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AreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologiesGeneraleducatorsreportByCassieHague,LearningResearcher,FuturelabwithAnnLoganEducationalResearchConsultantApril2009ContentsContents1Executivesummary21.
Introduction42.
Definingtermsinadultinformallearning53.
Theimportanceofadultinformallearning64.
Thecurrentpolicycontextregardingadultinformallearning85.
Thefindingsofasurveyonadultuseoftechnologyforinformallearning106Theroleofdigitaltechnologiesinsupportingadultinformallearning167.
Issues,challengesanddebatessurroundingtheuseoftechnologyforadultinformallearning188.
Recommendationsforresearch,policyandpractice22Appendix1:Directoryofadultinformallearningtools,resourcesandservices24Appendix2:Personallearningjourneys:possibilitiesforadultinformallearningusingdigitaltechnologies33Notesandreferences39AcknowledgementsThisreportformspartofaFuturelabprojectonadultinformallearningwhichisfundedbyBecta.
WewouldliketothankDrLeilaWalkerwhoprovidedsubstantialinputintotheearlystagesofthisreport.
Wearealsogratefultoalltheorganisationsandindividualswhoprovidedinformationandinsightduringthecourseofthisproject.
Areviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies2AimofthereportThisreportaimstoexaminethecurrentlandscapeofadultinformallearningusingdigitaltechnologies.
Itprovidesnewdataonadultuseoftechnologyforinformallearningandoutlinestheexistinglandscapeoftools,resourcesandserviceswhichcansupportthis.
Itaimstodevelopasharedunderstandingofthewaysinwhichdigitaltechnologiesareusedforadultinformallearning,andhowthiscouldbesupplementedtoenhanceandtransformadultinformallearninginthefuture.
IntendedaudienceThereportisintendedtoinformthepracticeofadulteducatorsandadultlearners,aswellastoinfluencepolicyinterventionsandtechnologydevelopment.
DefinitionofadultinformallearningWeacceptthatadultinformallearningisacontestedterm.
However,forthepurposesofthisreport,theterm'adultinformallearning'isusedtorefertotheself-directedintentionallearningthattakesplaceinpeople'sleisuretimeoutsideboththeworkplaceandthecurriculumofformalandnon-formallearningactivities.
Importanceofadultinformallearning_Thereportarguesthatadultinformallearningisanimportantandvaluablepartofanindividual'slearningjourney.
_Notonlyisadultinformallearningimportantinandofitself,itisalsoimportantbecauseitcanhelpusrespondtothechallengesofachangingsociety.
Inadditionthereisresearchevidencesuggestingthatitcansupportbothindividualhappinessandwell-beingandsocialcohesionandinclusion,andthatadultinformallearningoffersanimportantyetoftenneglectedsupporttoawiderangeofotherlearningactivities.
_Adultinformallearningthereforedeservessustainedattentionfromadulteducationpractitioners,researchers,policymakersandthoseinvolvedinthetechnologyindustry,aswellasfromadultlearnersthemselves.
PolicycontextThisreportaimstoinformgrowingpolicyattentiontotheareaofadultinformallearning.
TheDepartmentforInnovation,UniversitiesandSkills(DIUS)released'TheLearningRevolution'WhitePaperinMarch2009followingaconsultationwhichbeganinJanuary2008.
'TheLearningRevolution'WhitePapersetsoutastrategyto"sowtheseedsofanewmovementforlearning".
Itisthereforeanexcitingtimeforadultinformallearningwiththenotionbeingfirmlyonthepolicy-makingagenda.
ReportingtheresultsofasurveyintotheuseoftechnologytosupportadultinformallearningThereportpresentsnewdatafromanationallyrepresentativesurveyinvestigatingtheuseoftechnologyforadultinformallearning.
Thisdatacovers:_theextentofadultinformallearning_people'sreasonsforlearning_theextentoftheuseoftechnologyforinformallearning_thelocationswhereadultsusetechnologytolearninformally_thedifferenttechnologiesadultsusetolearninformally_thebenefitsofusingtechnologyforinformallearning_thebarrierswhichmaypreventtheuseoftechnologyforinformallearning.
Findingsfromthesurveyinclude:_adultinformallearningisextensivewith94%ofadultshavingengagedinsomeformofinformallearningactivityinthelastthreemonths_79%ofadultssaytheyusetechnologyforlearningintheirleisuretimeandadultsusetechnologyforthispurposeforanaverageofeightandahalfhoursaweekExecutivesummarywww.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies3www.
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uk_96%ofthosewhousetechnologiestolearnintheirleisuretimedosoathome_adultsuseawidevarietyoftechnologiestolearnwithinternettechnologyandTV,DVDsandvideosbeingthemostcommon_75%ofadultswereabletociteatleastonebenefitofusingtechnologiesforinformallearning,whilst23%wereunabletociteanybenefits_47%ofrespondentsdidnotthinktherewereanyfactorspreventingthemfromusingtechnologiestolearninformally,whilst44%citedatleastonebarrier.
TheroleofdigitaltechnologiesinsupportingadultinformallearningThereislittlein-depthresearchlookingspecifiallyatthewaysinwhichtechnologycanbeusedtosupportadultinformallearning.
Thereare,however,anumberofemergingassertionswhichsuggestthatdigitaltechnologieshavemanybeneficialrolestoplayinenrichinganddiversifyingadultinformallearningjourneys.
Thesebenefitsarenotdeterminedbythetechnologyitselfbutinsteadarisefromthewayinwhichtechnologyisusedforlearning.
Challenges,debatesandissuessurroundingtheuseoftechnologytosupportadultinformallearningThereportoffersasummaryofseveraldebatesandchallengessurroundingtheuseoftechnologytosupportadultinformallearning.
Theseincludeissuesrelatingto:_digitalinclusion,digitalparticipationanddigitalliteracy_themeaningoflearning_therelationshipbetweeninformalandnon-formallearning_thechallengesofusingtechnologytosupportinformallearninginadulteducation_thechallengeofmovingfromlearningepisodestolearningjourneysRecommendationsforresearch,policyandpracticeThereportconcludesbyhighlightingeightareaswherethereisroomforintervention.
Itpointstoaneedforresearch,policyandpracticewhichaimsto:1.
Raisetheprofileofadultinformallearning.
2.
Highlighttheaddedvaluethatdigitaltechnologiescanrepresentforadultinformallearning.
3.
Highlighttheconnectionsbetweenformal,non-formalandinformallearningandexplorethemfurther.
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Supportandprovideguidancefordiverse,sustainedandmeaningfullearningjourneys.
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Openpublicspacesandenableaccesstotechnologyandlearning.
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Embedmeasurestoincreasedigitalliteracyanddigitalparticipation.
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Exploreandsupporttheuseoftechnologytotransformlearning.
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Promoteandsupporttechnologyasalearningmediumanddeliverymechanismforadulteducators.
Areviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies4www.
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IntroductionThisreportexaminesthecurrentlandscapeofadultinformallearningusingdigitaltechnologies.
Itisintendedtoinformthepracticeofadulteducatorsandadultlearners,aswellastoinfluencepolicyinterventionsandtechnologydevelopment.
Itaimstodevelopasharedunderstandingofthewaysinwhichdigitaltechnologiesareusedtosupportadultinformallearning,andhowthiscouldbesupplementedtoenhanceandtransformadultinformallearninginthefuture.
Itarguesthat:_Adultinformallearningisanimportantandvaluablepartofanindividual'slearningjourney.
Assuch,itdeservessustainedattentionfromadulteducationpractitioners,researchers,policymakersandthoseinvolvedinthetechnologyindustry,aswellasfromadultlearnersthemselves.
_Technologyhassignificantpotentialtosupportadultinformallearningacrossavarietyoflocationsandthereisaneedtochampion,researchanddevelopthispotential.
_Thereisaseriesofimportantdebatesandchallengesthatarisewhenhighlightingthepotentialoftechnologytosupportadultinformallearningandwhichneedtobeaddressed.
Theseincludedebatesabouthowtoembeddigitalinclusion,digitalliteracyanddigitalparticipation,aboutwhatconstitutesmeaningfullearningandabouthowtosupportthelinksbetweeninformal,non-formalandformallearning.
Newdataregardingtheuseoftechnologytosupportadultinformallearningispresentedandthereportoutlinestheexistinglandscapeoftools,resourcesandservicesforadultinformallearningusingdigitaltechnologies.
Asanoverview,itcannotprovideacomprehensivepictureofthemanycomplexitiesthatsurroundthisarea.
Itdoes,however,offerastartingpointwhichwillgivenewcomerstothesubjectusefulinsightintothemainareasofinterestandconcernrelatedtotheuseofdigitaltechnologiesforadultinformallearning.
AboutthisreportThisreportispartofFuturelab'sadultinformallearningproject,fundedbyBecta.
Moredetailsaboutthiscanbefoundatwww.
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uk/projects/adult-informal-learning.
Researchersusedawidevarietyofmethodstogathertheinformationcontainedinthisreport.
Anextensiveprogrammeofdeskresearchwasundertakentoinformthereport,whichinvolvedasurveyoftheliteratureonadultinformallearning,aswellastheliteratureontheuseofdigitaltechnologiestosupportinformallearning.
FuturelabalsocommissionedIpsosMORItoconductasurveyonadults'useoftechnologiesforinformallearning.
