assignment 2 – report on project - web viewthanks to dr. ann kelly as the convenor and mentor...

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Assignment 2 – Report on Project

ASSIGNMENT 2 – REPORT ON LITERACY AND NUMERACY

PROJECT4163EBL – LITERACY OR NUMERACY PROJECT

COURSE CONVENOR: DR. ANN KELLY

SUBMITTED BY: DAVID MARTIN

STUDENT #2636349

[email protected]

DATE SUBMITTED: 23 OCTOBER 2008

David Martin Student #2636349 4163EBL Literacy or Numeracy Project

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ABSTRACT

This report will analyse the literacy requirements for participation within a standalone online

course. This type of course involves little or no physical contact between teachers, students and

administration staff. Enrolment, learning and assessment can all occur by using a computer,

internet and online learning system. It will be shown that there are special literacies that can

assist teachers and students to successfully engage in this learning environment. Technological

literacy, English literacy and knowledge of educational and electronic communication

Discourses will be shown as components of what is required for successful participation in

standalone online courses.

ACKNOWLEDGEMENTS

Thanks to Dr. Ann Kelly as the convenor and mentor on the proposal and report on the project;

and to the teachers, students and management of the TAFE institute where the course was run

and statistics gathered.


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TABLE OF CONTENTS

Abstract..........................................................................................................................................2

Acknowledgements........................................................................................................................2

Introduction....................................................................................................................................4

Literature Review...........................................................................................................................5

Discourses of Communication...................................................................................................5

Technological Literacy...............................................................................................................7

Multi-Literacies...........................................................................................................................8

Reading, Writing and English Literacy.......................................................................................9

Methods.........................................................................................................................................9

Results.........................................................................................................................................11

Phone Call Analysis.................................................................................................................11

Task analysis...........................................................................................................................12

Student activity.........................................................................................................................13

Enrolments and unsuccessful rates.........................................................................................14

Online dialogues......................................................................................................................15

staff to staff conversations....................................................................................................18

Discussion...................................................................................................................................20

Conclusions.................................................................................................................................22

References..................................................................................................................................23


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INTRODUCTION

This report examines and provides findings from the project that proposed to show what literacy

skills assist students enrolled in a standalone online course; specifically that functional computer

literacy skills, English literacy skills in the areas of reading, writing and critical literacy are

required for active participation in the Discourses used in an online learning environment.

For the purpose of this report the term standalone online delivery refers to the situation where a

student is completely external to the campus and after enrolling is expected to perform all class

work and communicate using a computer to access an internet based online learning

environment. The project focused on an online version of two nationally recognised

competencies, which I have been personally involved in through administration duties at a TAFE

institute. The competencies delivered in the course do not form a qualification, but are a recent

government licensing requirement.

First, by using existing literature the types and levels of expected literacy will be defined,

showing that there are multiple literacy requirements forming a range of skills and knowledge.

The methodology of the project is mostly empirical, based on statistics and some actual

communication from students and teachers. The results of phone call and task analysis, student

activity rates and enrolment and unsuccessful figures will be shown. A range of dialogues from

students and teacher have also been collected and make up part of the results.

This will be followed by a discussion of the data that will argue that the literature and findings

concur that their key multi-literacy components and expected levels when participating in an

online course are related to technological literacy, educational Discourse and English literacy.


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LITERATURE REVIEW

Online courses are an extension of a long-standing distance education system, with advances

in technology making changes to delivery modes. Online learning is only new in that digital

technology is used, not in that students need to work independently (Maeroff, 2003, pp. 23-24).

Teachers and students are now facing increasing demand to integrate new technology into

teaching and learning (Lankshear, Snyder, & Green, 2000, p. 1) and provide more flexible

options to students who do not want to engage in what could be recognised as a standard

classroom. However, surveys of the participants in vocational and education training (VET)

show that many may not have the necessary skills to participate effectively in the online

environment because of their age, gender, background or previous computer experience

(Sutton, 2006, pp. 111-112).

