanged, resource poor situations who concern me. If there were no health emergency , if there were no lockdown or curfew, I’d be on their doorsteps. 

And yet there is a silver lining  - or at least some personal consolation - to this dark cloud hanging over us. I would never have gained such an insight into my students’ lack of resources - in effect their material poverty - nor devised the strategies I have to ensure our class continues and actually functions better than in did in the f-2-f environment we had in Term 1, if it were not for the prolonged time afforded us to learn together online.