Our plans for boosting performance and standards across education are far reaching and radical. We aim to put learners, young people - and their parents - in the driving seat, shaping the opportunities open to all learners to fit around their particular needs and preferences. In achieving these goals, the effective use of interactive technologies is absolutely crucial and I am determined that we grasp them. They offer huge opportunities that we must exploit. That means working with all the stakeholders, schools, colleges, adult and community learning organisations, universities, independent training providers and the information and communications technology (ICT) industry, to ensure that we deliver quality and cost effective services to all. We want to extend the variety of places where people can learn.
I thought to myself, if my kids can use a computer then why can’t I?
THE GOVERNMENT’S E-STRATEGY
The Government set out its e-strategy in March 2005 in Harnessing Technology. This provides a strategic framework for using ICT to support all sectors of education. There are six priority actions for the post-16 sector in the strategy.
Priority 1
Provide an integrated online information service for all citizens.
Action
Ensure that information and services for young people and their parents, and for lifelong learning, are well represented within Directgov.
Milestones
Transition of existing material from Way to Learn portal to Directgov by 2005.
Action
Develop a workforce web portal for information, advice and guidance on e-learning.
Milestone
Scoping study to build on existing practitioner services in the sector by 2005.
Priority 2
Ensure integrated online personal support for learners.
Action
Develop better opportunities for extending access to socially excluded groups.
Milestones
Measurable increase in take-up of e-skills passports and follow through by Ufi, by 2007. Sustainable model for UK online centres for 2005. National Institute of Adult Continuing Education (NIACE) to develop e-learning mentors (e-guides) in training adult and community learning (ACL) tutors who work in community settings for 2005.
Action
Promote portability of assessment to support personalised progression.
Milestone
Road map for e-assessment developed by 2006.
Action
Provide a personalised online learning space for every learner that can encompass a personal portfolio.
Milestone
A personalised learning space, with the potential to support e-portfolios available within every college, by 2007-08.
Priority 3
A collaborative approach to personalised learning activities.
Action
Ensure that the post-16 sector implements a content strategy consistent with the system-level aims.
Milestones
E-learning embedded in Success for All materials by 2005.
Funding and business models for post-16 providers to purchase high-quality commercial content by 2006.
Content strategy aligned with teaching and learning developments through Pedagogy Advisory Group by 2005.
National Learning Network (NLN) and Success for All skills and dissemination strategies to include information and learning technologies (ILT) subject mentors and champions and ACL e-guides through JISC’s regional support centres (RSCs), and explore extension to adult and community learning by 2006.
Action
Embed e-learning in workplace and work-based learning.
Milestone
The use of e-assessment and e-learning built into sector academies and the National Employer Training Programme (NETP) by 2007.
Priority 4
Provide a good-quality ICT training and support package for practitioners.
Action
Enhance practitioner e-learning pedagogical skills.
Milestones
Core, optional and elective units of training and development, based on the Lifelong Learning UK (LLUK) e-learning and e-leadership sector standards, available by 2007-08 and embedded in initial teacher training (ITT) and professional development programmes.
ICT personal competency, based on the e-skills standards, required as part of the ‘common core’ of all ITT in the sector by 2007-08.
Provider-level three-year development plans agreed with local Learning and Skills Councils (LSCs) by 2006.
NIACE to train practitioners to LLUK standards, to mentor their peers in e-learning, with initial training programme complete by 2006.
Action
Ensure ICT access for every practitioner and provide an online service for e-learning.
Milestones
NLN Online will be available from 2006. Success for All materials available through NLN Online.
Action
Exploit the potential of e-learning for workplace and work-based learning.
Milestones
E-skills e-learning champion working with Skills for Business Network from 2005. Support for union learning representatives from 2005.
learndirect to develop offer for small businesses by 2006.
Embed e-learning to support vocational routes through skills academies, Centres of Vocational Excellence (CoVEs) and specialist institutions by 2007.
Priority 5
Provide leadership and development package for organisational capability in ICT.
Action
Promote effective use of ICT through existing monitoring mechanisms.
Milestones
E-learning explicit in ALI and Ofsted inspection for all institutions by 2006. E-learning in regional development plans for 2006. Benchmarking tools available in 2006.
Action
Ensure leaders are equipped to lead the adoption and effective use of ICT.
Milestones
E-learning embedded in Centre for Excellence in Leadership (CEL) programmes by 2006.
Develop the concept of the provider for the future by 2006.
NIACE and CEL to develop short training modules for managers for 2006.
Action
Support leadership collaboration on the strategic role of e-learning.
Milestones
NLN Online developed as Gateway to CEL for 2006.
E-learning embedded in strategic area review (StAR) process by 2005.
Priority 6
Build a common digital infrastructure to support transformation and reform.
Action
All post-16 sectors with relevant access to broadband.
Milestones
Best value frameworks available by 2007. ACL providers and specialist institutions have plans to work towards appropriate technologies by 2007.
