9 Computer Based Primers in Adult literacy

Mr. Tuhin Deb

epgp books

 

Content Outline

  • Introduction
  • Computer Based Literacy Primer
  • Features of Basic Literacy Primer
  • Computer Based Functional Literacy programme
  • Effects of Digital Literacy Primer
  • How do Adults learn using e-Primer?
  • Substantive issues in Basic Literacy Primer
  • Benefits of e-Primer
  • Summary

 

Introduction

 

The use of new learning technologies has provided significant opportunities for providing literacy and strengthening it in adults and youth who enrol for literacy and basic education programmes. Use of information and communication technologies (ICT) can facilitate development of literacy skills. ICT is used for raising the awareness of learners, sustaining their motivation for learning as well as for stimulating them to develop their own material. ICTs give access to new knowledge and enable learners to produce their own messages and images. Use of learner generated materials can be particularly useful in holding the interest of the adult learners. ICT is useful in training the large number of volunteer teachers who are in the field who are actually teaching the adults and providing them with support in their activity. ICT facilitates the distribution and update of learning materials. It also expedites gathering of feedback from learning centres and individual learners. It is rare, however, that literacy programmes are conducted solely through ICT. Instead ICT is used primarily in support of conventional programmes or as one component of a multi- pronged approach to literacy and numeracy learning. Concrete examples presented in this panel will show how distance learning tools and ICTs can be used to meaningfully engage in literary learning.

 

In the present times, ICTs not only play a role in learning, but increasingly give access to jobs. Computers, internet, TV, video and DVD, mobile phones – these are some of the information and communication technologies (ICTs) which are now prevalent in our daily lives. Therefore, it is becoming increasingly urgent that literacy programmes also give instruction in using ICTs while maintaining a focus on basic reading and writing. The question is what kind of training within literacy programmes would best enable people to use these media? ICTs offer huge opportunities to those who can access them – but they also challenge the accepted way of learning and teaching literacy.

 

Learning objectives

  1. Explain the use of Computer Based Literacy Primers
  2. Clarify the features of Basic Literacy Primers
  3. Describe the process of Computer Based Functional Literacy programme
  4. Explain the effects of Digital Literacy Primers
  5. Demonstrate the use of e-Primer
  6. List the substantive issues in Basic Literacy Primer
  7. Explain the benefits of e-Primer

 

Computer Based Literacy Primer

 

The digital primer, computer based literacy primers or e-primers, as these are alternately called, have been prepared by the State Resource Centres that are supported by the Central Government as well as by other agencies to provide academic resource support to literacy programmes and campaigns in the country. Computer Based Literacy Primers & Computer based Bridge Primers are interactive learning packages with multimedia inputs.

 

For example computer based literacy primers, namely, Digital AakharJhanpi& E Bridge Primer (CBFL) are developed in 2012 by the State Resource Centre, Raipur, Chhattisgarh, India to enable learners to learn the basic functional literacy skills of reading, writing, numeracy and general awareness through the computer with minimum assistance from the instructor. The content of the AakharJhanpi primer, approved by the National Literacy Mission was adopted in developing the Computer Based Functional Literacy (CBFL) primer. While using this digital primer, the instructor demonstrates the use of this e-primer before a group of learners and displays the frames one by one. While doing the exercise on the screen, the instructor demonstrates one or two frames and asks learners to sit before the computer and operate. Once familiar with the operation, the learners feel motivated to use it on their own. However instructor’s guidance is needed in writing the tests and exercises. This programme was tested in all 8500 Adult Education Centres of 23 districts of Chhattisgarh included in the Saakshar Bharat programme. The SRC Raipur has conducted 14 CBFL camps using e- primer for young woman (15 to 25 age group) of most backward groups of Scheduled Tribes, Scheduled Castes & Muslim minority community.

 

A longitudinal study undertaken for assessing the effectiveness of the e-primer suggested that this is a far better approach for imparting literacy to the non-literates.

