Linking thinking - Self-directed learning in the digital age

This study was undertaken to explore the extent to which and ways in which Information and Communication Technologies or ICT (basically global networks of computers and other associated digital devices) have impacted on learning. Instead of looking at learning in formal education and training settings, I have chosen to consider the dynamics of independent self-directed learning, especially that which is undertaken by adults.

The study comprises four parts:

• Part I, consisting of two chapters, sets the scene by dealing with the dual themes of the digital revolution and self-directed learning. The study is framed by these two overarching themes and by the interplay and interaction between them;
   
• Part II, consisting of six chapters, analyses the six major conditions that must be met in order for people (or for that matter organisations and communities) to be able to participate in the digital world. These are:

– Connectivity: An essential precondition for online engagement;
– Competence: Developing a range of vital skills;
– Content: Ensuring affordable access to quality digital resources;
– Credibility and confidentiality: The basis of trust in the unseen;
– Capturing information: Locating needed information in the boundless domain of Cyberspace; and
– Collaboration: Realising the transformative potential of technologies.

It is argued that these six ‘threshold issues’ are cumulative, with each one providing the context for those that follow it in sequence;

• Part III presents a six-part model of online learning, where each, although inextricably intertwined with the others, requires separate approaches and solutions. The six components are;

– Engaging with online learning;
– Locating information and resources;
– Evaluating the quality of digital resources;
– Assimilating information;
– Reconceptualising understandings; and
– Networking.

Part III concludes with a chapter that examines the support that may be provided to self-directed learners in each of these various elements of the online learning process.
 

• Part IV, a single chapter, revisits the dual themes of self-directed learning and the digital revolution, and places them into the context of discourses about lifelong learning and the development of a Learning Society more generally.

The study was not specifically intended to generate practical advice for government policy makers, administrators or even for teachers, trainers or educators. Moreover, because the focus was on independent self-directed learning without any formal institutional support or affiliation, it was also not intended to review or comment on the significant advances that have been and are being made in educational practice. Nonetheless, it is hoped that the insights gained will be useful to those grappling with the question of how best to incorporate ICT into educational plans and programs.

Although there is a great deal of ‘hype’ about hypermedia, there can be little doubt that we are in the midst of one of the most dramatic movements in human history, and that in significant measure this is due to recent advances in Information and Communication Technologies (ICT). It may be true that computers in various forms have been with us for half a century and communication technologies for even longer; however, their transformational effect arises partly from combining them in unique and unprecedented ways, and partly from their increasing ubiquity and ease of use.

Few if any aspects of our contemporary world have escaped entirely the influence of this digital revolution. Business, commerce, government, health, recreation, travel, research, information seeking and learning have all, in a relatively short space of time, been touched by the advance of digital technology. In fact, these impacts are so pervasive and far-reaching that it has become commonplace to speak and write about the ‘digital revolution’ and associated concepts such as the ‘information society’ and the weightless ‘knowledge economy’.

Yet the sweeping changes noted here, and trumpeted so enthusiastically in many contexts, must be tempered by the recognition that, although widespread, the impact of ICT has not been universal. To the extent that some individuals and groups do not have adequate access to, or the capacity to use, such networked digital technologies, they are effectively ‘locked out’ of significant economic, cultural, social and intellectual activities. This phenomenon is referred to as the ‘digital divide,’ although in reality there are multiple digital divides which must be attended to in order for the benefits of the knowledge economy to be reaped both individually and collectively.

