Experiential learning is a fundamental part of learning digital skills and increasing digital knowledge. Hands-on approaches to learning are becoming more common for CPD for library professionals as well as for the training that libraries provide in their communities.
Experiential learning spaces are even becoming a common part of library spaces themselves. Makerspaces and learning labs are just two examples of this reimagining of libraries into creative and collaborative learning spaces.
But with more and more of our work being delivered either wholly online or in hybrid ways, how do we best support experiential learning in digital spaces?
After many years of delivering constructionist makerspace and other tech workshops, this is something we now grapple with when planning online workshops. And we’re sure we’re not the only ones.
And every time we design a new course, we revisit our approach and the ways we provide spaces for hands-on experiences with technology.
And, sure, the tech plays a part. As the software we use for online learning delivery evolves, we need to adapt to get the most out of these tools (and try to minimise the impact of their limitations and ‘features’ that can get in the way). Is it a feature or a bug after all?
But the content is really the deciding factor. And we’ve learned a lot from how we create asynchronous courses. Active, scenario-based learning was key to our delivery of the Digital Skills for Leadership course for CILIP as well as the recent New Skills for Future Library Leaders, for example.
This informs, at least a little bit, how we design synchronous, live webinars and online workshops, but these real-time events require a different approach. And so it was again when designing recent AI online training for library staff. The aim for these workshops was to help learners gain confidence by providing safe, secure and playful ways for them to try out new AI tools and technologies.
How can we allow space and opportunity for learners to have hands-on experiences with different AI tools and technologies? How do we provide privacy as well as collaboration opportunities for them to reflect on as well as share these experiences?
Many of the tools we use, like Zoom or Teams, offer some sort of collaboration feature. But the features themselves aren’t the drivers of the experiential learning experiences.
It’s driven by the content and by actively, intentionally creating ‘space’ for hands-on learning opportunities, including:
Space for reflection and discussion
Space for reflection is just as important as access to technology. Prompts, discussion questions and time dedicated for learners to work through issues amongst themselves. And sometimes it’s better that the technology itself takes a back seat. A great example of this is the way some educators provide AI learning focusing on critical thinking and information literacy skills rather than the technical side of AI. Another example is ‘unplugged’ learning such as CS Unplugged for learning computing skills without using a computer, because a not insignificant part of gaining digital skills and knowledge is about the decisions we make.
Discussing problems and potential solutions with colleagues as well as subject experts is one of the most impactful parts of these workshops and should be prioritised when designing training programmes for professionals.
Choose Your Own (Learning) Adventure
Nothing forced, but providing opportunities for people to try things in a safe and supported environment. And within these opportunities, learners should be able to make their own choices about the tools and technologies they’re learning about.
This is especially important when it comes to something as divisive and developing as AI. People are wary and have complex feelings about this. And rightly so.
And one way we’ve tried to facilitate that in sessions recently is by being transparent about our own positions about technologies that are pervasive and, shall we say, a little aggressive. Though we are digital technologists, we are certainly not unquestioning tech cheerleaders. So we are open about having complex views on how different technologies affect the sector and society more broadly. We are a team of individuals, so our views can also vary.
We want to ensure people feel safe to share or not share, as they prefer. Sharing is great, but it should be voluntary. Some people prefer to try things out without an audience and that’s ok. Equally, we don’t record live sessions by default because this can make people nervous or shy about experimenting with new technologies. The space to fail is important.
(Sidenote: This is also because the design of synchronous and asynchronous training is quite different, and these sessions aren’t designed to be watched as standalone video content).
One size does not fit all. In fact, it often doesn’t fit anyone. Our approach varies depending on what serves the content best. And this is driven by the people who attend the workshop. We always circulate a brief questionnaire to get a better understanding of the current skills, knowledge and attitudes of the learners. And this is then used to customise the content and create discussion prompts. Just like no two libraries are the same, no two workshops are the same.
Minimising barriers, including tech barriers.
This can be hard with walled garden tech or black box tech. So there’s a lot of preparation when it comes to removing or minimising these barriers and creating a ‘sandbox’ for learning. A sandbox is an isolated environment designed to be safe and unrestricted for experimentation.
Some of the ways we approach this are by providing different UIs for learning, whether bespoke or by utilising test-friendly environments like Duck.AI or HuggingFace. Or even making the most of APIs. Equally when teaching coding or digital making workshops, we make use of coding platforms like Glitch (RIP), GitHub Pages and MakeCode.
But you need to provide an environment where people can experiment, try things, even break things if they can.
As Janelle Shane says in her influential book on AI: “[i]t turns out that pranking an AI – giving it a task and watching it flail – is a great way to learn about it”
AI is a good example as it’s proving to be one of the most contentious topics in libraries right now. Many library professionals have concerns about how they (and their library) engage with generative AI tools, for example. So they want to be able to have a say in how they engage and experiment with these technologies.
It’s not just about tech barriers though, so ensuring your sessions are welcoming and accessible can really make a difference.
Break workshops into smaller sessions – and take breaks!
Online can be exhausting. A half day workshop doesn’t translate directly into a half day online session. Where possible, we break our online workshops into a series of shorter sessions.
And it’s not just about having shorter sessions, but also making the most of the features available. Breakout rooms are another way to break things up. Smaller groups mean that people are more likely to contribute and share their thoughts and questions. And these breakout room discussions are facilitated but not led.
Polls can be another great way to encourage participation, but should be used sparingly. We’re split on hands-up and gestures but again it depends on the size of the group and whether they are from the same workplace or not.
And a lot of other ‘features’ can safely be ignored. Learners don’t need to be inundated with the latest software bells and whistles. Features should only be used if they truly add value to the learning experience.
Experiential learning is vital to teaching digital skills and knowledge. And these are some of the key considerations we factor in when designing and delivering online workshops and training to library professionals. But it’s a moving target that varies depending on content as well as the learning technologies we use.
And we’re always looking for ways to improve. If you’d like to share your own experiences in delivering participatory learning online, please get in touch.