 

Features of Basic Literacy Primer

 

The primers are developed with certain population in mind. These are learners living in a particular area, speaking certain language (or dialect) using particular words, phrases, nuances, having their own style of dressing, wearing ornaments and expressing themselves in their own folk art. They have their own life issues. All this has to be reflected in the primers prepared for them. If we take the example of AakharJhanpi, the important features of this primer are-

  1. This primer uses images of traditional folk toys, traditional oranaments and local dresses in the exercises & pictures printed in this book.
  2. Folk art of tribal’s of this regions helps the learners to feel that the book is written for them.
  3. Local words like – Mitanin, Mitan, Dai, Karma, Mander, Karanj used in this primer are easily understood by the learner.
  4. Local phrases used in the primers are also easily understood by the learners.
  5. The primer gives priority to women’s issues, particularly, those of tribal women.
  6. Presentation of lessons is in the form of article, story, letter and so on.
  7. To teach arithmetic, pictures of national symbols and traditional symbols that the learner is familiar with are used.

 

Computer Based Functional Literacy programme

 

The Computer Based Functional Literacy (CBFL) programme, primarily focused on reading, is designed to provide a basic 300-500 word vocabulary to adults over the course of 40 hours-about a third of the time of traditional training, and essentially based on the theories of cognition, language and communication. A typical class has between 15 to 20 adults and is held in the evening hours. CBFL curriculum provides flexibility to adjust to the varied schedules of working adults with families, and does not require trained teachers. Today the CBFL project is operational in more than 1000 centres in Chhattisgarh, Andhra Pradesh, Tamil Nadu, Madhya Pradesh, Maharashtra etc. and has helped more than 50000 adults learn the most basic reading skills. More centres are in the process of being set up. CBFL has been field tested in five of India’s 18 languages with the help of government and NGOs in various locations throughout India.

 

Effects of Digital Literacy Primer

  1. ICTs can create local content and enhance learning, including literacy: Radio, when used with printed course materials, can make literacy lessons more true-to life and interesting. Television, video, video-compact-disc(VCD) and digital-video-disc(DVD) technologies combine words, images, movement, animation and audio to facilitate reading and comprehension and accelerate literacy learning.
  2. ICTs can ensure access to information: Access to information may be limited or may be denied to some sections for a variety of reasons. These include social, cultural, political, geographical reasons. ICTs can broaden access to information in various ways.
  3. ICTs can cultivate a literacy conducive environment: For literacy to become widespread in a community, it is essential that materials are available in daily life that are accessible to all. Such an environment would cultivate opportunities for coming in contact with written material or even creating one’s own material, thereby reinforcing and promoting the development of literacy skills.
  4. ICTs can be used to develop livelihood skills and thus contribute to poverty alleviation: Since NFE programmes target poorer sections of the society, they need to address the issue of poverty alleviation Livelihood skills training is a common activity in community learning centres(CLCs). The use of ICTs as a tool in such training is an engaging way for learners to develop their livelihood skills .
  5. ICTs are a tool for capacity building: ICTs can be used as an effective and affordable tool in the professional development of NFE teachers. This is important because qualified and trained teachers are the key to quality learning. They help in increasing learner motivation. Professional expertise, particularly for the provision of non-formal literacy education is limited and thinly distributed. Training in teaching and learning in NFE contexts consists of one-off programs and lack follow-up and sustainability.
  6. ICTs can facilitate documentation and information sharing: ICTs can facilitate the process of documentation, not just through print but also through audio and video. A variety of tools such as print materials of various kinds and radio/TV broadcasts, an e-newsletter, a blog or a specially created website can enable information sharing in a more organized and sustained manner.
  7. ICTs can be used to facilitate the process of networking among organizations engaged in the design and delivery of NFE activities to maximize available resources and expertise, including ICT equipment.
  8. ICT tool can improve the overall effectiveness of monitoring and evaluation: ICTs can help in developing innovative tools for monitoring and evaluation purposes which should be built into the entire planning and management of NFE programs.
  9. ICTs can be used for community empowerment: Effective use of technology can empower those who have remained on the fringe due to lack of access to information. Programmes on issues relating to women’s empowerment, agricultural needs of semi-arid regions, public health and hygiene, indigenous knowledge systems, biodiversity and food security using ICT can make people aware of various issues so far outside their sphere of consciousness. ICTs not only give access to information but also help in bringing together people on the same platform, providing them opportunity for discusscussion and further action.

 

How do Adults learn using Primer?