The literacy issues that face teachers and students have been split into Discourses of

communication, technical literacy, multi-literacies and English reading and writing and are

discussed separately in the following literature review.

DISCOURSES OF COMMUNICATION

Computer use in education continues to involve old skills, but applying them in new ways, using

new technology (Lankshear, Snyder, & Green, 2000, p. 25). In many ways literacy has always

been linked to technology, it is only available through writing surfaces, alphabets, printing

presses and now digital technologies (Lankshear, Snyder, & Green, 2000, p. 25). Literacy has

traditionally been thought of as functional skills such as code cracking, word formation, phonics,

grammar and comprehension (Lankshear, Snyder, & Green, 2000, p. 27) but is increasingly


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being seen as a sociocultural practice; something that is understood and acquired in the context

of social, cultural, political, economic and historical in which they are practiced (Lankshear,

Snyder, & Green, 2000, p. 28). Technology and learning can also be viewed from a socio-

cultural perspective, the practices and uses differ from one situation to the next.

A Discourse can be considered a set of appropriate communication functions and protocols

used in a particular setting (Gee, 1990). This setting can be social, geographical or situational

and therefore online students participate in several Discourses. Online study means no face to

face communication occurs and written text is the primary method of transmission. However

within these modes there is both informal “talking” and the requirements of educational

assignments, academic measurement and achievement. Further, the actual content of the

course involves industry specific Discourse. The expectations and requirements of these

Discourses needs to be explicitly explained so that they are understand by the active parties

and followed through by use of policy or course activities/requirements.

In a regular classroom questions and dialogue can bring about greater learning, if the teacher is

capable of managing the classroom to create an environment that allows this (Maeroff, 2003,

pp. 24-25). The online environment requires management skills as well. To successfully engage

students teachers need to facilitate and encourage these alternate communication methods.

Two methods of online communication are email and discussion boards. The primary difference

between the two is that email is a more private, one to one conversation, whereas the

discussion boards can be viewed by all those involved in the course.

In some cases the technical use of the discussion boards is not the problem, but it is hesitation

on the students’ part to be active participants in the conversations. Resistance could be based

on fear of being exposed as ignorant or making social mistakes (Simpson, 2003, p. 62), much

the same as people are hesitant to ask “stupid” questions in a face to face classroom.


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Institutions and teachers may also have hesitation in encouraging chat rooms, fearing

preconceptions of chat rooms as a place “for teenagers and allow unscrupulous people to

behave in shady ways” (Simpson, 2003, p. 63). Teachers have a role as moderators in

discussion boards, ensuring that institute policies on anti-discrimination and bullying are

followed. Further involvement by teachers in the online discussions could involve focus

questions, similar to questioning techniques used in traditional classrooms.

The more informal discussion boards and emails do not need corrections made to grammar or

spelling unless it interferes with the communication of ideas; however the quality of written work

in assignments needs to be much higher (Pallof & Pratt, 2003, p. 57). This needs to be made

clear to students, through study guides, course materials and communication from the teacher.

The actual subject matter in another Discourse, one dealing specifically with industry content. If

students are new to the field they may have difficulty understanding jargon and industry specific

terms used in the course materials. Informal and self-assessment could be used to assist

students in identifying their own problems in this area. Solutions also need to offered, for

example glossaries and references to sources of base knowledge.

TECHNOLOGICAL LITERACY

Technological literacy skills and knowledge of the systems that facilitate the online learning

environment are important and should be considered as the capacity for effective use of a range

of technology within the education setting (Krause, Bochner, & Duchesne, 2006, p. 366). It is a

term that emerged in the 1970’s that was defined as the ability to efficiently operate and

understand key systems and components (ITEA cited in Martin, 2006, p. 11). It has been further

identified as being able to access local networks, basic word proccesing, being able to use

specialist software (Core, Rothery and Walton cited in Jenkins, 2006, p. 164) and being able to


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“use digitial technology ... to access, manage, integate and create information in order to

function in a knowledge society” (ibid cited in Martin, 2006, p. 10).