IpsosMORIinterviewedarepresentativesampleof1,971adults,askingthemabouttheirinformallearningactivities,andthefindingsarepresentedinsection5ofthisreport.
FuturelabresearchershostedanopenspacediscussionwithexpertsandkeystakeholdersondigitaltechnologiesandadultinformallearninginOctober2008.
Severalinformalmeetingsanddiscussionswerealsoheldwithkeystakeholders,aswellasresearchersattendingseveralmajorconferencesinthisarea.
Finally,FuturelabheldaseminarinFebruaryof2009tobringpolicymakersfromdifferentGovernmentdepartmentstogethertodiscusstheuseoftechnologiestosupportadultinformallearning.
Areviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies5Adultinformallearningisacontestedterminpolicy,practiceandresearch.
Giventhislackofconsensus,itisimportantforanyreferencetothetermtobeaccompaniedwithclearinformationaboutwhatisbeingreferredtoandinwhatcontext.
Forthepurposesofthisreport,weviewadultinformallearningaslearning".
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inwhichindividualstaketheinitiative,withorwithoutthehelpofothers,indiagnosingtheirlearningneeds,formulatinglearninggoals,identifyinghumanandmaterialresourcesforlearning,choosingandimplementingappropriatelearningstrategies,andevaluatinglearningoutcomes1.
"Akeyaspectdeterminingwhatcanbecountedasinformallearning,then,isthequestionofwhosetsthelearninggoals–theinformallearneristheself-motivatedandself-directedlearner.
Inthisreportweconcentrateonself-directedlearningwhichisintentionalandplannedratherthanincidental,andontheinformal,self-directedlearningthattakesplaceinpeople'sleisuretimeratherthanwhentheyareatwork2.
Althoughweacknowledgethatthereismuchinformallearningwhichtakesplaceas'on-the-joblearning'intheworkplace,thefocusofthisreportisnottoaddressthiswork-basedlearninginfull.
Theadultinformallearningwerefertointhisreportisthereforetheintentionalself-directedlearningwhichtakesplaceinpeople'sleisuretimeoutsidebothworkandadulteducationprovision.
Thereporttreatsformal,non-formalandinformallearningashavingthefollowingcharacteristics:Formal:institutionalised,usually(butnotalways)compulsory,prescribedcurriculumoftenapprovedbythestate,hasevaluationmechanismsandresultsinqualifications(egschoolanduniversity).
Non-formal:adulteducationprovisionoccurringoutsidetheformalschoolsystem,usuallyshort-termandvoluntary,involvesatutororfacilitator,usuallysomekindofcurriculum,sometimesofferscertificateattheendbutthisisincidentaltothelearningoractivity(egeveningclasses).
Informal:happensoutsidethecurriculaofferedbyformalandnon-formallearningactivities,self-directed,canhappenanywhere,canoccuratanypointfrombirthtooldage(egteachingyourselftospeakanewlanguage)3.
Thisreportfocuseslargelyonthethirdofthesecategories.
Italsoaddressestheimportantquestion,however,ofhowthissortofself-directedinformallearningcanprovideavaluablesupportforthelearningthattakesplaceinthenon-formalsettingofadulteducationprovision.
Wearguethatsuccessfulpracticeandsuccessfulpolicyneedstoregardadultinformallearningasoneimportantaspectofameaningfulandsustainedlearningjourneywhichmayinvolvemultipleepisodesofformal,non-formalandinformallearning.
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Definingtermsinadultinformallearningwww.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies6www.
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ukNotonlyisadultinformallearningintrinsicallyvaluableinandofitself,therearealsomanyadditionalreasonswhyadultinformallearningdeservessustainedandcarefulattentionfrompolicymakers,practitioners,researchersandadultlearnersthemselves.
Thesereasonshavebeenorganisedbelowunderfourmainheadings.
RespondingtothechallengesofachangingsocietyPromotingadultinformallearningisonewaytorespondtothemanychangesandchallengesfacingcontemporarysociety4.
Theseinclude:_anuncertaineconomicclimate_globalisationandclimatechange_rapidtechnologicalchange_themovetoaninformationorknowledge-basedeconomy.
_increasinglycomplexcareerpatternsandrisingretirementages_improvinghealthandlifeexpectancy,anexpandingpopulationandgrowingnumbersofolderpeople5.
Thesechangeswillbothproduceincreasednumbersoflearnersinthefutureandresultinchangedlearningprioritiesforthoselearners6.
Adultinformallearninghasthepotentialtohelpusrespondtothoseprioritiesby:_providingawayforpeopletofindmeaningandpurposeinperiodsofunemploymentandinpost-employmentlife_givingpeopletransferableskillstohelpthemmakecareerchangesinmiddleorlaterlife_providingawaytoshareknowledgeandexperiencebetweengenerations7.
Adultinformallearning,then,canhelptoequippeoplewiththeskills,knowledgeandpurposetheyneedtomeetthechallengesofarapidlychangingsociety.
Supportingwell-beingandhappinessAsaself-directedformoflearning,adultinformallearningposesaninvaluableopportunityforadultstosettheirownlearninggoalsinawaythatispersonallymeaningfulwithintheirownlivesandtheirowncontexts.
Thishasledmanycommentatorstosuggestthatadultinformallearningcansupportpersonalwell-beingandhappiness.
TherecentForesightreportonmentalcapitalandwell-beingandotherrelatedresearchsuggeststhatengagementinadultlearningmaysupport:_greaterself-efficacy_increasingconfidence_theabilitytocreatesupportnetworks_increasingearningsandemployability_healthierlifestyles8.
Commentatorsarguethat"peopleinvolvedinadulteducationarelesslikelytobedissatisfiedinmidlife,morelikelytobeoptimisticandlesslikelytousehealthservices"9.
Itshouldalsobenotedthattheremaybeanumberofotherfactorsbeyondengagementineducation(egincome,upbringing,workingarrangementsandsoon)whichmayalsohelptoexplainwhythosewhoengageinadultlearningappeartoexperiencelessdissatisfaction.
Thefactremains,however,thatthereisanimportantlinkbetweenadultinformallearningandindividualwell-beingandhappiness.
SupportingsocialcohesionandinclusionThereisalsoresearchwhichsuggestsengagementinadultlearningcan:_promotesocialcohesion_strengthencitizenship_extendanddeepensocialnetworks_supportthedevelopmentofsharednormsandvalues10.
3.
TheimportanceofadultinformallearningAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies7Again,itshouldbeacknowledgedthatthereisnostraightforwardordirectcausallinkbetweenlearningandsocietalcohesionandtherewillbemanyfactorswhichimpactuponthelevelofsocialinclusioninsocietyandwhichneedtobeaddressed.
Adultinformallearningisjustoneimportantmeasurewhichmaysupportincreasedsocialcohesionandinclusion.
ForminganimportantandneglectedsupporttoabroadrangeoflearningactivitiesTypically,learningthathappensoutsideformalandnon-formalcontextsisnotwellunderstood,despiteitbeingaregularhumanactivity.
Yetresearchsuggests:_a'20/80split'inlearning,witharound20%ofallmajorlearningeffortsbeingformalornon-formalwhilstthevastmajority(80%)oflearningisinformal11_informalandself-directedlearningisofteninvisibleandneglected12_informallearningcanprovideanimportantsupporttoformalandnon-formallearning.
ResearcherAllenToughhasthereforedevelopedthemetaphoroftheicebergtodescribeadultinformallearning,claimingthatitismostlyhiddenbeneaththesurfacebuthasthepotentialtomakeahugeimpactonlearningasawhole.
Theuseofthisicebergmetaphorhasbecomewidespread,withcommentatorsclaimingthat"pyramidsofschoolingcontinuetobesupportedbymassiveicebergsofinformallearninginmostspheresoflifeinourincreasinglyknowledgeablesociety"13.
Adultinformallearningisimportant,then,bothforitsownsakeasavaluablelearningactivity,andbecauseitsupportsformalandnon-formallearningandcanprovideameansforpeopletolearnwherevertheyareandthroughouttheirlife.
Itcanthereforehelppeopletomakethemovefromanumberofisolatedlearningepisodestoamoresustainedlearning'journey'.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies8DIUSand'TheLearningRevolution'InMarch2009,theDepartmentforInnovation,UniversitiesandSkills(DIUS)publishedaWhitePaperoninformaladultlearningentitled'TheLearningRevolution'14.
ThisfollowedanextensiveconsultationinwhcihDIUSreveived5,500responsestothierJanuary2008consultationpaper,'InformalAdultLearning:ShapingtheWayAhead'15.
'TheLearningRevolution'WhitePapersetsoutastrategyto"sowtheseedsofanewmovementforlearning"16.
Itincludesproposalstobuilda"culturewhichvaluesinformaladultlearninginallitsforms"andfor"makingbetteruseoftechnologytosupportlearningandinformpeoplewhat'sonoffer"17.
Amongothermeasures,thepapercommitstosupportingafestivaloflearning,askingorganisationstosignuptoaninformaladultlearningpledge,thedevelopmentofawebportalgivinginformaionaboutadultinformallearningopportunitiesandthecreationofanew20milliontransformationfundto"maximisetheopportunitiesforlearningbysupportingcreativecollaborationandinnovation"18.
Itisthereforeanexcitingtimeforbothinformalandnon-formallearning,withthenotionofadultlearningbeingfirmlyonthepolicy-makingagenda19.
Thisemphasisoninformallearningalsorelatestotwofurtherpolicypriorities20.
Thefirstistheskillsagenda,whichcallsforalearningculturetodevelopthatwillimproveskillsandemployability.
Theseconddriveristheideaofempoweringindividualssothattheycaninfluencetheirlocalcommunities,encouraginggreaterparticipationandsocialjustice.
TheLearningAgeandtheskillsagenda:In2007DIUSreleasedaCommandPaper,'WorldClassSkills'whichwasdevelopedtoimplementtheLeitchReview21.
Thevisionforthsi2007CommandPaperbeganalmosttenyearsearlierwiththeGreenPaper,'TheLearningAge'.
InthisGreenPaper,learningwasdescribedasthekeytoprosperity.
"Investmentinhumancapitalwillbethefoundationofsuccessintheknowledge-basedglobaleconomyofthetwenty-firstcentury.
ThisiswhytheGovernmenthasputlearningattheheartofitsambition…Thefosteringofanenquiringmindandtheloveoflearningareessentialtoourfuturesuccess.
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"22Communitycohesion:TheGovernment'sapproachtocommunitycohesiongrewinpartinresponsetoseveraltowndisturbancesin2001.
AftertheLondonbombingsin2005,theCommissiononIntegrationandCohesionwassetuptoexplorepracticalwaystobuildcohesion.
AnewGovernmentdepartment,CommunitiesandLocalGovernment,hasbeensetuptotakethisworkforward.
TheGovernment'sagreeddefinitionofcommunitycohesionis"whatmusthappeninallcommunitiestoenabledifferentgroupsofpeopletogetonwelltogether"23.
TheWhitePaper,'CommunitiesinControl:Realpeople,realpower',exploreshowpeoplecanexercisemorepowerintheirowncommunitiesandstressestheimportanceoflifelonglearning24.
Theprimaryfocusofadultinformallearningisnottheacquisitionofskillstoenhanceemployability.
Anemphasisonadultinformallearningdoes,however,havethepotentialtosupportboththeskillsandthecommunitycohesionagendasbycontributingtoalearningcultureandsupportingsocialinclusion.
Indeedthepolicyemphasisonadultinformallearning,inpartdrivenbythesetwoagendas,istobewidelywelcomed25.
Learningandtechnology:TheHarnessingTechnologyStrategyThereisalsoanadditionalpolicydriverrelatingtotheuseoftechnologyforadultinformallearning.
TheHarnessingTechnologyStrategy:InMarch2005,theformerDepartmentforEducationandSkills(DfES)publishedthee-learningstrategy,'HarnessingTechnology:Transforminglearningandchildren'sservices'26.
ThedocumentaimedtosetoutastrategicapproachtothefuturedevelopmentofICTineducationandtoembede-learningacrossthewholelearningprocess.
Itarguedthattechnologyisthekeytopersonalisedlearningandsuggestedthattheimaginativeuseoftechnologycouldhelpengagemorelearnersintheexcitementoflearningandattractnewkindsoflearnersintolifelonglearning.
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Thecurrentpolicycontextregardingadultinformallearningwww.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies9BectahasbeentaskedwithoverseeingtheimplementationoftheGovernment'se-learningstrategy.
In2008Bectapublished'HarnessingTechnology:NextGenerationLearning'whichreviewsandrefreshesthe2005HarnessingTechnologyStrategy27.
This2008strategydocumentsetsouttheapproachBectawilltakeinordertoensurethedeliveryofatechnologicallyconfidenteducationandskillssystem28.
Oneoftheprioritiessetoutinthisdocumentisalsotoimprovesupportforfamilyandinformallearningtohelpensurerewardinglearningexperiencesforthosewhousetechnologyforlearningathome.
Itpointsouttheneedtoensurethathigh-qualitydigitalresourcesareavailablewhereverandwheneverlearningtakesplace,andschemessuchasBecta'sHomeAccessprogrammehavebeensetuptocontributetothiswork29.
Makingsuchresourcesmoreeasilyaccessibletobothlearnersandpractitionersisonemeasurewhichmayhelptoensurethatlearnershavegreaterchoiceandcontrolovertheirownlearningexperiences.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies10In2008,inpartinresponsetotheneedtoinformgrowingpolicyattentioninthisarea,FuturelabresearcherscommissionedIpsosMORItocompleteanationallyrepresentativesurveyintotheuseoftechnologytosupportadultinformallearning.
Atotalof1,971interviewswereconductedwithadultsandthesurveyprovidedsignificantandextensivenewdatawhichcancontributetoourknowledgeoftheuseoftechnologyforadultinformallearning.
Thisdataispresentedbelowanddiscussedinrelationtoalreadyexistingresearch30.
Thesurveywasdesignedtofindoutaboutanyactivitywhichinvolvedself-directedandintentionallearningandwhichtookplaceinpeople'sleisuretimeoutsidetheworkplace,aneveningclassoraformaleducationalsetting.
Fulldetailsofthesurveymethodologyalongwithallofthedatacollectedcanbefoundinthefullreportat:www.
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ExtentofadultinformallearningThesurveyprovidedinterestingdataabouttheextentofadultinformallearninginGreatBritain.
Itfoundthat:_94%ofadultshavetakenpartinsomekindofinformallearningactivityinthelastthreemonths.
Thisencompassedabroadrangeofactivitiesinvolvinglearning,fromreadinganewspaper,journalorbookorwatchingadocumentary,tolearninghowtocookanewdishorteachingyourselfanewskillsuchasalanguageorhowtoplayamusicalinstrument.
Thesurveyfoundthatadultinformallearningisanearuniversalactivity.
Thiswasnotasurprise;alreadyexistingresearchsuggeststhatasimilarlyextensiveamountofadultinformallearningishappeningacrossWesterncountries.
CanadianresearcherDavidLivingstone,forexample,hasfoundthatjustover95%ofCanadiansareinvolvedinsomeformofinformallearningactivitiesthattheycanidentifyassignificant31.
Assuchanextensiveactivityitisimportantthatadultinformallearningissupportedandthatmeasuresareprovidedwhichwillenableadultstomaketheirinformallearningbothsuccessfulandmeaningful.
ReasonsforlearningInordertocreatemeasurestosupportadultinformallearning,weneedtodevelopanunderstandingofwhypeoplemightengageinsuchlearning.
Allthosewhoreportedthattheytookpartininformallearningactivitieswerethereforeaskedtolistalloftheirreasonsforengaginginsuchactivities.
ReasonsforlearninginleisuretimeForwhat,ifany,reasondoyouchoosetodothesettypesofactivitiesinyourleisuretimeIenjoylearning48Topassthetime37Tokeepmybrainactive33Tobewellinformed26Duetotheneedtofindsomethingout22Tofeelbetteraboutmyself22TofollowleadsofinterestafterreadingsomethingorwatchingsomethingonTV11Enjoyment/fun/3Tokeepfit/excercise/keephealthy2Neesdstobedone1Torelax1Finditinteresting1Tohavesomequalitytime0Habit/routine0Tospendtimewiththechildren0Tomeetpeople0Tostoptheboredom0Selfsatisfaction0Other1Don'tknow3Base:allwhotakepartininformallearningactivities(1,840).
Fieldworkdates:26thSeptember-2ndOctober2008IpsosMORIFigure1Itisusefultoconsiderthesefiguresinrelationtoatypologyofadultlearnersdevelopedbylearningresearchersworkinginthe1950sand1960s32.
1)Goal-orientatedlearners:engageinlearningbecausetheywanttoaccomplishclear-cutobjectives.
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Thefindingsofasurveyonadultuseoftechnologyforinformallearning%MentionsAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies112)Activity-orientatedlearners:engageinlearningbecausetheyseeksocialcontactorenjoytakingpartinaparticularactivity.
3)Learning-orientatedlearners:engageinlearningbecausetheyseekknowledgeforitsownsake.
Thefiguresshowthatmostofthepeoplesurveyedfittedintooneormoreofthesethreecategories.
48%oflearners,forexample,citedthatonereasonthattheyengagedininformallearningwasbecausethey'enjoylearning'andcouldthereforebeclassedas'learning-orientatedlearners'.
Therewerealsosurprises,however,withathirdofpeopleclaimingthattheyengagedinadultinformallearningtopassthetimeandoneinfiveengaginginlearningtofeelbetteraboutthemselves.
Thiswouldseemtoprovidesomesupportfortheoft-madeassertionthatthatthereisalinkbetweenadultlearningandindividualwell-being.
Itwouldalsosuggestthattheremaybeaneedforincreaseddirectionandguidancesothatthe38%ofpeoplewhocitepassingthetimeasonereasonforengaginginadultinformallearningareable,iftheywish,topursuemorepurposefullearningactivities.
The11%ofpeoplewhoengageinlearningtofollowleadsofinteresthighlightsthewayinwhichinformalself-directedlearningcanallowpeopletoimmediatelyrespondtosomethingtheyfindofinterestandtobridgethegapbetweenepisodesofmoredirectednon-formallearning.
Thereare,then,manyreasonswhyadultsengageinadultlearningandthisdiversityshouldberespectedandfostered.
Thesedifferingreasons,whichmaybegoal,activityorlearningorientatedorwhichmaytranscendthesecategories,willoftenrequiredifferingpolicyinterventions.
TheextentoftheuseoftechnologyforinformallearningExistingresearchsuggeststhatadultsspend15hoursaweekonaveragelearninginformally33.
Adultswerethereforeaskedhowextensivelytheyusedtechnologytohelpthemwiththisinformallearning.