 

For convenience, let us take the example of Aakhar Jhanpi. The e-primer Akshar Jhampi contains 24 lessons in all. Each lesson has words with 3 alphabets and 1 vowel (maatraa). Lesson- 1 begins with 9 –10 words. Lesson -12 contains 100 words. Each succeeding lesson, gradually, goes on increasing by additional 8-10 words.

 

In the primer, language and maths are incorporated in an integrated manner. All the consonants and vowels (Maatraa) are taught through this primer. The words created by consonants and vowels are accompanied by sounds of words. That helps the adult learners to connect the pronunciation with specific alphabets and words easily. Thus learning is strengthened through connecting both visual and auditory stimulus. They can identify the consonants and vowels, remember their sounds and read the words easily.

 

With e-primer, the learner himself operates the computer. Therefore, he puts the cursor repeatedly on the specific letter and word, and listens to the sound of their pronunciation. That helps them learn quickly.

 

Let us now see how the e-primer Akhar Jhanpi works.

 

The learner is required to open Akhar Jhanpi.

 

The cover page contains following two icons ‘Enter’ and ‘Close’.

 

To proceed, click ‘enter’ icon (Pravesh Kare) and see the page that opens on the screen

 

The two corners of this page have two opposite facing flying images of Chhattisgarhi Moyna bird. The left one is with the indicator ‘previous’ (or peechhe jayen) and the right with ‘next’ (or aage badhen).

 

Clicking ‘Next’ option will lead to ‘credits’ page showing names of contributors.

 

Again clicking ‘Next’ option will lead to the message given in the primer. This is followed by information about the primer.

 

Further ‘Next’ will show the index of the lessons and subject matter of Part -1. This page contains icons like ‘Literacy Songs’, ‘Back’ and list of 12 lessons in rectangular blocks.

 

Clicking ‘Literacy Songs’, one can select a song from the list and can listen to a song of one’s choice.

 

Clicking ‘back’ one can go to previous page.

 

Clicking the rectangular icon, one will enter into the lessons. Judicious use of icons would facilitate the study of Digital Primer in a short duration.

 

Reading: With e-primer, one learns to read out while identifying alphabets and the words. They learn to read while adding the alphabets and making the words. Illustration in animation form depicts the motion of things and actions. This inspires the learners to learn and they learn fast.

 

Writing: With e-primer, one learns to write while placing the cursor in the writing space. This results into popping up of related letter, picture or illustration. He observes them repeatedly, learns to distinguish and then follows the writing instructions given at the bottom of the lessons for the required practice. Before this writing practice, adult learners are given adequate practice for “writing strokes” on clay and sands. These preparatory practices are very helpful for the beginners. When ‘Maatraa’ is added, the sounds of the words also changes. Thus they learn the correct pronunciations easily.

 

Thereafter, they can follow and write the words and sentences in e-primers.

 

Numeracy: In Numeracy, the learning process and exercises in e-primer are similar to those of learning alphabets, words and sentences, i.e., through images and sounds. The adults happen to be experienced enough. They engage in their daily life activities using various accounting tools and calculations. They are unable to write their calculations. They are unaware of the symbols used locally for various computations. While using e-primer they put the cursor on the numbers or numerical. Then they see the related pictures and hear the related sounds or pronunciations. Gradually, they learn to distinguish and identify the numerical and the simple operational symbols like addition, subtraction, multiplication and division. Soon they are able to write down their calculations.

 

Substantive issues inBasic Literacy Primer

 

Let us take the example of ‘Aakhar Jhanpi’ to understand the common issues that find a place in the Basic Literacy Primer. The content of the chapters in ‘Aakhar Jhanpi’ include-

