University of Tasmania
Browse
153138 - Unleashing adult learners numeracy.pdf (996.01 kB)

Unleashing adult learners' numeracy agency through self-determined online professional Development

Download (996.01 kB)
journal contribution
posted on 2023-05-21, 13:26 authored by Walsh, C, Bragg, L, Tracey MuirTracey Muir, Greg OatesGreg Oates
Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners' agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage with online learning unless they are intrinsically motivated, we engaged in design research to conceptualise the Birth to Level 10 Numeracy Guide for educators and families. The Birth to Level 10 Numeracy Guide fosters educators' and adult learners' numeracy capability across numeracy focus areas from birth to level 10 (16-year-olds). This extensive OPD resource incorporates consistent design elements, double-looped learning, nonlinear learning, self-reflection, and metacognition activities to foster educators' pedagogical content knowledge (PCK) through experiential learning. With a section dedicated to families, the resource provides suggestions and advice to parents and carers on everyday, authentic activities to develop children and young people's numeracy understandings at home and in the local community. As education systems continue to grapple with the disruption brought about by the COVID-19 pandemic, the Birth to Level 10 Numeracy Guide is a timely, freely accessed, viable, and scalable option for providing low-cost OPD.

Funding

Department of Education and Training Victoria

History

Publication title

International Review of Research in Open and Distributed Learning

Volume

23

Pagination

240-258

ISSN

1492-3831

Department/School

Faculty of Education

Publisher

Athabasca University Press

Place of publication

Canada

Rights statement

© 2021. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. https://creativecommons.org/licenses/by/4.0/

Repository Status

  • Open

Socio-economic Objectives

Pedagogy; Teaching and instruction technologies

Usage metrics

    University Of Tasmania

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC