Using online learning in the literacy classroom

Context

Online learning is a growing facet of today’s literacy classrooms. A significant project in this field is The Le@rning Federation (TLF). This organisation, a collaboration between all Australian and New Zealand governments, produces online learning materials (called ‘learning objects’) in a range of curriculum areas, including literacy. These learning objects operate a bit like computer games, except that each one has clearly defined learning outcomes. The materials are free to all Australian and New Zealand schools, both government and non-government.

Accessing these materials is as simple as going to the website www.thelearningfederation.edu.au, following the prompts for your state/territory or sector, and organising a password. From then on all the learning objects—over 2000 of them—will be available to you and your students. The website provides detailed information about each learning object, the outcomes it is designed to meet and the age group is it appropriate for.

[NB: When visiting The Le@rning Federation website select 'For Teachers', then go to 'Access Information' and follow the prompts for you State or Territory and Sector. This will show you who to contact to organise a password.

Teaching points

•  Visit The Le@rning Federation website to explore what it offers and read how other teachers have used the learning objects.
  
• Use the ‘Search’ function to explore what is available to fit your program and meet the learning needs of your students. You can specify a level (e.g. Year 1), skills (e.g. comprehension), text types (e.g. narrative) and topics (e.g. advertising).
  
• Identify how you might insert a learning object into your teaching sequence. For example, you might use the learning object to introduce a concept, or to provide practice in a concept or skill you have taught. The learning objects can provide a different context for students to use a skill you have introduced.
  
• Identify which students will benefit most from particular learning objects. Some students might need extra practice in a concept already taught; others might benefit from the extension of a concept at a higher level.
  
• Explore a learning object with the class using an interactive whiteboard, or with a group of students at the computer. Many of the learning objects use a multiple-choice function, so discuss the options before selecting. If a wrong answer is selected, discuss the feedback and try again.
  
• If a learning object is offered in several levels, complete the easiest level together with the class as a modelled task, then ask students to attempt the next level in pairs or groups of three.
  
• Some learning objects offer a printout of the students’ final effort. Use this to discuss decisions the students have made and what worked for them, and to assess what they have achieved.
  
• Some learning objects offer a printout of a new paper-and-pencil version of the task students have already done on screen. Ask students to complete this and discuss their choices.
  
• Ask students to discuss what they have learned from each learning object.
  

More information
Holliday, M (2008) Strategies for reading success
e:lit (Primary English Teaching Association), Sydney, Australia