_fourinfive(79%)ofalladultssaytheyusesomekindoftechnologytohelpthemlearninformally_onaverage,adultsspendaroundeightandahalfhoursaweekusingtechnologiestohelpthemlearn.
Thereis,then,aconsiderableamountoftechnology-enhancedlearningalreadytakingplace.
Thesurveyalsofoundthatmen(82%)weremorelikelytousetechnologytolearninformallythanwomen(77%),andtheuseoftechnologyforlearningismuchhigherinsocialgradesAB(91%)thansocialgradesDE(60%).
Thishighlightsthemajorchallengeofensuringthattheuseoftechnologyforadultinformallearningtransformsratherthanentrenchesalreadyexistingpatternsofengagementanddisengagementwithlearning.
ThelocationswhereadultsusetechnologytolearninformallyThesurveyfoundthatbyfarthemostfrequentlymentionedlocationforinformallearningwasthehome.
_96%ofthosewhousetechnologiestolearnintheirleisuretimedosoathome.
Thefactthatmuchlearningtakesplaceinthehomemeansthatitcanremaininvisibleanditisoftendifficulttomeasuretheextentofthislearningandtoascertainhoweffectiveitis.
Thereisaneed,then,forfurtherresearchintothesortsofinformalself-directedlearningthattakesplaceinthehome.
Otherlocationsforinformallearningmentionedinthesurveyincludedatafriendorfamilymember'shome,atthelibrary,onholiday,atacommunitycentre,atacafeandatmuseums,artgalleriesandexhibitions.
Thiswidevarietyoflocationshighlightsthewayinwhichthefurtherdevelopmentofmobiletechnologiesmayhavethepotentialtosupportinformallearningaswellastheimportanceofensuringaccesstotechnologyforlearningacrossavarietyoflocations,notjustinthehome.
Itshouldbenotedthatrespondentswerenotaskedaboutinformallearningthattakesplaceatwork.
Althoughtheremaybesignificantinformallearningthattakesplaceintheworkplace,thisisaddressedelsewhereandisbeyondthescopeofthisreport34.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies12TechnologiesthatadultsusetolearninformallyThereisawidevarietyoftechnologiesandmediawhichpeopleusetolearninformallyintheirleisuretime.
TechnologiesusedtohelpwithlearningWhich,ifany,ofthefollowingteechnologiesdoyouusetohelpyoulearninyourleisuretimeAnytechnologies79Anyinternet/58Television,DVDs,videos53Internetsearchengines/(Google,Yahoo,bbc.
co.
uketc)50E-mail32RadioorCDs29Officetypesoftware(egwordprocessing,spreadsheets)19Otherwebsites/15Mobilephones,inccameraandMP3functions/15Digitalcamerasandvideorecorders(notmobilephones)13Educationalsoftware,egCDRoms,/educationalwebsite/12Messing/chat,egMSN11None18Base:Alladultsaged15+(1,961)Fieldworkdates:26thSeptember-2ndOctober2008IpsosMORIFigure2Eachofthesetechnologiescanbeusedforlearninginamultitudeofinnovativeandinterestingways.
Furtherinformationandreferencetoresearchontheopportunitiesthatdifferenttechnologiespresentforadultinformallearningissummarisedinthetextboxbelow.
ThereisalsofurtherinformationabouttheuseoftechnologyforlearningintheDirectoryofservices,toolsandresourceswhichmakesupAppendix1ofthisreport.
Computersandtheinternet:In1999learningresearcherAllenToughsaidthatheregardedtheinternet"asthemostexcitingdevelopmentinadulteducationinthelast30years.
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thepotentialisabsolutelyenormous"35.
Thispotentialrangesfrompossibilitiesfordistanceande-learning,increasedcommunication,participationandinteraction,theabilityforlearnerstocreatedigitaltextsandtoolsandthecapabilitytofindinformationinamatterofseconds36.
Socialnetworkingsites:Socialnetworkingsiteshaverecentlyspiralledinpopularity37.
Theyconnectpeopleintoonlinecommunities,wheretheycancommunicate,createtheirowncontentandlinkwithotherswithsimilarinterests.
Thereisincreasingresearchonsignificanceofsocialnetworkingsitesandthepossibilitiesthattheymaypresentfortransformativelearning38.
See,forexample:MySpace,FacebookandBeboinAppendix1.
Blogs:Ablogisawebsitecontainingacollectionofpiecesofwritingbyoneormoreauthorspresentedinreverse-chronologicalorder.
Bloggingisagrowingactivitywithahighpotentialforcreativityandcommunication39.
Manyresearcherspointtothepotentialofblogsbothasameansofengaginginadultinformallearningandasamethodofreflectinguponlearning40.
See,forexample:www.
blogger.
com,blogs.
myspace.
com,www.
bbc.
co.
uk/blogs.
Micro-blogging:Theartofcommunicatingonlinecontinuestodevelopandchange.
Micro-bloggingisanewwayofblogging,wherethosetakingpartwriteverybrieftextupdates(generally140characters)abouttheirdailylives.
Thosewritingmicro-blogscanselectwhoreadsthem,ortheycanallowanyonetoreadthem.
Thesemessagescanbesubmittedindifferentways,includingtextmessaging,instantmessaging,e-mail,MP3ortheweb.
See,forexample,twitter.
cominthedirectoryinAppendix141.
Onlinecommunities:Therearemanythousandsofexamplesofonlinecommunitiesthatofferunprecedentedaccesstoexpertsinaparticularfield.
Forexample,ifyouareinterestedinhomeimprovementanddesign,theMydecosite(mydeco.
com/knowledge)offersdiscussionforumsandaplacewherememberscanaskquestionsofexperts.
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ukTop10mentions(%)Areviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies13Wikis:Awikiisawebsitethatallowsthosewhoaccessittocreateormodifycontent.
Thiscanassistthecreationofcollaborativetextsinwhichlearnerscanexploreissuesandactivelyparticipateintheconstructionofsharedmeanings.
Podcasts:Apodcastisapieceofaudioorvideowhichcanbedownloadedfromtheinternetontoaportablemediaplayer(suchasanMP3player).
Apodcastcouldcontaineducationalmaterialorauniversitylecturewhichcanthenbelistenedtoorwatchedinthelearner'sowntime.
Giventherightequipment,anyonecanmakeapodcast.
CD-Roms(CompactDiskRead-OnlyMemory):Thevastamountsofhigh-qualityinformationthatcanbestoredonCD-Romsmakethemapopulartoolforadultinformallearning,especiallyforlanguagelearning.
Games:Thereisincreasingattentiontothewayinwhichgamescanbeusedtosupportlearning42.
ResearcherKeriFacer,forexample,liststencharacteristicsofgameswhichmaycontributetotheirpotentialforlearningandwhichincludetheabilitytoprocessinformationquicklyandtheabilitytoexploreinformationinanon-linearfashion43.
Mobiledevices-mobilephones,digitalcameras,PDAsandMP3players:Astechnologydevelops,learnerswillbeabletoaccessalltheservicestheygetfromtheinternetontheirmobiledevice44Thesedevicescanbetoolsforsharinginformation,imagesandvideosandoffermanylearningopportunities.
Learnerscan,forexample,receivenewsalertsortextmessagesfromonlinelearningcourses,suchasphrasesfromalanguagetheyarelearning.
LearnerscanusePDAs,alongwithfreelyavailablesoftwaretocreateandrespondto'mediascapes'(acollectionoflocation-sensitivesoundsandimages)45.
Againthereisincreasingresearchattentiontothepossibilitiesthatmobiledevicespresentforlearning46.
Television,broadcastingandDVDs:Televisionhaslongbeenrecognisedasamediumforlearningandasavehicleforprogrammeswitheducationalcontent47.
ThevarietyofinteractiveoptionsthatdigitalTVprovidesoffersincreasedopportunityforlearningandorganisationssuchasHelptheAgedhavesuggestedthatdigitaltelevisionisawayofofferinglearningopportunitiestoolderpeople48.
ManyTVshowsanddocumentariesnowhavewebsiteswithinteractivecontentsuchasgamesorinteractivemaps.
ThesewebsitesoftencontainsubstantialfurtherinformationonthesubjectofaTVshowandcanbeusedtosignpostlearnerstofurtherlearningopportunities.
Communityradio:Notonlycanradioprogrammesbeanimportantsourceofinformationforadultlearners,communityradioinparticularcanbeameansofgettingvolunteersfromthelocalcommunityinvolvedintheprocessofbroadcastingandrunningaradiostation.
Thisinvolvesvolunteersengaginginawidevarietyoflearningactivitiesincluding,forexample,learninghowtousebroadcastingequipment,researchingcontentforradioprogrammes,learningaboutmarketingandimporvingawiderangeofwork-relatedskills49.
BenefitsofusingtechnologytolearninformallySurveyrespondentswereaskedaboutthebenefitsofusingtechnologytolearninformally.
_75%ofrespondentswereabletociteatleastonebenefitofusingtechnologiesforinformallearning_23%wereunabletociteanybenefits.
Thefactthatalmostaquarterofpeopledonotthinkthatthereareanybenefitsofusingtechnologyforadultinformallearningsuggeststhecontinuingneedtohighlighttheaddedvaluethattechnologycanrepresentforinformallearning.