However even as technology shapes literacy, how literate someone is can determine how

effectively they can access the technology (Snyder, Jones, & Lo Bianco, 2005, p. 13). As with

literacy levels in general, technology access is divided according to a range of socio-economic,

income and education levels (Warshauer cited in Snyder, Jones & Lo Bianco, 2005, p. 13).

There is an increasingly social role that technology is playing that can empower those who use

it. However this would involve critical and proactive use of the technology (Brouwer cited in

Kope, 2006, p. 70).

It is easy to forget that the use of technology in education is a recent event and yet teachers

today have more technical skills than school based resource technicians of 20 years ago

(Abbott, 2001, p. 6). However, online learning developments should not focus on technical

considerations and features, but rather the educational worth should be the primary

consideration in the learning design process (Jenkins, 2006, p. 165).

It is important to provide a stable and reliable platform online and just as important to give

students, teachers and administrators the knowledge and procedures to effectively use and

troubleshoot the fundamental aspects of the learning environment. “Technology is almost

always assumed to bring improvements” (O'Sullivan, 2000, p. 49) but if not supported properly

or the end users do not have sufficient specific technological literacy that can be applied to new

technology then the assumed improvement will not occur.

MULTI-LITERACIES

The rise in the need to use multi-literacy skills is tied to the use of text, images, audio and video

or animation. Further, pressure is being placed on teachers to incorporate digital literacies into


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the classroom (Healy, 2003, p. 154). This online course used animations, text, pictures,

diagrams and flowcharts. However, multi-literacies can also refer to using more than one form,

dialect or genre of communication (Warschauer, 1999, p. 156). The ability to navigate through

hyper text, which is quite different to reading print (Warschauer, 1999, p. 158) and is another

necessary skill used in an online course. Sutton (2006, p. 115) states that there are numerous

literacies within VET e-learning; English, PC, internet, workplace, information and learning.

It is also important to remember that “a medium does not constitute an approach or method”

(Warschauer, 1999, p. 163); technology and online learning systems can be used in different

ways. Success does not depend on the tool, but how it is used. It is also argued that there are

new learning styles are being influenced by emerging multi-literacies and that educational

understanding needs to be applied to provide positive experiences from online learning (Sutton,

2006, pp. 115-116).

READING, WRITING AND ENGLISH LITERACY

All of these literacy requirements compound for students with English as a second language. In

this study the learning guides and communication was done in English and while the term online

learning tends to indicate that all content is delivered over the internet, this is not always the

case; many online courses use textbooks or other printed material (Maeroff, 2003, p. 31). This

means that reading and English literacy skills will be required to successfully participate and

complete an online course. It should not be assumed that all students that enrol in an online

course will have the necessary writing skills to complete the course (Pallof & Pratt, 2003, p. 57).

It is possible to be able to use a computer and other communication technology and still not be

able to read and write proficiently. English writing skills make up part of academic literacy, “a set

of behaviours peculiar to the formally educated” (Williams and Snipper cited in Kope, 2006, p.

71).


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METHODS

The focus question of the project was “What are the literacy requirements for participation in

standalone online courses?” The question came about after involvement in administrative work

within an online course and observing some of the technical difficulties teachers and students

faced sending, reviewing and giving feedback on assignments, general communication

difficulties and a number of student queries on using their computer to learn online. Another part

of the job involved providing statistics on student enrolments, participation and completion and

after gaining permission from management, these provided the beginnings of data to be used in

the project. There appeared to be significant numbers of students requiring assistance, or in

some cases finding themselves unable to complete the course because of the skills and

techniques used to participate online. This led to the hypothesis that there is a special set of

literacies and Discourses that can assist in successful participation within a standalone online

course and that students, teachers and administrators may not be fully aware of what literacies

are involved.