Especially given the increasingly strong relationship between formal education and training and national policy objectives, it seems reasonable to assume that Governments might be keen to ameliorate the effects of the ‘digital divide(s)’ for a range of reasons including: enhancing global competitiveness of their economies, social inclusiveness in their societies and informed democratic participation by their citizens. However, at first glance, it might be less clear why (or, for that matter, how) they might support self-directed learning, which is often erroneously equated with the trivial, inconsequential or self-indulgent pursuit of hobbies or other specialised interests. In fact, however, self-directed learning is a vital aspect of the digital revolution. In particular, this study was undertaken because:

• Self-directed learning occurs without the ideological or pedagogical overlay of teaching in formal education and training settings, and thus provides a more direct route into understanding the actual dynamics of and relationship(s) between learning and technologies;
   
• Self-directed learning is the prototype of all learning and, since it has been extensively researched and documented in the pre-digital or offline world it seems potentially fruitful to explore whether and how it has been affected by digital technologies;
   
• There is a close relationship between self-directed learning and that which occurs in formal education and training settings, in the sense that self-directed learning is often a precursor to, sometimes a consequence of, and increasingly accompanied by participation in formal courses of study; a relationship that seems likely to grow closer with the development and spread of digital technologies;
   
• Since evidence suggests that at least some forms of self-directed learning are particularly suited to the online environment, and indeed many recent technological advances are precisely targeted at supporting independent learning and use, there is clearly merit in exploring the linkages at a practical as well as a conceptual level;
   
• A great deal of learning about the uses and limitations of ICT is self-directed, with the result that it may be possible to gain some insight into why and how people learn about this increasingly important aspect of everyday life; and, finally,
   
• Within the context of lifelong learning, self-directed learning is one key way in which people keep up with change and, since we are currently experiencing an unprecedented level and pace of change on a global scale, it is plausible to expect the demands of a changing world to lead to greater amounts of self-directed learning.

While there may be relatively little that Governments acting alone can do either to encourage or to support self-directed learning, clearly there are steps that may be taken either to empower learners and amplify their capacities, or alternatively to strengthen the quality and availability of information provision. This turns out to be a domain in which Governments collaborate with businesses, professional associations, education and training institutions, information providers, communities of interest and other actors in order to provide the best possible conditions for the emergence of a society of learners. Such conditions start with a firm commitment to the ideal of access to, and strong support for the intrinsic value of learning not only for economic competitiveness but also for personal satisfaction and growth.

The balance of this Executive Summary comprises three parts: the major findings or insights gained from the study; some suggested actions on the part of Government in order to support self-directed learners and learning; and, finally, possible lines of research, especially in the Australian context.

The nature of online learning

• Online learning offers the potential to engage learners who may have been marginalised, disadvantaged or excluded from traditional education and training programs, although new challenges of access and equity are presented by the digital domain itself.
   
• The boundaries between online learning and other life activities are becoming increasingly indistinct because technologies are becoming seamlessly woven into work, leisure, shopping and banking, social activities and other domains of people’s lives.
   
• A particular strength of the online environment is the availability of information 24 hours per day, 7 days per week, without geographic boundaries or restrictions. This potentially liberates users from historical limitations of time and space, although simultaneously it confronts information providers with compelling challenges in ensuring continuous access and learner support around the clock.
   
• Online learning is becoming increasingly commonplace, and its popularity is bound to increase as young people who have grown up with digital technologies enter adulthood.
   
• The blurring of boundaries between entertainment on the one hand and education on the other may prove to be one of the defining convergences of our age, with dramatic implications for both domains but particularly for education.
   
• Online learning is particularly suited to the acquisition of specific facts or reasonably coherent bodies of information, especially in rapidly developing fields. In its current form it is less well suited to learning highly contextualised information; large quantities of textual material (although it is unsurpassed in its capacity to store and retrieve large quantities of information); the development of certain practical skills; and areas that involve and depend on direct face-to-face human contact including emotional and affective learning.

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Access

• There are many impediments to online participation for any purpose, including learning. These include technological barriers (lack of connectivity, old or non-compliant equipment, absence of appropriate software), financial barriers (inability to afford connections or pay-per-view Websites) and educational/psychological barriers (lack of confidence, lack of competence, lack of knowledge of what is available).
   
• The first and most obvious barrier is the issue of connectivity or, in other words, having access to robust affordable telecommunications or broadband technology and equipment that is capable both of connecting to the Internet and engaging with the information and activities to which it gives access.
   
