Approaches to Peer-to-Peer Learning in the Adult Disadvantaged Population

This paper concerns the design of the Collaborative Open Learning Technologies (COLT) project 1 , led by Dr. Larry Katz, Faculty of Kinesiology, University of Calgary. COLT partners include: Calgary Smart Communities, First Nations (Tsuu T’ina), and iW Technologies. In addition, Bow Valley College, a diversified secondary institut ion encompassing career training and upgrading, is a research partner providing students and research staff. The objective of the COLT project is to provide the adult, disadvantaged learner with the concepts needed for skills acquisition in computing and technology use, through collaborative approaches. This process will be supported by computer communications and multimedia technologies. Success will be defined by learners acquiring the requisite skills with improved conceptual understanding, and increased employment potential. Background to the COLT Project The COLT project was motivated by the work of Ali Reza Rezaei, whose PhD research at the University of Calgary involved constructivist approaches to science education which dealt with the correction of misconceptions. The basic premise of COLT is that peer-to-peer learning, through discussion, collaboration, and interaction, is a positive way to improve outcomes. This process is designed to reduce misconceptions and strengthen appropriate concepts . As part of the research model a learning group comprised of disadvantaged adults has been selected as a client base. These learners will be selected from 1 The COLT Project is funded by a grant from the Office of Learning Technologies (OLT) Human Resource Development Canada (Government of Canada) clients found at Calgary Smart Communities (Bow Valley College and the Mustard Seed), and students in the Tsuu T’ina Nation Adult Education Centre. The specified learning materials will be related to acquiring basic computer skills (e.g., word processing) using job related content (e.g., resume writing). Basic computer skills taught within a job related context have been shown to increase employability [4]. Both face-to-face and computer collaboration technologies are to be used in peer-topeer learning sessions and compared with self study. The design will take into consideration social and economic context of the adult learners. As part of the research model, the COLT Project, according to Chang [1], requires that a number of key considerations be successfully integrated by: • Identifying the characteristics of disadvantaged adult learners. • Choosing one or more computer technology courses relevant to the learner population. • Identifying the concepts underlying the course content. • Identifying the specific peer-to-peer learning protocol to be used. • Selecting appropriate computer resources to support peer-to-peer learning. • Preparing the course material for the peer-to-peer learning to be used in both the face-to-face and the computer-supported interactions. • Evaluating the success of COLT, which includes evaluation of learning outcomes, the acceptability of the peer-to-peer process, measures of cost and effectiveness, assessment of scalability and transference to other content and other domains.