There is emerging literature on e-learning which was used to research and confirm the

hypothesis that there are a range of factors that affect the ability for successful participation in

the online learning environment. A combination of qualitative and quantitative methods were

used in the project; statistics were used to show participation and completion rates, the number

of queries and the literature was used to argue and provide comment on the statistical results

and to identify several facets of literacy that answer the focus question. Dialogues from students

were also taken and made anonymous for examining some real comments from communication

within the learning environment. These were also applied to the literature and statistics to argue

for the hypotheses.


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RESULTS

PHONE CALL ANALYSIS

For two months task analysis was undertaken for the online coordinator. A 20 hour per week

job-shared position that provided students with a point of contact and assistance to other

administrative and teaching staff who were also involved with the course. The number and type

of phone calls that were received are shown below.

Phone Call Analysis - Type of Request/Query

Date Technical Assessment

Query Extension

Learning

Support

Face to Face Class

Teacher Contact Total

2-Apr 1 2 5 1 9

4-Apr 1 1

8-Apr 7 1 1

10-Apr 1 3 2 6

15-Apr 2 2 2 2 1 9

16-Apr 1 1

16-Apr 2 2

17-Apr 2 1 3 1 7

18-Apr 2 1 3

21-Apr 1 1 2 3


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23-Apr 1 1 1 3

28-Apr 1 1

28-Apr 2 2

29-Apr 1 2 1 1 1

30-Apr 3 3

1-May 2 2

7-May 2 2 2

7-May 1 1 2

8-May 1 1 1

9-May 1 1 2 2

12-May 1 2 3

14-May 1 1 1

15-May 4 1 5

20-May 1 1

22-May 1 1 1

2-Jun 1 1

TOTAL 6 1 5 1 1 1 73


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TASK ANALYSIS

The type of task that the administrator performed is also recorded. While the results of the

number of instances of each type of task are shown below, the amount of time spent on each

task was not recorded.

Task Analysis(2 April to 2 June 2008)

Type of Activity Amount of Instances

Online dialogues sent to Students 30Maintain online student enrolments 25Contact students by phone 24Maintain database of student data 24Post correspondence to students 21Filing 12Create roll folders 10Maintain and distribute statistics 9Request statement of attainments for students 7Attend meetings 5Other tasks 3


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STUDENT ACTIVITY

Online student activity was recorded, and is shown as a chart and data table below. Overall it shows that over the two months, the number or active students is increasing while the non-active students generally decrease.

2-Apr 17-Apr 24-Apr 9-May 20-May 2-Jun0

20

40

60

80

100

4659

47

68 7262

27

2840

1615

23

2713 13 17 13 15

Student Activity Statistics%

Stud

ents


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ENROLMENTS AND UNSUCCESSFUL RATES

A database was used to track student data; results of the number of enrolments and

unsuccessful rates have been compiled for groups that were active during the project.

Student Enrolment and Unsuccessful Rate

Group Total Enrolled Unsuccessful % Unsuccessful1 23 4 17%2 24 8 33%3 23 6 26%4 25 5 20%5 24 7 29%6 24 6 25%7 24 7 29%8 24 12 50%9 24 3 13%10 24 1 4%11 24 1 4%12 24 1 4%

TOTAL 287 61 21%


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ONLINE DIALOGUES

The online learning system also allows for dialogues to be sent between participants. The

content and sometime the tone of some of these dialogues show some of the types of issues

and questions involved. A selection of conversations are presented below, each set of dialogues

is split by a horizontal line. The name, photos and time of the dialogues have been removed for

privacy reasons but other than but are otherwise shown as typed and displayed on the learning

system.

STUDENT TO STUDENT CONVERSATIONS

this courseby XXXXXXXX

This course is very good but it is very difficult for me because I am old, work long hours so if you feel the same way as I did you can take just 1 day course(2,5 hours) at RTO on the coast

Delete | Reply

Re: this courseby XXXXXXXX

I feel same I can't seem to find myself a time to read all this workbook in the computer because like you ...spend all day at the shop 9am to 9pm by the time you get home too tired to even stay awake in front of the computer. A good idea to just seat on the class and just listen and get over done with. Where and when can you do this? You make me feel better that I'm not alone on this situation.