Byfarthemajorityofpeople,however,wereabletoseethebenefitsthattechnologycanprovide.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies14BenefitsofusingtechnologiestolearnWhat,ifany,doyouthinkarethebenfitsofusingthesetypesoftechnologieswhenlearninginyourleisuretimeIt'squickertofindoutaboutnewthings/itsavestime37Icanfindoutmoreinformation34IcanlearnwhenIwant31Saveshassle/18Itsavesmetravelling14Savesmoney/14Ihavelearntnewskills11Icanuseresourcesandtoolsthatsuitmylearningneeds/9Icanlearnfromarangeofpeople/sources/9It'smoreenjoyablethantraditionalmethods8Therearemoreopportunitiestolearn/8Ifeelbetteraboutmyself8Base:Alladultsaged15+(1,961)Fieldworkdates:26thSeptember-2ndOctober2008IpsosMORIFigure3Thesefindingscanusefullybecomparedtoastudythattookplaceinthe1970swhichaskedparticipantstoprioritisethebenefitstheygainedfromlearninginformally.
Althoughawiderangeofbenefitswerementioned(includingcost,timeandconvenience),themosthighlyprioritisedreasonforengaginginadultinformallearninginthe1970ssurveywasbecausethelearnerswantedtobeincontrol.
Learnerswantedtosettheirownpace,usetheirownlearningstyleandkeepthingsflexibleforthemselves50.
Thepresentsurveysuggeststhattheuseoftechnologymaybeabletosupportthisflexibility,providingamechanismallowingadultstobeincontroloftheirlearning(asindicatedbythefactthatalmostathirdofpeoplecitetheabilitytolearnwhentheywantandinawaywhichsuitstheirlearningneedsasbenefitsoftechnology-enhancedadultinformallearning).
Thissuggeststhattheuseoftechnologycanhelptoovercomesomeofthebarrierstoengagementinlearningbyprovidingconvenientandflexiblelearningopportunities.
Ascanbeseenfromthelistabove,flexibilityisjustoneofthemanywaysinwhichtechnologycanaddvaluetoadultinformallearningwithotherbenefitscitedincludingcost,enjoymentandconvenience.
BarrierswhichmaypreventtheuseoftechnologyforadultinformallearningTherearealsoseveralbarrierswhichmaypreventadultsfromusingtechnologiestolearn(orfromusingthemmoreoften).
BarriersofusingtechnologiestolearnWhat,ifanything,preventsyoufromusingtechnologiestolearnwit,orfromusingthesetypeoftechnologiestolearnwithmoreoften,inyourleisuretimeNotenoughtimeintheday16Idon'thaveaccesstosometechnologies9Cost/money/can'taffordit8Idonotlikeusingtechnology6Idon'tfeelconfidentenough5NotalwaysaccessiblewhenIneedthem5Idon'tknowwhattechnologiesareavailable4Idon'tknowwhatthebenefitsofusingsometechnologiesare3Idon'tknowwhatopportunities,resources,guidanceormaterialsareavailabletome2Notinterestedinlearning1Base:Alladultsaged15+(1,961)Fieldworkdates:26thSeptember-2ndOctober2008IpsosMORIFigure4Commonbarriers,then,aretime,accessandcost.
Lackofinformationaboutopportunitiesfortechnology-enhancedlearningcanalsoformasignificantbarrierpreventingadultsfromengaginginmoreinformallearning.
Asmightbeexpected,then,differentpeopleexperiencebarrierstodifferingextents.
_47%ofrespondentsdidnotthinktherewereanyfactorspreventingthemfromusingtechnologiestolearnwithintheirleisuretimewww.
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ukMentions8%andover(%)Top10mentions(%)Areviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies15_44%ofrespondentscitedatleastonebarriertousingtechnologiestolearninformally.
Overahalf(52%)ofover-65scitespecificbarrierstousingtechnology,andBMErespondents,socialgradesDEandthosewithnoformalqualificationsarelesslikelythanaveragetosaythatnothingpreventsthemfromusingtechnologyforinformallearning.
Thesefiguresagainsuggestthatthereisacontinuingneedtoaddressissuesofdigitalinclusion.
Itshouldalsobenotedthatthe47%ofpeoplewhodonotthinkthereareanybarrierspreventingthemfromusingtechnologiestolearnmaystillrequiresupporttohelpthemtolearnmoreeffectivelythroughtheiruseoftechnology.
ConclusionsThesurveydataillustratesthatadultinformallearningisextensive.
Themostcommonlycitedreasonforengaginginthisactivityisbecausepeopleenjoylearningandthissuggeststhatlearningisviewedasintrinsicallyvaluable.
ThedataalsoprovidesinsightintotheuseoftechnologyforsupportinginformallearningwiththemostcommonlyusedtechnologiesbeinginternettechnologyandTV,DVDsandVideos.
Manyofthecitedbenefitsofusingtechnologyforinformallearningfocussedaroundissuesofconvenienceandflexibilitywhilstthebarrierscitedoftenrelatedtoaccessibilityandnothavingenoughinformation.
Thishighlightstheneedforbettersignpostingtoensurethatpeoplehavetheinformationaboutopportunitiesfortechnology-enhancedlearningaswellasfurthermeasurestoaddresstheissueofdigitalexclusion.
Thenewdataprovidedbythissurveyalongwiththeevidencefromalreadyexistingresearchsuggeststhattechnologyhassignificantpotentialtosupportadultinformallearningacrossavarietyoflocationsandthereisaneedtochampion,supportanddevelopthispotential.
Italsohighlightsaseriesofimportantchallengesthatarisewhenhighlightingthepotentialoftechnologytosupportadultinformallearningandwhichneedtobeaddressed.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies16TheInterimDigitalBritainreportsuggeststhatICTincreasinglyimpactsuponallaspectsofourlives.
Thereportsuggeststhat"thesuccessofourmanufacturingandservicesindustrieswillincreasinglybedefinedbytheirabilitytouseanddevelopdigitaltechnologies"51.
Adultinformallearningwillalsoincreasinglyneedtomakethebestuseofdigitaltechnologiesinordertoremainsuccessfulinthefuture.
Thereistodatelittledetailedresearchevidencewhichlooksspecificallyatthewaysinwhichtechnologycanbeusedtosupportadultinformallearning.
Notonlyisinformalself-directedlearninganoftenignoredaspectofadultlearningingeneralbuttheuseoftechnologyforinformallearningisalsogreatlyunder-explored.
Thereis,however,someresearchpointingtothepossiblerolethatdigitaltechnologiescouldplayinadultinformallearningandconsideringthepotentialofdigitaltechnologiestoaddvaluetoadultinformallearning52.
Atpresent,thedataappearstosupportanumberofimportantbutemergingassertionswhichcouldbeusefullybolsteredbymoredetailedresearch.
Insummary,digitaltechnologyhasthepotentialto:_Provideaccesstoinformationaboutawiderangeofopportunitiesforlearning_Inspireinterestinaparticularsubjectarealeadingadultstobecomelearnersseekingoutadulteducationprovisionandinformallearningopportunities.
_Provideopportunitiesandresourcesforadultlearnerstocontinuelearningaftertheyhavefinishedaparticularclassorcourseandthroughouttheirlife_Providelearningopportunitiesforthosewhodonotwishtoattendadulteducationprovisionorwhoareunabletoaccesssuchprovision.
_Widenaccessibilitytolearningbyofferingalternativepedagogicalapproaches_Openupinteractionandcollaborationbetweenadultlearnersindispersedgeographicallocations_Transformthewaypeoplelearnbyallowinginnovativeandcollaborativelearningpractices_Provideopportunitiesforadultstoreflectontheirlearningandtodisseminateit_Increasetheoptionsandresourcesavailabletoadulteducationproviders_Helptoengagetheadultlearnersofthefuture_Allowadultstoengageinlearningwhichsuitstheirneedsandtakesplaceattheirownpace_Offeraconvenient,flexibleandengaginglearningmediumforadultlearnersDigitaltechnologies,then,canplayabeneficialroleinovercomingsomeofthebarrierswhichmaypreventadultsfromengagingininformallearning.
Notonlycantechnologiessuchastheinternetprovidetheinformationpeopleneedtoinformthemwhatopportunitiesareavailable,theycanalsoofferlearningopportunitieswhicharemoreflexible,moreconvenient,and,forsomelearners,moreengagingthanotheroptionsavailabletothem.
Forlearnerswhoareunabletotravel,digitaltechnologiescanprovideanopportunityforthemtoengageinadultinformallearningfromtheirownhome.
Forlearnerswhohavehadbadexperiencesofpreviousformaleducation,technologycanbeonefactorwhichhelpsthemtore-engageinlearningactivities.
Itshouldberememberedthatthebenefitsofusingtechnologyforlearningarenotdeterminedbythetechnologyitselfanddonotautomaticallyarisefromalluseoftechnologyforlearning.
Insteadthesebenefitswillderivefromthemannerinwhichthetechnologyisused,theopportunitiesthetechnologyoffersforthedevelopmentofnewlearningpracticesandthecontextinwhichlearningtakesplace.
Technologydoesnotreplacethebenefitthatsomelearnerswillgainfrominteractingonafacetofacebasiswithadultlearningproviders.
Technologyis,however,animportantchannelforlearninginitsownright,aswellasasourceofinformationandadditionalsupportinrelationtootherlearningopportunities.
Whenusedeffectively,digitaltechnologiescanplayacrucialroleinenrichinganddiversifyingadultlearningjourneys.
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uk6.
TheroleofdigitaltechnologiesinsupportingadultinformallearningAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies17Informallearningandtechnology:TheexampleofinteractivetelevisionThe2009LearningRevolutionWhitePapertellsusthat"learningisoftenstimulatedbywatchingaTVprogramme.
.
.
FollowingtheTVprogramme'StrictlyComeDancing'thenumberofpeoplegoingtoballroomdancingclassesmorethandoubled"53.
TheUKisintheprocessof'digitalswitchover'meaningthatby2012televisionserviceswillbecompletelydigitalandtheoldanaloguesignalwillbeswitchedoff.
Themovetodigitaltelevisionoffersincreasedlearningopportunitiesbyprovidinginteractivityandgivingpeoplemorecontrolovertheirviewingexperiencesthroughtheuseoftheirremotecontrol.
Itcanincludevideoondemand,theprovisionofadditionaltextualandinteractiveinformation,avehicleforviewerstovoteandmorepersonalisedTVwith,forexample,theabilitytoviewcertainprogrammesfromalternativeangles.
'TheLearningRevolution'WhitePapersetsoutplanstomakemoredigitalcontentavailabletoawideraudiencebyexploringthepotentialofInternetProtocolTV(IPTV)toincreaseaccesstocontent54.
IPTVallowsondemanddeliveryofdigitalTVoverabroadbandconnection.
TheDigitalBritainreportannouncesthattheDepartmentforCulture,MediaandSport(DCMS)isconsideringofferinganenhancedsettopboxprovidingIPTVservicesaspartoftheDigitalSwitchoverHelpScheme55.
Althoughthisremainsanunder-researchedarea,thereissomeemergingevidenceregardingthebeneficialroleofdigitalinteractiveTVininformallearning,aswellasitsroleindeliveringpublicservices.
ThisevidencearisesfromasmallnumberofresearchreportsaswellastheresultsofseveralprojectswhichaimtoharnessthepowerofdigitalinteractiveTVtodeliverpublicservicesincludingeducationalservices56.
DigitalBridge,forexample,isanexperimentalprojectsetupin2005inShoreditch,LondonwhichprovidesbroadbandinternetontelevisionstoShoreditchresidents.
OneofitsmoreinnovativefeaturesisShoreditchTVwhichallowsuserstomonitoranetworkoflocalcamerasandwatchthedailyeventsinthecity.
Thisprojectaimstotargetandeliminatedigitalexclusion,preparecommunitiesfordigitalswitchoverandofferawiderangeofservicesincludingeducationalservices.
DigitalBridgeisnowpartofanationalmediagroupscalingIPTVservicestoanationalaudience57.
DigiTV,ownedandmanagedbyKirkleescouncilisanotherexampleofaserviceofferedtopublicsectorbodiestoallowthepublicationofpublicservicesoninteractivedigitalTVandmobilephones58.
ThesearejusttwoofmanyprojectswhichsuggestthatthereisconsiderablepotentialforinteractivedigitalTVtohaveapositiveimpactonbothadultinformallearningandtheprovisionofpublicservices.
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uk18www.
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uk/resourcesDigitalinclusion,digitalparticipationanddigitalliteracyOneofthemostpressingchallengesfacingthosewhowishtopromotetheuseofdigitaltechnologiesforadultinformallearningistheissueofdigitalinclusion.
Therearemanypeoplewho,formanyreasons,areunableorunwillingtoparticipateinadultlearning.
Therearealso,however,largenumbersofpeoplewhoaredigitallyexcluded:_anestimated17millionpeopleovertheageof15intheUKdonotusecomputersandtheinternetyet90%ofnewjobsrequireITskills59.
_15%oftheadultpopulation(over6millionpeople)sufferbothsocialexclusionandlackofengagementwithICT60.
_justoverahalfofnon-internetusersareover65,and66%ofnon-internetuserslackhighereducation61.
Widegapscontinuetoexistbetweenthosewhohaveaccesstotechnologyandthosewhodonot,andwesawinthelastsectionthat44%ofpeoplecontinuetoexperiencebarrierspreventingthemfromusingtechnologytolearninformally.
Olderpeopleareonegroupwhoarelesslikelytobeengagedwithdigitaltechnologies,withpeoplefromlowersocialgrades,thosewholackhighereducationandmanyothersalsosufferingfromdigitalexclusion.
Thereis,then,astrongcorrelationbetweendisadvantageandlackofaccesstodigitaltechnologies,andpolicymakershaveacknowledgedthelinksbetweensocialexclusionanddigitalexclusion.
Learningresearcherspointoutthattheuseofdigitaltechnologyforlearningislikelytoreplicateexistinginequalitiesifmeasuresarenotfoundtoaddressdigitalandsocialexclusion62.
Theyargueconvincinglythatinterventionswhichaimtoaccomplishdigitalinclusionalonearenotenough.
Thisdoesnotmean,however,thattacklingthedigitaldivideisnotimportant;itshouldremainapriorityforbothpolicyandpractice.
Policycontext–TheDigitalInclusionTeam:TheDigitalInclusionTeamwascreatedinMayof2006followingarecommendationofastudybytheGovernment'sSocialExclusionUnit,'InclusionThroughInnovation'63.
ItisfundedbytheDepartmentforCommunitiesandLocalGovernmentandhostedbytheCityofLondon.
Theteamdefinesdigitalinclusionas"theuseoftechnologyeitherdirectlyorindirectlytoimprovethelivesandlifechancesofdisadvantagedpeopleandtheplacesinwhichtheylive"64.
TheDigitalInclusionTeamissupportingthedeliveryofCLG'sDigitalInclusionCapacityBuildingProgramme(DICB).
Aswellasanumberofresearchreports,theDICBprogrammeinvolvessupportforthedevelopmentofinitiativesandtoolssuchasSolutions4inclusion(anonlinetoolprovidinglocalauthoritieswithinspiringexamplesoftechnology-enabledservicestoimprovethelivesofdisadvantagedpeople)andthedevelopmentofanationalnetworkof'DigitalMentors'65.
Across-GovernmentconsultationonadigitalinclusionactionplanwaspublishedinOctober200866.
Thereisacontinuedneedtoensureimprovedaccesstotechnologyandtotheresultingopportunitiesfortechnology-enhancedlearning.
Thereareseveralalreadyexistingmeasureswhichaimtoimproveaccesstotechnologiesacrossawiderangeoflocations(agoodexampleofthisistheworkofUKonlineCentreswhichprovidesmorethan6,000centreswherepeoplecanaccesscomputersandtheinternetandreceivehelpandadviceonhowtousethem)67.
Thesearemeasureswhichshouldbesupportedanddevelopedandhavesignificantpotentialtosupporttechnology-enhancedadultinformallearning.
PolicyContext:HomeAccess:TheHomeAccessprogrammehasbeencreatedtoensurethatevery5-to18-year-oldhashomeaccessby2011.
Itaimstoaddressdigitalexclusionbyensuringthatallfamilieshaveaccesstotheinternetinordertosupporttheirlearning.
Byremovingthefinancialbarrierstousingdigitaltechnologies,HomeAccessprovidesanopportunityforbothadultsandchildrentodeveloptheirICTskills,toparticipateinonlinelearning,andtousethecomputertoaccessgovernmentservices.
TheHomeAccessprogramme7.
Issues,challengesanddebatessurroundingtheuseoftechnologyforadultinformallearning19www.
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uk/resourcesalsoaimstoincreasetheperceivedvalueofcomputersforparents'andchildren'slearningandtoencouragetheuseoftechnologyforlearning.
Itthereforehasthepotentialbothtosupportadultinformallearningand,importantly,toaddressaccessissuesrelatingtothedigitaldivide.
DIUShavealsoaskedBectatodevelopaProofofConceptforAdultAccesstotechnologyforlearning.
Thiswillinvolvea2008-9trialtoexplorewhathappenswhenadultlearnersgetmoreaccesstotechnologyandonlineservicestosupporttheirlearning68.
DigitalinclusionisaboutmorethanaccesstotechnologyandthedevelopmentoffunctionalICTskills,however.
Thedigitaldividehasmultiplelayers,andbeyondsimpleaccess,weneedalsotoaddressskills,valuesandcontextaswellasthecontentofdigitalresources69.
Awiderangeofcommentatorsagreethatpeopleneedtobeequippedwiththeskills,knowledgeandmotivationthatwillenablethemtobeactivecitizens,effectivelyparticipatingintheuseofdigitaltechnologiesforawiderangeofpurposes,includingforadultinformallearning.
TheDigitalBritainreportsetsoutplanstocreateanationalmedialiteracyplanintheUKandthisistobewelcomed70.
Thedevelopmentofamedialiteracyplanprovidesanimportantopportunitytogivemorethoughttothequestionofhowwecanhelplearnerstodevelopthecompetencieswhichwillallowthemtousetechnologiestocommunicateandinteractwithothersaswellastocreate,critiqueandevaluateawiderangeofdigitaltextsanddigitalmedia71.
Measurestosupportdigitalliteracyanddigitalparticipationmayinvolveadulteducationprovisionwhichincludesadigitalliteracyelementwherelearnersareencouragedtoconsiderhowtocreateandcritiquedigitalcontentanddigitaltexts.
Itcouldalsoincludecampaignsandeventswhichencouragegreaterpublicawarenessoftheissuesrelatingtodigitalliteracyincludinghowtousedigitaltechnologiessafelyandeffectively.