Action
Ensure work-based learning and ACL are not disadvantaged in comparison with institution-based learning.
Milestone
Strategy for appropriate support for publicly-funded programmes of private providers in place by 2006.
Action
Strengthen regional support for embedded e-learning for ACL and workplace learning.
Milestones
Deliver a more coherent and effective regional and local support service to ACL, work-based learning and school sixth forms from 2006.
It is hoped that this contextual Guide will help managers and teachers understand how to work towards implementing these priorities.
CURRENT ISSUES IN PROVISION FOR E-LEARNING
We live in an era where information is increasingly captured, stored, transmitted and distributed in digital form. One very live issue in e-learning today is the issue of social inclusion in relation to information and communications technology (ICT). People who lack access to the information and opportunities available in electronic environments, such as those relating to e-government, educational or job opportunities, parenting skills, health advice and citizenship, are disempowered. To deny a particular group of people access to the Internet, e-mail and chat rooms, or not to help them become at ease with the everyday use of ICT is irresponsible. Where learners have an entitlement and the proper encouragement to acquire the ICT skills that will help them participate and contribute fully to their communities and society, and where ICT extends their choices, enriches their competencies and strengthens their autonomy, e-learning will be making the step-change needed to adjust to the increasingly complex world of the 21st century.
The Government has established 6,000 UK online centres across England in order to bridge the gap between those in society who have access to ICT and are able to use it competently and confidently, and those who do not. Over 2,000 centres are in the most deprived wards. They offer a broad range of services linked to the use of ICT and learning and help to bridge the digital divide. Mapping by Birkbeck College (UK online centres, 2003) shows that UK online and learndirect centres alone result in over 99 per cent of households being within 10km of an access point, 95 per cent within 5km and 89 per cent within 3km. Management information shows that 17 per cent of the 500,000 people who now use UK online centres a year have a Skills for Life need. The existence of these centres means that Skills for Life learners can benefit from e-learning opportunities even if they do not have access to a computer at home or at work. UK online centres are currently targeting people who:
- need help to improve their literacy, numeracy or ICT skills
- do not have a qualification at Level 2
- have rejected learning or think learning is irrelevant to them
- are from disadvantaged communities.
E-learning in relation to adult literacy, numeracy and language skills development is comparatively new. The emergence of the University for Industry (Ufi) and its network of learning centres providing learndirect programmes in 1999 was when its full potential for teaching literacy, numeracy and language began to be recognised because of the significant uptake of courses and the positive feedback from learners. E-learning is increasingly acknowledged as an effective mode of teaching and promoting learning in a wide range of contexts. E-learning is cited as an important lever for change in Skills for Life: The national strategy for improving adult literacy and numeracy skills (DfES, 2001). E-learning offers opportunities for self-directed, differentiated learning that engages and motivates learners and responds to their individual needs and brings with it none of the negativity associated with past experiences of education.
However, it is important that e-learning, wherever it takes place, should aspire to the same high standards as more traditional teaching methods. It should not be seen as something that is tagged on, but rather as an important tool that is integral to the learning process.
So, exactly what is meant by e-learning in the Skills for Life context? Put simply, e-learning is the process of learning through the medium of ICT. In this context, ICT includes the use of computers, e-mail, the Internet, online tutoring, online groupwork, portable devices, mobile phones, presentation and word-processing softwares and interactive whiteboards.
The Skills for Life strategy recognised the potential for e-learning to increase access and uptake from its launch in 2001. However, many organisations still deliver programmes in a traditional way using teachers and paper-based materials.
This is a valid and valuable approach that is useful for many adults, but it is not the whole story.
This traditional approach does not necessarily suit large numbers of learners who may be resistant to classroom-based provision and group provision in general but who are concerned about acknowledging their need for literacy, numeracy and ESOL learning.
For these learners, e-learning can be an attractive, flexible alternative, which with the right level of support and pedagogical design can be effective either on its own in a learning centre context or as part of a classroom-based blended approach to teaching.
Sometimes the absence of e-learning in programmes of work can be owing to the teacher’s lack of familiarity and confidence in the use of ICT, or scepticism about its effectiveness.
It is important that teachers become familiar with and trained in the use of ICT, not only in the classroom but also for their own personal use, so that they understand where and how e-learning can make its greatest contribution in Skills for Life learning, and are convinced of its value.
Details of how teachers can improve their skills in relation to e-learning are provided later in this Guide.
Finally, it is important to note that following the announcement in the Government’s Skills strategy, ICT will be classed as a new basic skill in the same way as reading, writing and using numbers are. Announcing the new third basic skill, Minister for Lifelong Learning Ivan Lewis said:
We are building on the new Skills for Life strategy. Having ICT skills is not a luxury in today’s society, it is an essential skill in terms of employability.