Show parent | Split | Delete | Reply

activity sheetsby XXXXXXXX

can anyone tell me where i get the acticity sheets from or where they are i'm in limbo land now.

Thanks

Cathy

Delete | Reply


http://www.gcitonline.qld.edu.au/moodle/mod/forum/post.php?reply=11663

http://www.gcitonline.qld.edu.au/moodle/mod/forum/post.php?delete=11663



http://www.gcitonline.qld.edu.au/moodle/mod/forum/post.php?prune=11678

http://www.gcitonline.qld.edu.au/moodle/mod/forum/discuss.php?d=6793#11675



http://www.gcitonline.qld.edu.au/moodle/user/view.php?id=7294&course=548



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Re: activity sheetsby XXXXXXXX

It's on the first page where you clicked THHGHS01B scroll down to just under Workbook and it says upload Activities sheets also at the bottom of that page. Good luck June

Temperaturesby XXXXXXXX

Is anyone having difficulty getting the right temp in the right box on this one? Whichever way I do it it comes up wrong.

Delete | Reply

Re: Temperaturesby XXXXXXXX

Same problem here re quiz 1...how did u went? got through with it?


Re: Temperaturesby XXXXXXXX

yeah me too. its very confusing to me... i thought i was the only one having problem with it.

also with question 11 is the answer something like the bacteria is active in the danger zone...? is it something like that?

Re: hep! question 5by XXXXXXXX

i didnt get anywork book. have to look at everything on line and it really hurting my eyes.

Part Bby XXXXXXXX hello...

i really want to go put my head in the sand.... i cant find hot and cold storage food. im looking all over.. i want to cry... pls help....

Delete | Reply
















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Re: Part Bby XXXXXXXX

Go to www.foodstandards.gov.au/srcfiles/322.pdf and look through the various papers there. I'ts in there somewhere.


Re: Part Bby XXXXXXXX

does anybody else get a lot of links that go nowhere, or is it just me?

CONVERSATIONS BETWEEN TEACHERS AND STUDENTS

Please name all submissionsby XXXXXXXX

As a general reminder, would all participants submitting work via email, fax or mail please ensure that your name is clearly marked on all pages. We have received a number of submissions that are not easily identifiable. This hampers our efforts to grade these submissions quickly.

Many thanks

Online Food Safety Team !

printing the Assessment Task 3rd party report cover sheetby XXXXXXXX

Hi I am onto the assessment task mentioned above and when I open the link to the cover sheet, it downloads and I can read it fine on screen however I need to print it to take with me to work and it prints pages 2-3 all scrambled but the other pages seem fine. Does anyone have a clue about this?

Delete | Reply

Re: printing the Assessment Task 3rd party report cover sheetby XXXXXXXX

I'm not quite sure what is happening there. Try openning food safety screen, under assessment tasks at the bottom of page, click 3rd party report, then click RED link and it








http://www.foodstandards.gov.au/srcfiles/322.pdf






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should give you the assignment cover sheet that you require for signing off.

XXXXXXX

Student message for XXXXXXXby XXXXXXXX

Dialogue with XXXXXXXX HOW TO

Close

On Monday, 25 February 2008, 12:20 PM Doug wrote:

HI XXXXXX,

I HAVE MY ANSWERS TO THE FIRST PART OF THE ASSESSMENT WRITTEN OUT IN LONGFORM [FOOD SAFETY COURSE] I NEED TO BE WALKED THROUGH AS TO HOW I INPUT THE INFO INTO THE COMPUTER AND UPLOAD TO YOU. HELP!!!!!!!