Insummary,awidevarietyofsustainableinitiativestoincreasedigitalliteracyshouldbeconsideredinordertosupportthesuccessfuluseoftechnologyforadultinformallearning.
ThemeaningoflearningWehaveseenthatadultinformallearningisacontestedtermandthat,forthepurposesofthisreport,weusetheterm'informal'todesignatethelearningthattakesplaceoutsidethecontextofformalandnon-formalsettings.
Thequestionremains,however,ofwhatconstituteseffectiveandmeaningfullearningandwhoisabletomakethesejudgements.
Thisisanareaofdebateparticularlyrelevanttotheuseoftechnologytosupportlearning.
Whatmightthedifferencebe,forexample,betweenlookingupinformationonawebsiteandusingtheinternettohelponetoengageinasustainedlearningactivityDoesthedifferencerevolvearoundthewayinwhichthelearnerthemselvesdefinestheirexperienceDoesitrevolvearoundwhethertheactiviyfacilitatessustainablechangesinthelearner'sskills,knowledgeandattitudeIsthereadifferenceItisveryeasytomakeasimpleconnectionbetweentechnology,learningandthetransmissionofinformation.
Indeed,recentresearchershavemadetheclaimthat"inmostplaceswherenewtechnologiesarebeingusedineducationtoday,thetechnologiesareusedsimplytoreinforceoutmodedapproachestolearning"72.
Theypointoutthatthechallengeistothinkabouthowdigitaltechnologiescanbeusedtofacilitateadeepersenseoflearningwhichdoesnotrelysimplyonthetransmissionofinformation.
Aswithdigitalliteracy,thoseinterestedintheuseoftechnologyforadultinformallearningneedtoconsiderhowdigitaltechnologiescanbeusedinnewandtransformativewaystoconstructnotonlydigitaltoolsandtextsbutalsotofacilitatethecollaborativeconstitutionofmeaningandtheacquisitionofnewandchangedknowledgeandattitudes.
Therearemanycomplextheoriesoflearninganditwouldnotservetorehashthosetheorieshere73.
Itisimportant,however,forthosewhowishtochampionthepotentialroleofdigitaltechnologiesinadultinformallearningtobeawarethatthesedebatesexist.
Thisawarenessshouldhelptopreventproblematicassumptionsabouttheuseofdigitaltechnologiesinadultinformallearning.
Itisnotthecase,forexample,thatalluseoftechnologyisgood20www.
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uk/resourcesuseoftechnologyorthattheuseofdigitaltechnologyisanendinitself–anditisnotthecasethattechnologycanappropriatelybeusedforallkindsofadultlearningandalladultlearners.
Somelearnersmayrequiretheinputofanadulteducationpractitionertofacilitatetheprocessoftransformingtheirself-directedlearningactivitiesintomoresustainedandmeaningfullearning.
Thosethatseektohighlightthewayinwhichdigitaltechnologiescansupportadultinformallearning,then,needtogivecarefulconsiderationtoquestionsofthemeaningoflearningandhowtechnologycanbeusedtotransformandimprovelearning.
Therelationshipbetweeninformalandnon-formallearningSelf-directedinformallearningisnotcompletelydivorcedfromthenon-formallearningthattakesplaceinadulteducationprovision.
Anyformalornon-formallearningepisodemayhaveinformalattributesorqualitiesbecauseitwillhelptoadvancetheself-definedinformallearninggoalsoftheindividuallearner74.
Itmayalsobethatanindividuallearnerwillengageinself-directedlearningintheirleisuretimeinordertosupporttheirmoredirectedlearningthattakesplacewithinthenon-formalsetting.
Researcherspointtotheneedformoreresearchintotherelationshipbetweeninformal,non-formalandformallearning75.
Thismeansthatthosewhowishtochampiontheimportanceofadultinformallearningalsoneedtopaycloseattentiontothevaluableworkofadulteducators.
Conversely,adulteducationalpractitionersneedtoensurethattheyrecognisetheimportantroleoftheinformallearningwhichhappensoutsideadulteducationprovision.
Thechallengeforpolicymakers,practitioners,researchersandmembersofindustryistofindwaystomakeandsupportconnectionsbetweenformal,non-formalandinformallearningepisodessothatpeopleareabletoengageinsustainedlearningjourneysthroughouttheentiretyoftheirlives.
ThechallengesofusingtechnologytosupportinformallearninginadulteducationThisreporthasbeenreferringtoadulteducationprovisionasnon-formalratherthaninformalandhasbeenconcerned,inthemain,withdiscussingtheinformallearningwhichtakesplaceoutsidetheadulteducationsetting.
Aswehaveseen,however,itisimportanttorecogniseandhighlighttheconnectionsbetweennon-formalandinformallearningandthismeansthatitisusefulforadulteducationproviderstobeawareof:_thewaysinwhichpractitionerscanusetechnologytomakeconnectionsmorevisiblebetweennon-formallearningandtheinformalself-directedlearningthattakesplaceathomeorinlocationsoutsideadulteducationalsettings_thepossibilitiesthattechnologiespresenttoenablelearnerstocontinuetheirlearningjourneysinformallyandmethodsofmakinglearnersawareofthesepossibilities_thewaysinwhichtechnologycanbeusedasalearningmediumanddeliverymechanismforadulteducationprovision.
Thiswillhelptoensurethattechnologyissuccessfullyusedtosupportadultinformallearning76.
Thereareseveralalreadyexistingserviceswhichsupporttheuseoftechnologyinadulteducationandforadultinformallearning77.
TheNationalInstituteofAdultContinuingEducation's(NIACE)ICTandlearningteam,forexample,promotesonlinelearning,developsonlineresourcesfore-learning,deliversteachertraining,promotesaccesstoICTinlocalcommunitiesandaimstoextendlearningprovisionandincorporatee-learningandICTskillsintodelivery.
Thereremainsaneed,however,toprovideongoingsupportforadulteducatorsinordertoencouragetheiruseoftechnologytosupportadultinformallearning.
TheprovisionofsuchsupportcanhelpadulteducatorsovercomevariousbarrierswhichcancomplicateorpreventtheintegrationofICTintoadulteducationprovision78.
SomeadulteducatorsmaynotpossessthespecificskillsetstoenablethemtouseICTasadeliverymechanismortoprovideguidancetolearnersabouthowtheycanusetechnologiestocontinuetheirlearningjourney.
Therearemanychallenges,forexample,involvedinfinding,usingandmanagingonlinelearningresources.
21www.
futurelab.
org.
uk/resourcesInaddition,manyadulteducatorsworkaloneinhiredpremises(eginchurchhalls)anditcanthereforebedifficultforthemtoprovidetechnologicalequipmentortoaccesstechnologicalassistance.
Peopleofferinganadulteducationclassinavillagehallmayhavenoaccesstoheating,letalonetechnologysuchascomputersortheinternet.
Therearealsoadditionalchallengesposedbythefactthatmanyadulteducationstaffarepart-timeandmaynothaveaccesstopaidstaffdevelopmenttime.
Itcanthereforebedifficultforthemtoengageinlong-termsustainedtraining.
Althoughtechnologyoffersmanypossibilitiesforlearning(seetextboxinsectionaboveforjustaflavourofthesepossibilities),italsoposesseveralchallengestoadulteducationprovision.
Thesechallengeswillneedtobeaddressedifadulteducationistocapitaliseontheprospectsandpossibilitiesprovidedbytechnologicalchange.
MovingfromlearningepisodestolearningjourneysAsfarbackasthe1970s,researchersfoundthatadultlearnersorganisetheirlearningeffortsaroundaseriesofprojectsorlearningepisodes,claimingthatalmosteveryoneundertakesatleastoneortwomajorlearningeffortsayear,andsomeindividualsundertakeasmanyas15or2079.
Thechallengeistomakesurethatadultscanproceedthroughtheseepisodesandhaveawaytoconnectthem.
Technologycanprovideonewaytoprovideadultlearnerswithinformationandguidanceaboutadultinformallearningopportunities(whichmayormaynotinvolvetheuseoftechnology).
Technology-enhancedinformalandself-directedlearningcanalsoprovideameansofbridgingthegapsbetweennon-formalandformalepisodesoflearningtohelpmaintainthemotivationoflearnersinbetweenorafterattendingadulteducationprovision.
Researchers,practitioners,technologistsandadultlearnersthemselves,then,needtoexplorewaysofensuringconnectivitybetween:_differentlearningexperienceswhichmakeuseoftechnology_technology-mediatedlearningexperiencesandliveevents_differentlearningepisodes_differenttypesoflearning80.
Thiswillensurethatindividuallearningepisodesdonotbecomeisolatedeffortsbutlearnersinsteadhavethepotentialtoengageinmeaningfullearningjourneysthroughouttheirlives.
Areviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies22Therecommendationsbelowrepresentsummariesofthekeypointsandargumentsincludedinthisreport.
Insummary,research,policyandpracticeshouldaimto:Raisetheprofileofadultinformallearning:Thereisstrongevidencecitingthebenefitsofinformallearningforsocietyasawholeaswellasforindividuals.
Adultinformallearningisoftenhidden,however,andisnotwellunderstood;manypeopledonotrecogniseeitherwhentheyareengaginginsuchlearningorthevaluethatitholds.
Inthe2009LearningRevolutionWhitePaper,DIUSstatethattheiraimistocreateaculturewhichvalueslearningofalltypes.
