Wearing shoes, gloves, glasses, and headphones with intention all at once is the analogy for the multi sensory integration required for basic online learning task navigation.
We can listen to headphones – our own tunes, the radio, songs you wrote, audiobooks. However, the voice we hear when a class assignment is presented, and the tools we understand that we can use, are key factors in our integrated digital literacy outfit.
The browser is like your shoes, it is foundational, all the information that you are standing on could come through this interface. It can go fast, show your style of “walking” and also it can have ‘untied laces’ – or risks to your movement or navigation.
The word processor is like your set of gloves. It shapes how you stack the ideas, and organize your opinions, knowing about your word processor and what it can do can make you feel like your hands are comfortable and you can ‘grasp’ onto your own ideas as well as other information, images, or files you can connect to what you are manufacturing for the learning task.
The assignment description is like a set of glasses, it is part of your learning experience that your are expected to “look through” as you research, reflect and write. If you don’t look through the lens of your assignment you may not present your response to the learning task in a way that earns you marks – you may see what you see, but if you don’t look through the requirements of the assignment, you will have difficulty when facing assessments.
The headphones are your own inner sounds, the tunes, the comments, the self-talk, and the murmuring that we do when we read some words out loud, or re-read a difficult sentence. You may be listening to the same sounds as your family and classmates, you may experience different wavelengths of internal harmony or noise than your peers.
Integrating the above skills can enable an activation of curiosity, inquiry, and creativity that is essential to experiencing and leading meaningful learning experiences.