XXXXXXXX

STAFF TO STAFF CONVERSATIONS

Re: XXXXXXXXXXby XXXXXXXX

Hi XX

Wonderful news! the system actually works - there's no need to email direct because XXXXX and XXXXX get copies of postings to this forum and XXXXX has attempted to contact Fiona (I don't think he's had any luck as yet). Thanks for putting this message on this forum so we have a shared copy. Hopefully we will have rolled prepared for each group early next week to make it a much easier process to determine which group a student is in and therefore which facilitator needs to receive the information.

Thanks, XXXXXX


http://www.gcitonline.qld.edu.au/moodle/mod/forum/dialogues.php?action=confirmclose&id=16914&cid=8247&pane=2


http://www.gcitonline.qld.edu.au/moodle/help.php?module=dialogue&file=closedialogue.html


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Opening XXXXXX file without the .docby XXXXXXXX

Hi XXXXXXX,

Saw your message in the 3rd party assignment feedback about not being able to open XXXXXXX's submission.

If you right click on the link, choose Save As and then rename it after it has been saved you will be able to open it.

Let me know if you can't get it and I'll show you how.

XXXXXXX.

XXXXXXXX - Missing dialoguesby XXXXXXXX

Hi XXXXXX

I am getting emails to my inbox saying I have a dialogue from a student waiting but when I go to the dialogue page there isnt one there waiting for a reply - do you have any ideas on this?

XXXXXXX

XXXXXXXX - Missing dialoguesby XXXXXXXX

Good evening

I've noticed quite a few messages sent to students about assessment items being empty or unable to be opened. This may be due to the software which you are running on your home computers. The main problems seem to be the Office 2007 files (extension .docx) - we have a patch at work which converts them automatically to .doc and allows for them to be opened; and PDF documents - perhaps you don't have the Adobe Reader installed to allow them to be opened.

There are some documents which we are unable to open at TAFE Microsoft Works documents with a (.wps extension) but generally most files can be opened at TAFE so you might want to give that a try before sending feedback to the student or perhaps just a brief message to try that you have unsuccessfully attempted to open and grade the assessment and will try again from another location.

I hope this helps,





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Happy marking, Cheers, XXXXXXXX


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DISCUSSION

In a face to face classroom the teacher is the first point of contact for the student during the

learning process. However, the online delivery examined here distances the student and

teacher, administration staff receiving phone calls, answering emails and contacting students

about their progress through the course.

Analysis of phone calls received by administration staff show that the majority of the calls were

technical questions about the learning system; e.g. logging on, how to send and receive

communication. Some of the dialogues also show some of the technical difficulties encountered

during the course, claims that there are “a lot of links that go nowhere”, “pages all scrambled”,

“unable to open files” and “problems due to software”. These reports may be problems with the

actual online system itself, but it may also be the case that those with more advanced

technological literacy skills can find ways to work around the problem, or know of trouble

shooting techniques to overcome the issues. These are examples of technological literacy skills

that are becoming more important in the educational environment (Krause, Bochner, &

Duchesne, 2006) and while teachers have more technical skills that ever before (Abbott, 2001)

the technology is moving at such a rapid rate that both teachers and students need to

continually upgrade their knowledge and skills to remain ahead, or even aware of trends in

equipment capabilities and usage.

Communication between participants includes receiving learning materials, submitting

assessment and receiving feedback and results. Students will not only need to learn the course

content, but may need help on accessing, finding information, communicating, submitting

assessment and receiving feedback using the online learning system. The study found that

queries about assessment requirements, submission and request for extension queries were


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frequent topics and communication from the administration staff to the students was the most

common task and apart from maintaining electronic records, calling students was the next

common task. As discussed in the literature review, questions and dialogues can bring about

learning in a face to face classroom (Maeroff, 2003) and the online course also required

extensive communication to support students in their learning. Students require support in all

learning environments and in this case administration staff replaced much of the face to face

contact that a teacher would normally engage in. Teachers still engaged with the students,

answering content questions, as well as receiving and making similar phone calls to those of the

administration staff which were not collected or analysed in this project. The dialogues collected

also show some of the assessment issues including staff asking students to correctly identify

themselves and the assignments when submitting, help being requested on how to

electronically submit work and teachers having difficulty opening the variety of file formats that

students were submitting. These problems are based on having knowledge of educational

Discourse and technical literacy.