For a more detailed explanation of e-learning, go to the following Becta website: http://ferl.becta.org.uk/subsite/fpp6/html/whatiselearning/model.htm
THE SCOPE OF THIS GUIDE
This Guide is designed to help providers achieve excellence in their literacy, numeracy and ESOL provision using e-learning facilities. By taking each of the five questions in the Common Inspection Framework in turn, it is designed to help providers interpret the requirements of the Common Inspection Framework and the adult basic skills curricula for provision in communication, reading, writing and numeracy.
The Guide also sets out the characteristics of best practice in literacy, numeracy and ESOL provision, in particular by drawing on real examples. The examples are designed to give staff in colleges practical help and ideas for improving their literacy, numeracy and ESOL provision.
We wanted this series of guides to offer practical help to providers and practitioners – a ‘How to’ guide that would really focus on what works. For that reason, as well as providing sample materials that can be adapted for different learning environments, the guides illustrate what success might look like. For example, how do we know when a learner has made an important new step in their learning? What might be the outcomes of a successful initial assessment? The short descriptions of the progress made by real learners in real situations help to answer such questions.
Finally, the guides all highlight comments from inspectors on this area of work in inspection reports and other documents. These extracts are included to help readers gain an insight into how Ofsted and the ALI evaluate and report on this context for learning.
WHAT IS SUCCESS IN THE E-LEARNING CONTEXT?
Good practice in e-learning involves combining it with traditional approaches such as classroom-based or individual teaching and discussion or study using printed material as well as online tutorials and groupwork. This is referred to as blended learning, and its use can add value to the learning experience for Skills for Life learners. For example, learners can independently use Internet access for information and research, exchanging e-mails, visiting chat rooms and finding exercises and information that are linked to learning. On the other hand, a teacher may choose to supplement traditional teaching materials and approaches with presentation software, data projectors or interactive whiteboards. One advantage of e-learning is that learning can also take place outside scheduled learning times to complement a main programme, as in the case of web research, reinforcement or revision exercises, additional practice or online peer and teacher communication. Such activities allow learners remote access to learning materials and enable learners to work at their own pace and at times that are convenient for them. Another advantage as demonstrated by research conducted on behalf if the Ufi (IES, 2003) shows that the private nature of e-learning is particularly attractive to Skills for Life learners.
The materials used for e-learning are widely available (see the webography). learndirect is one of the leaders in creating fit-for-purpose Skills for Life courses and its multimedia courses are matched to the literacy, numeracy and ESOL curricula. These materials can be accessed through learndirect’s national network of learning centres. The BBC also has a dedicated site called Skillswise, which is designed to help adults improve their skills to Level 1. Skillswise can be accessed through the BBC’s digital services. There is also an increasingly wide range of commercially produced materials in this category as well as those developed for the National Learning Network (NLN) by Becta.
Appropriate support for learners at critical points in their learning is essential to the success of e-learning. There is emerging evidence from the latest research from the National Research and Development Centre for Adult Literacy and Numeracy (ICT and adult literacy, numeracy and ESOL) that Skills for Life learners in all types of learning situations can improve their literacy, numeracy and ESOL skills by using well-designed e-learning materials and by using the Internet and other forms of ICT. The benefits include higher motivation, the chance to learn more autonomously and opportunities to learn in ways that suit a wide range of learning styles. E-learning programmes allow learners to develop and practise skills in a non-stigmatised environment. Most Skills for Life learners using ICT have little difficulty in using the technology to enhance their learning.
A key feature of e-learning confidence is the rapidly expanding access to on-screen and online assessment leading to national qualifications in literacy and numeracy at Levels 1 and 2. Awarding bodies who are offering this opportunity highlight the ease with which learners complete tests and the capability and confidence they secure as the result of their achievements.
An important aspect of using ICT and e-learning for literacy, numeracy and ESOL teaching is that it familiarises learners with the use of ICT as the standard way of working, reflecting the increasingly widespread and extensive role of ICT at work, in learning and in community and leisure activities.
E-learning is here to stay and Skills for Life learners are embracing it in many ways to improve their skills. For example:
- a learndirect centre in a Foyer is using computer-based packages to bring young people who have not had a positive experience of school into learning
- learners in a college-based ESOL class use computer-assisted language learning to finding out information from the Internet and to communicate with friends and relatives back home
- a community group uses the BBC’s Skillswise website to give learners practice with their literacy and numeracy
- a literacy teacher asks learners to e-mail her their work, which she corrects and returns electronically
- a tutor uses a web quest with her ESOL learners
- a lecturer uses camera phones to gather and record information for a project about the local environment with her students
- a teacher uses an interactive whiteboard with a group of learners to create content for a newsletter
- an increasing number of non-traditional learners in the workplace are participating in on-screen and online assessments because they differ so dramatically from their previous educational experiences.
E-learning is a different way of learning. It is a new culture that offers an enormous variety of ways of enhancing the learning experience. It is vital that Skills for Life teachers embrace it, understand it and learn how to use it effectively.