• Computer terminals provided in shared spaces such as shopping malls, public libraries and government offices do not represent a viable long-term solution to people’s need for easy, convenient, confidential and reliable access to the Internet, any more than public telephones would nowadays be regarded as having the same levels of convenience or flexibility as, for instance, mobile phones.
   
• Not all households with computers are able to connect to the Internet, and even when they can, this does not guarantee that everyone who lives there has equal access since the dynamics of household relationships mean that some members may enjoy less computer usage than others.
   
• Unless we are prepared to tolerate entire cohorts of people who are marginalised and disadvantaged (such as those of lower socio-economic status, people in some rural and remote areas, those with limited prior education, those for whom English is not their first language or people with certain disabilities), steps need to be taken to ensure adequate access for all Australians.
   
• Many people’s access to the online world is via their place of employment. Since the majority of Australians work for small and medium enterprises (SMEs), special steps need to be taken to ensure that SMEs have access to needed technologies and expertise, and that employers develop an enlightened attitude to the use of such technologies for non work-related informational needs.

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Competence and ICT literacy

• There is at present a generational divide between young people and older Australians with respect to their familiarity and comfort with digital technologies. It is vital that older Australians are not systemically left behind and accordingly there needs to be a national policy position with respect to developing their technological fluency (or ICT literacy).
   
• Neither the confidence nor the competence to use digital technologies is universal within the Australian community. In order to avoid the phenomenon of ‘information haves’ and ‘have nots,’ a coherent national strategy is required for ICT literacy education.
   
• The ability to make use of online resources entails more than simply ICT literacy; it also necessitates the ability to be discriminating about the information that is encountered online. It is therefore equally vital to have a national strategy on information literacy. This has been described in the United States at least as ‘a basic human right.’

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Content

• A significant issue concerns the availability and affordability of information. Given the relatively unconstrained development of the World Wide Web, there is a real possibility that commercial interests will capture a great deal of the intellectual content and charge for access to it; a state of affairs that runs the risk of placing useful information beyond the reach of many potential users.
   
• A large proportion of available online content is generated, owned or sponsored by Governments and their various departments and agencies. Accordingly it is vital for Governments at all levels to develop guidelines on the public availability (and accessibility) of digital resources.
   
• Libraries continue to be the first point of reference for many adult self-directed learners with respect both to their inquiries and their technology needs. Libraries should therefore be seen as a vital part of the informational infrastructure of the country—well captured in the United Kingdom by the concept of the ‘People’s Network,’—and, in addition, librarians should be skilled to assist their clients with technological as well as informational skills.

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Suggested actions by Governments in supporting self-directed learners

In the light of these insights, a number of actions are suggested for consideration by Government; however, in introducing this section, two points must be made in particular. First, it is acknowledged that a number of policies already exist that are both directly and indirectly relevant to the needs of informal and self-directed learners; a reasonably comprehensive overview of educationally focused policies from various jurisdictions across Australia and a number of settings internationally has been undertaken for DEST by Global Learning Services. Second, the nature of self-directed learning and of digital technologies is such that—especially in combination—they inevitably throw up issues and challenges that cannot be met by any one portfolio, or any one level of Government. Accordingly, the following are suggested for the consideration of a range of Government departments and agencies, in particular those with an educational or cultural mandate; joined-up problems necessitate joined-up or ‘whole of Government’ responses:

• There is a case for the development of a national elearning strategy for the dual purposes of enhancing Australia’s competitiveness (including J11 the global employability of people) and ensuring a robust, well-informed democracy in an era of increasing information. Such a strategy would require not only bipartisan support but also support both from State/Territory and Federal Governments.
   