It is important to provide students and teachers with as much explicit instruction as possible on

how to use the online learning system, perhaps an introductory course that deals with the

system itself rather than course content. This introduction would include details on how to

operate, find information within, communicate, submit assessment and receive feedback using

the learning system. Using technical knowledge to access the details that make up the

educational Discourse will allow students to successfully participate in online learning.


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CONCLUSIONS

There are identifiable skills and knowledge within literacy that can be used to assist participation

within online learning. Technological literacy assists in working the tools and accessing the tools

used in the learning environment. There are also Discourses of education and technological

communication that can be defined, explored and better understood.

While this project has dealt with standalone online courses some of the findings are applicable

to wider learning situations including blended delivery and longer course durations. Discourses

of communication have long been part of educational studies and influence what and how

classrooms work. Technological literacy is important to every part of society, very few areas are

still untouched by computers and information and communication technology. This is part of the

new multi-literacies that can be seen ubiquitously.

Using well established and proven research methods can uncover the changing requirements in

a fast pasted educational environment. This project has shown that there are special literacy

needs for online students that can be used to increase participation in these learning

environments.


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REFERENCES

Abbott, C. (2001). ICT: Changing education. London: Routledge Falmer.

Gee, J. (1990). Social linguistics and literacies. Lodon: The Falmer Press.

Healy, A. (2003). Multiliteracies: teacers and students at work in new ways with literacy. In D.

Green, & R. Campbell (Eds.), Literacies & learners: current perspectives (2nd ed., pp.

153-169). Frenchs Forest: Prentice Hall.

Jenkins, M. (2006). Supporting students in e-learning. In A. Martin, & D. Madigan (Eds.), Digitial

literacies for learning (pp. 162-171). London: Facet Publishing.

Kope, M. (2006). Understanding e-literacy. In A. Martin, & D. Madigan (Eds.), Digital literacies

for learning (pp. 68-79). London: Facet Publishing.

Krause, K.-L., Bochner, S., & Duchesne, S. (2006). Educational Psychology for learning and

teaching. Melbourne: Thomson.

Lankshear, C., Snyder, I., & Green, B. (2000). Teachers and techno-literacy. Sydney: Allen &

Unwin.

Maeroff, G. I. (2003). A Classroom of one: How online learning is changing our schools and

colleges. New York: Palgrave Macmillan.

Martin, A. (2006). Literacies for the digital age: Preview of part I. In A. Martin, & D. Madigan

(Eds.), Digital literacies for learning (pp. 3-25). London: Facet Publishing.


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O'Sullivan, P. B. (2000). Communication technologies in an educational environment: Lessons

from a historical perspective. In Isseus in web-based pedagogy (pp. 49-64). London:

Greenwood Press.

Pallof, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online

learners. San Francisco: Jossey-Bass.

Simpson, O. (2003). Student retention in online, open and distance learning. London: Kogan

Page.

Snyder, I., Jones, A., & Lo Bianco, J. (2005). Using information and communication

technologies in adult literacy education: new practices, new challenges . Retrieved August

11, 2007, from http://www.ncver.edu.au/research/proj/nr3L08.pdf

Sutton, C. (2006). Literacy, e-literacy and multiliteracies: meeting the challenges of teaching

online. In A. Martin, & D. Madigan (Eds.), Digital literacies for learning (pp. 110-122).

London: Facet Publishin.

Warschauer, M. (1999). Electronic literacies: language, culture, and power in online education.

Mahwah: L. Erlbaum Associates.


assignment 2 – report on project - web viewthanks to dr. ann kelly as the convenor and mentor...

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