FISH Scenario 1

“I have just signed up to do an online course and I am excited to be there. But I have little experience of online courses and it feels really challenging to get started to connect and find my way with all these new sites and tools. I guess that other participants will be more experienced than me and I feel stupid asking about things. We are asked to create a Learning blog on the web; it feels a bit scary to do this. I do share things on Facebook with friends, but here in the open? I want to keep my private life separate from my professional life. But on the other hand, my students seem to share and discuss in social media and use all kinds of tools and resources. I think I need some guidance in how to become more digitally literate and what competencies I need to develop to keep up with what is expected of me”.

I can see a person motivated but a bit frightened as well, uncertain if the  her/his skills are sufficient for the challenge. It is a sensitive issue not to make her/him demotivated by the variety of tools and yet make use of the skills he.she already have (FB use but not blog). Would a reflection on the private/public be helpful?

We don’t know much about the background of this person and what is the reason for taking up the challenge – is it a part of the “private, individual” (eg. taking part in MOOC out of curiosity) or “institution” (e.g. the course is part of the professional development or studies) so it might be that the skills are out there but are not explicit, are not internalised or realised in this moment. So – as above Malin and Anna says – the location on “becoming digitally literate” continuum could be useful.  There is potential – being on FB is already a gateway and understanding that this is by no means “secret” can be useful as well. Why is the blog suddenly scary? Is the acceptance of the chaos the only solution? Is the aim to reach “I am” in the pyramid?

Second thought: adult learner is immersed in different contexts (“regular” students focused on almost only“studying time” whereas adults need to combine it with other equally important and not necessarily corresponding “other lives”) so perhaps they just need more scaffold to elicit literacies that can come from other contexts?

Third: Who we are in the relation to the scenario? Are we the very person? Are we the co-learners? Facilitators? Course designers? But what we are actually doing? Are we developing a guide for this person from the scenario? An article explaining his/her anxiety? A poster welcoming newcomers? A pathway for the newcomers including crucial clues and comments from the residents?


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