• In the interests of social justice, a joint task force should be established between DEST and the National Office for the Information Economy (NOIE) concerning the provision of adequate technology access for all Australians. A great deal of work has already been done by the Human Rights and Equal Opportunity Commission (HREOC), the Council on the Ageing (COTA), and the ‘Access, Participation and Skills’ Division of NOIE; however, stronger linkages with educational authorities and departments may be desirable, perhaps through AICTEC.
   
• It is vital to support initiatives for Small and Medium Enterprises to get online. Again, there are some significant NOIE projects in this regard, which should be supported—from an educational rather than a strictly commercial perspective—by the Australian National Training Authority (ANTA) and the relevant State and Territory TAFE authorities.
   
• As government information is increasingly placed into the digital domain as a way of informing people of their rights and satisfying various statutory obligations, this places a concomitant onus on Governments to ensure that all citizens have access to the technology required to access, obtain, download and understand the needed information.
   
• The National Goals of Schooling refer to both ICT and information literacy as fundamental accomplishments for school-aged children, and many TAFE and Higher Education providers have similar statements in relation to their students. However, there is as yet no comparable statement for the population as a whole, and there is merit in developing such national policy positions. In particular, the Government could endorse the Australian Library and Information Association’s ‘Statement on Information Literacy for All Australians.’
   
• There are two consequences of these actions. The first is that high quality professional development must be provided for teachers at all levels in the formal education system. This already appears to be the case within the schooling sector and for TAFE teachers, but the national coverage of university faculty is very variable. The second consequence is the need for extensive training for librarians and other information professionals who, as previously mentioned, are commonly at the forefront of public demand for support not only for information access but also for learning about and help with using technology.
   
• As more citizens become connected, Governments need to act to support the development of robust, beneficial online communities. This may include the provision of appropriate training, software and technical support to community-based groups undertaking activities and programs such as those designed to enhance independent living for older people, reduce the use of harmful substances, and support schemes that improve employment opportunities and limit dependency on welfare.
   
• State and Federal Governments should model best practice in terms of the accessibility of their sites, and should develop, promulgate and subscribe to national standards with respect to site design, similar to those developed by the Government of Canada. In particular, it is incumbent on Government departments and agencies to ensure that their sites are accessible to a variety of users, including those for whom English is not their first language, people with various disabilities, and those with older or less sophisticated hardware and software.
   
• Since Government sites are amongst the most often visited and heavily used in any community, there is an unparalleled opportunity to create interactive features and functions (such as drop down menus, quick quizzes or links to online support groups) that are educative or which provide access to available learning opportunities.
   
• A great deal of effort is currently being expended in the creation of educationally relevant resources. In both the schools and TAFE sectors, significant attempts are being made nationally to reduce duplication of effort and to share resources, for instance through the ‘Learning Federation’ and more generally via Educational Network Australia (EdNA) Online. In the case of Higher Education, however, there does appear to be some wasteful duplication of resources, perhaps due to excessive competition between institutions. There might be merit in establishing a body analogous to the Joint Information Systems Committee (JISC) in the UK, which not only spans Further and Higher Education, but which also has a remit to identify and bring under a unified umbrella the Distributed National Electronic Resource.
   
• Given the global reach of electronic providers, there is some concern that there does not appear to be any formal governmental participation in the Association of Commonwealth Universities Observatory on Borderless Higher Education (OBHE), although a number of Australian universities, IDP Australia and the AVCC are all subscribers.
   
• Since public libraries, museums, art galleries and archives offices are such major repositories of the national heritage and of other digital resources, there may be merit in forming an alliance between educational and cultural authorities at all three levels of government, and in providing funding to allow for the digitisation of relevant resources. It must be noted that additional funding will almost certainly be required to ensure continuing updating and maintenance of such sites.
   
• A major issue confronting educational providers, cultural institutions, business, industry and governments alike is potentially the problem of digital resources becoming obsolete through degradation of storage media or changes in technology. Accordingly it is incumbent on Governments to provide leadership to, and to act in partnership with, these various stakeholders to ensure continuity of digital resources.
   
