Introduction
In The No-Tech Challenge: Teaching Adult Learners with Low-Tech Access Pressbook, four modules create a 20-week course that has been developed with overall learning outcomes that are communicated at the beginning of each 5-week module. Participants will be supported with materials needed, key information summarized by a glossary of terms, clarifying relationships between identification and information on each module.
“Whenever and wherever people shall have occasion to congregate, then and there shall be the time, place and means of their education.”
– Alfred Fitzpatrick, founder of Frontier College, (1899).
Each week is navigated through RIDAR sections:
Review 
Identify 
Develop 
Apply 
Reflect 
The participant will begin their personal adult learning experience and promote critical and reflective thinking by reviewing the topic of the week. Then the participant will be encouraged to identify and consider changes in their understandings, skills, and teaching practices. Next, the participant will be asked to develop new skills and new practices through numerous self-directed active learning exercises and activities. These activities require the participant to apply their new findings of learning and evaluation of their own practice.
A takeaway toolbox 
will be provided every week that is full of lessons, strategies, and take away tools that can be used in the classroom or the participant’s teaching practice. At the end of every week, a series of prompts that promotes the participant to reflect with a handwritten wisdom journal 
that will allow the participant to design their very own learning narrative at the end of all four modules.
Participants will also be exposed to a variety of texts, videos, resources, and interactive activities to reflect and draw critical conclusions on their understandings and take away a plethora of practical resources that could apply to their adult education practice. The interactive learning activities that are endorsed throughout the modules provide opportunities to explore current knowledge, identify the gaps in existing knowledge, and understand adult learning. Participants are given the chance to review the suggested strategies and decide on the most appropriate for the needs of their students in a limited or no-technology access learning environment. Participants will gather information through self-directed investigation and will also be stimulated to develop a range of strategies that can be gathered and used to support student-centered adult learners in an in-class situation that have limited technology skills or limited technology access. The strategies recommended will accommodate different abilities, skills, learning pace, and styles that allow every student to participate and to be successful in their own adult learning.
“Marginalized - people estimated that only 12% of the people in the world have computers, and of that, only 8% are connected to the Internet.”
– The Minature Earth Project (2001)
Here are some questions to consider before beginning the modules.
Questions to Consider
1. Why do Adults want to continue learning? How can a self-directed approach to learning change a person’s learning perception?
2. How does learning work without technology?
3. How can you assist/coach adult students to embrace learning?
4. How can you incorporate learning activities that are meaningful to their low-tech/no-tech learning environment?
5. How can you motivate your adult student that has low-tech skills or no-tech access to learning?
“Equalizing opportunities in education is one of the most important conditions for overcoming social injustice and reducing social disparities in any country….and is also a condition for strengthening economic growth.”
– UNESCO report – (2008)
