LCA PowerPoint A third student followed a similar theme but chose a different technology. He presented his understanding of the LCA programme as a PowerPoint presentation to be displayed to other students as a rolling demonstration at a school careers fair.
This PowerPoint presentation and the web sites above show clearly that the students have gained substantial skills in information and communications technology. But the comments in the presentations indicate that the students have learned more than ICT skills. Anthony commented:
- L.C.A is a different course designed to get the students ready for life
- There is a more work friendly environment between students and teachers
- Passing is your own responsibility
Anthony had come to understand the importance of relationships to his learning. He seems to have come to understand the self-directed nature of learning and the importance of taking control of your own life.
The outcome of the engagement with ICT was a willingness to engage in other ways and to achieve meaningful learning. These students were preparing for the world of uncertainty (Claxton 1999).
The third reflection process involved visiting one of seven web sites and reading an article there. The learner had to summarise the article and write out the three things he considered most important. The learners then had to forms groups and see if the group could agree on the three most important things.
In his account one student wrote:
We went over the three points as a group and agreed that the damage has been done is a good point because he can’t change what has already happened. The most he can do is say sorry for what he has done. 'I learned that we can work as a group and agree on three points without any arguments among the group. You can use this in the workplace if you are working with a group to make the job a lot easier for us. It can also be used in school for setting up an event in a group."
Christopher and his co-workers were able to enter into discussion within a small group and discuss different points of view and come to a consensus on the outcome. This is a dialogic community participating in a system of intersubjective learning (Arnett 1986, 1992; Gadamer ( 1982; Freire1972). Dialogic learning involves the engagement of learners and teachers, it takes as its subject matter content which is relevant to the learning and produces learning which is relevant to the learner. In Christopher’s case we can see these elements. While the prompt for the formation of the discussion group came from the teacher, through the WebQuest, the action to form the group came from Christopher.The formation of the group and the work undertaken helps develop democratic values in the educative process, supports the building of character, and assists the establishment of a community for the educative enterprise (Dewey, 1981; Friere, 1972).