• Cyberspace does not belong to any single group and, because it is simultaneously everywhere and nowhere, it does not lend itself to conventional terrestrial legal mechanisms. Nevertheless, it is vital to create a sense of trust in the technology for learning purposes, and to protect the interests of the relatively powerless and marginalised against the might of large players, especially multinational corporations or those who might seek to exploit the digital domain unfairly or to compromise learners’ access to needed information.

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Possible additional research in the Australian context

There are already many relevant, high quality research reports and discussion papers in existence in various jurisdictions in Australia, generated by a variety of agencies. Significant bodies of expertise already exist, for instance, within the Department of Education Science and Training, the Access, Participation and Skills Division of the National Office of the Information Economy (whose mission is: ‘Encouraging all sectors of the community to actively participate in the information economy’); the Australian National Training Authority; EdNA Online; the National Library of Australia and the State Libraries; Australian Universities and State/Territory Departments of School Education and TAFE. However, it is difficult to obtain an authoritative overview of current research and accordingly greater attention needs to be paid not only to providing integrated portals and directories and other ‘one stop shops,’ but also to improving links and sign-posting between sites.

In addition, consideration should be given to undertaking or commissioning research into the following issues that do not seem to be part of Australia’s current policy context:

• What are attitudes towards and usage of technologies for everyday learning? This could comprise an extension of the ‘State of Play’ data currently produced by NOIE but similar to the ‘Attitudes to E-learning’ study undertaken by market research firm MORI in the UK. This could be undertaken through a partnership by DEST, NOIE and ANTA.
   
• What are the costs of undertaking online self-directed learning projects on top of hardware, software and telecommunications charges? To what extent do such costs inhibit people from undertaking self-directed learning activities online? This project could be undertaken by NOIE in conjunction with Adult Learning Australia (ALA), the Council on the Ageing (COTA), the National Centre for Vocational Education Research (NCVER) and the Australian Council on Social Services (ACOSS).
   
• What is the additional potential for sharing online resources including teacher education materials? This could be undertaken by a consortium of State/Territory and Federal Governments perhaps by Education.au
   
• What is the potential for the development of a Distributed National Electronic Resource? This could be undertaken in conjunction with the National Library of Australia, the Joint Information Systems Committee (JISC) in the UK and the National Science Foundation (NSF) in the United States.
   
• To what extent are self-directed learners concerned about or troubled by issues of potentially fraudulent information or insecure websites? This could involve collaboration between education providers with, for instance, the sophisticated crime section of the Australian Institute of Criminology (AIC).

From this study, four findings stand out in particular. The first is that the truly transformative potential of ICT for learning derives not only from the access that it provides to unprecedented treasuries of digital resources, but also from its capacity to create global online learning communities. The second major insight is that because digital technologies embody characteristics both of windows and of mirrors, they offer a unique opportunity for self-directed learning by combining the best of external input with the best of personal reflection. The third major insight is that Governments and other authorities have only limited power, if any, to ‘control’ the digital domain through traditional legislative means, and that we are likely to witness an increasing demand for self-regulated online communities and access to what has been dubbed the ‘information commons.’ The fourth and final insight is that if we are committed to the vision of becoming a truly democratic Learning Society, it is vital to embrace certain aspects of the digital revolution, to ensure that everyone has at least minimal levels of access and competence, and to recognise that new paradigms of teaching, learning and information provision are likely to prevail in the future. Since these changes are so far-reaching, new multilateral partnerships will be required that involve all levels of government, business and industry, the education and training sectors as well as the media and community groups; not only nationally but indeed globally.

In a letter to the Vermont Mercury in August 1846, American academic, engineer and soldier Alonzo Jackman claimed that through the advent of a Transatlantic Telegraph between England and America, ‘all the inhabitants of the earth would be brought into one intellectual neighborhood.’ Perhaps the same claim could be made today with even greater conviction: the question is whether it is an intellectual neighborhood in which—individually and collectively—you and I would be proud to live?

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