  1. Importance of work and income related matters are discussed.
  2. The learners, particularly women are made aware about importance or education.
  3. The intense relationship of forest and tribal life-style is linked with awareness about nature and conservation of forests.
  4. The learners are made aware of issues of preservation of clean environment and its connection with public health
  5. The learners are made conscious of local self government and empowerment of women through participation in local self government.
  6. In an attempt to develop scientific temperament, learners are made cautious about superstitions and blind faith.
  7. The learners are convinced about benefits of a small family.
  8. The learners are given practice in letter- writing.
  9. The learners are helped to acquire values like ‘equality’, ‘diligence’ through the medium of folk tale.
  10. The learners are acquainted with the values of Guru Baba Ghasidas through his messages, sermons & speeches.
  11. Development of the team spirit among women regarding firm determination, devotion, courage and being united to work for their own progress.
  12. Working towards economic progress by being united and establishing Self-Help-Groups of women.
  13. An understanding of cultural life – values and experiences through the medium of folk-proverbs and quiz.
  14. Awareness about health with the information about Phyleria which is a common disease in Chhattisgarh.
  15. Awareness about, nature, culture, history and environment with the information of cultural, historical and tourist places in Chhattisgarh.
  16. Legal awareness for protesting against injustice encountered in daily life by the information about Right to Information law.
  17. Inspiring learners by nationalistic values from the life story of women freedom fighters participating in independence struggle.
  18. Stimulating interest and pride in one’s own State with the help of detailed information about specialties of the State.
  19. Patriotic song composed by Iqbal which presents the proud glory of our country. Awakening of patriotic feelings by the song.
  20. Awareness for functional literacy with the introduction of writing application for Job card under MANREGA.

 

Benefits of e-Primer

 

Flexibility in learning pace is an important benefit. Each individual learner differs from others in her pace of learning. Some learn faster than others. While using e-primers, the learner operates individual computer and follows the lesson at her own pace. She is neither compared to others, nor is she in competition with anyone else.

 

Flexibility in learning period is another important benefit. The time any individual learner takes in completing a lesson on her computer may be different from what other learners take. Thus the total learning period of individual learners may differ.

 

Minimum cases of drop-outs from literacy programme are observed. The cases of drop-outs are really low. Acceptance of flexibility in pace of learning gives them confidence to continue learning till they master the skills provided in each lesson.

 

Acquisition of computer skills is an additional gain. While the learners learn skills of reading, writing and numeracy, they also learn the use of computer which is a very important gain in the current world.

 

Immediate repetition of the words is a feature of computer based literacy. This is advantageous for strengthening recent learning.

 

One can simultaneously read and listen to the sounds of words. This helps in confirming that what they are actually reading is, in fact correct and gives learners the confidence to proceed with the lessons.

 

Developing a permanent taste and attitude of learning is an outcome of this programme. Learning literacy skills is only the first step. The learner is expected to attain self-sufficiency in learning and progress further in fulfilling her own educational needs. The positive learning experience helps the learner to proceed in that direction.

 

State Resource Centres that are using e-primers claim that learning is faster when e-primers are used. It takes 1/3d less time than that of common non-digital primer.

 

Summary

 

At the end, I would like to say that the world is changing and today it is changing really fast. New technology has impacted all areas of our lives. Judicious use of computer based learning is advantageous to the learners. Learning is faster and more sustained. There is also the additional advantage of acquiring computer skills. These skills are useful in other areas of functioning too. It is therefore important that both adult learners and the literacy teachers adapt themselves to the use of ICT in teaching-learning.

 

you can view video on Computer Based Primers in Adult literacy

References

 

  •  Adama Ouane, 1989, Handbook on Learning Strategies for Post-Literacy and Continuing Education – Hamburg UNESCO Institute for Education.
  • Manual on Saakshar Bharat, 2013, National Literacy Mission, Authority Ministry of Human Resource Development, Government of India.
  • Guide Book, 2010, Saakshar Bharat, Centrally sponsored Scheme National Literacy Mission, Authority Ministry of Human Resource Development, Government of India.
  • Manual on Functional Literacy for Indigenous People 1999, Bangkok, UNESCO Principal Regional office for Asia and pacific.
  • Guide Book, (1) 2000, for the Development of A Literacy Programme based on ATLP, Bangkok Asia and pacific of Education For All. (APEAL) UNESCO Principal Regional office for Asia and the Pacific. (PROAP)
  • Handbook for developing, IPCL Material, 1993, Directorate of Adult Education, Government of India.
  • Kester Osegha  Ojokheta  Michael  Ayodeji  Boyede,  2009,  Paulo  Freire’s  Basic Philosophical Principles – An Outcome of the Application 70 (3) pp56-64