Thisisawelcomeiniativeandneedstobecarefullyimplementedandsustained.
Digitaltechnologiescanplayanimportantroleinraisingtheprofileofadultinformallearning–theycanprovideinformationandguidance,lightthesparkofinterestinaparticularareathatleadstoadultsbecominglifelonglearners,andhelptoengagetheadultlearnersofthefuture81.
Thereisacontinuingneed,then,toraisetheprofileofadultinformallearninginresearch,policyandpractice.
Highlighttheaddedvaluethatdigitaltechnologiescanrepresentforadultinformallearning:Digitaltechnologieshavethepotentialtoaddsignificantvaluetoadultlearningofalltypes.
Theycanenhance,complement,support,boostanddeliverthelearningthattakesplaceinavarietyoflocations;fromtheeveningclasstothehome.
Thereisalackofdetailedandin-depthresearchintotheroleofdigitaltechnologiesinsupportingadultinformallearning.
Stakeholdersdonotalwaysclearlyrecognisethepotentialofdigitaltechnologiesandthereisacontinuingneedfortheaddedvaluethattechnologycanrepresenttobechampioned82.
Highlighttheconnectionsbetweenformal,non-formalandinformallearningandexplorethemfurther:Furtherresearchisneededtoexploretheconnectionsbetweenformal,non-formalandinformaladultlearning,andhowtheycansupporteachother.
Thisresearchwouldsupportadulteducationalpracticewhichbuildsonthepriorexperiencesoftheadultlearnerandwouldhelppractitionersandlearnersmakeconnectionsbetweenthelearningwhichtakesplaceduringleisuretimeandthelearningthattakesplaceinnon-formaleducationalsettings83.
Supportandprovideguidancefordiverseandsustainedlearningjourneys:Digitaltechnologieshaveanimportantroletoplayinprovidingaccesstoinformationaboutawiderangeofopportunitiesforlearningandinenrichinganddiversifyingadultlearningjourneys.
However,researchidentifiesaneedforinterconnectednessandsignpostingbetweendifferentlearningepisodes,differentlocationsforlearningandbetweendifferentsortsoftechnologieswhichenhancelearning84.
Openpublicspacesandenableaccesstotechnologyandlearning:Arecentreportondigitalinclusionfoundthatthosewhosufferdeepsocialdisadvantageareuptoseventimesmorelikelytobedisengagedfromtheinternetthanthosewhoaresociallyadvantaged85.
Thishighlightsthecontinuingneedforimprovedaccesstotechnologyandtotheresultingopportunitiesfortechnology-enhancedlearning86.
Openingpublicspacestocreatemorevenuesforsuchlearningandensuringthatpeoplehaveaccesstotechnologyintheirownhomearebothimportantmeasureswhichwillsupportadultinformallearning87.
Embedmeasurestoincreasedigitalliteracyanddigitalparticipation:DigitalinclusionisaboutmorethanaccesstotechnologyandthedevelopmentoffunctionalICTskills,however.
Italsorequiresthatlearnersareequippedwiththeskills,knowledgeandmotivationthatwillenablethemtobeactivecitizens,effectivelyparticipatingintheuseofdigitaltechnologiesforawiderangeofpurposes,includingforadultinformallearning.
Thismeansensuringthatdigitalliteracyisembeddedinallformsoflearningsothatpeoplehavethecompetencieswhichwillallowthemtousetechnologiestocommunicateandinteractwithothersaswellastocreate,critiqueandevaluateawiderangeofdigitaltextsanddigitalmedia88.
Sustainablemeasurestosupportdigitalliteracyanddigitalparticipationarethereforeneedediftechnologyistobeusedsuccessfullyforadultinformallearning89.
8.
Recommendationsforresearch,policyandpracticewww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies23Exploreandsupporttheuseoftechnologytotransformlearning:Itisalsoimportantforpolicyandpracticetorecognisethattheeffectiveuseoftechnologycanhavetheeffectoftransforminglearningsothatitbecomesmorethanthesimpletransmissionofinformationorskill90.
Supportalsoneedstobeprovidedtoenablethoseusesoftechnologywhichaimtofacilitatethedeepandmeaningfulsortsoflearningwhichcanarisefromthelearner'sactiveparticipationinthecollectiveconstructionofmeaning91.
DIUS'snewtransformationfundannouncedinMarch2009couldprovideanimportantmeasuretosupporttheeffectiveuseoftechnologyforlearning.
Itwillbeimportanttocarefullymeasuretheimpactofinitiativessupportedunderthisfundandtocontinuetogivesustainedattentiontotheissueofhowbesttousetechnologytotransformlearning.
Promoteandsupporttechnologyasalearningmediumanddeliverymechanismforadulteducators:Digitaltechnologiescanincreasetheoptionsandresourcesavailabletoadulteducationproviders,assistingthemintheirfacilitationofhigh-qualityandeffectiveadultlearning.
Theycanopenupinteractionbetweenadultlearnersexistingindifferentlocationsthroughouttheworldandwidenaccessibilitytolearningbyofferingalternativepedagogicalapproaches.
However,theeffectiveuseoftechnologymayalsopresentadditionaldemandsforpractitioners.
Embeddingtheuseoftechnologyintopracticemayrequire,forexample,additionalresources,time,management,learningmaterials,skills,knowledgeandimagination.
Adulteducatorsneedsupportinusingsuchtechnologyasalearningmediumanddeliverymechanism92.
www.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies24Therangeofdigitallearningopportunitiesissovastthatthisdirectoryoffersjustaflavouroftheoptionsthatadultshavetoaidtheirinformallearningusingtechnology.
Itincludesexamplesof:_typesoforganisationsofferinginformallearningopportunitiesorservicesrelatingtoadultinformallearningandtechnology_typesofresourcesavailable-thisconsistsofmaterialsandservicesthatareavailableforadultsusingtechnologytolearn_someofthesoftwareandhardwaretoolsthatadultsmayuseforinformallearning.
Theitemsarepresentedinalphabeticalorderundertheseheadings.
OrganisationsofferinginformallearningopportunitiesorservicesrelatingtoadultinformallearningandtechnologyTherearemanyorganisationsandwebsiteswhichsupportonlineandtechnology-enhancedlearning.
TheseexistalongsideorganisationsrangingfromtheLearningandSkillsCounciltotheCampaignforLifelongLearning,ContinYouandtheWorkersEducationalAssociationwhicharededicatedtolearningingeneral.
AskOxford.
comThisonlinedictionarymeritsitsownentryinthisdirectory.
Thissitehasmanylearningopportunities–allinoneplace.
HowuptodateareyouwithnewwordsDotheonlinequiztofindout.
ThereisfreehelponuseoftheEnglishlanguage,includingspelling,grammarandwritingtips.
Thereisalsoinformationonlearningforeignlanguages,historyofwordsandusageofwords.
Therearecompetitionstowinbooks,alargeFrequentlyAskedQuestionssection('AskanExpert')andtheoptiontoe-mailtheOxfordWordandLanguageService(OWLS)('ContactUs')whichanswersquestionsabouttheEnglishlanguageforfree.
www.
AskOxford.
comBBCAdultLearningpagesTheReadytoLearnzoneontheBBCsitepointspeopleinthedirectionofnewlearningopportunitiesandletsthemhearaboutotherswhohavegonedownthelearningpath.
Thesitealsohasaninteractiveguidetousinge-mail,digitalcamerasandmore.
Thereisalsoacoursefindertohelplearnersfindcoursesintheirarea.
Thereisafamilylearningguidetohelppeopleimprovetheirreadingandwritingskills.
Onlinecoursesincludecookery,gardening,health,historyandscience.
Themodernlanguagespagesofferintroductoryvideosintenparts.
Thereareonlineactivitiesincludinggamesandquizzestoconsolidatelearning.
www.
bbc.
co.
uk/learningCityLearningCentresCityLearningCentresaredesignedforschoolchildren,withawiderangeofcomputersandcourses-butinmanylocalauthorities,theyarealsoopentoadults.
ClassescanincludefamilyFrenchandfamilyItalian,aerobics,gospelchoir,digitalediting,computersandcreativewriting.
Peopleshouldcontacttheirlocalauthoritytofindoutmore.
CommunityChannelThissitehaspodcastsandfactsheetsallaboutvolunteering.
Visitorstothesitecanalsotakepartindiscussionforums.
Podcasttopicsincludehowtomarkettoyoungpeopleandhowtousecampaignseffectively.
www.
communitychannel.
orgDigitalUniteAnorganisationspecialisinginhelpingpeopleover50touseIT.
DigitalUniterunscampaigns,providesITteachingandtraining,encouragesonlinelearningandsharesexpertise.
ItprovidesaLearningZonesectionofthewebsitedeliveringshort,easy-read,easy-downloadguidestodiversetopicsrelatedtoITandlearning.
digitalunite.
comDirect.
govHere,learnerscanfindlocalcourses,onlinecourses,linkstopubliclibrariesandnon-formallearningopportunitiessuchasnon-accreditedprogrammes.
Thereisaspecialsectioncalled'Learningforfun'andtherearepagesdedicatedtolearningopportunitiesfortheover50s.
www.
direct.
gov.
ukAppendix1:Directoryofadultinformallearningtools,resourcesandserviceswww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies25EnglishHeritageTheEnglishHeritagesitehasmanyonlineresourcesforlearnerswhowishtodotheirownresearch.
TheOnlineResourcessectionofthewebsitehassearchabledatabasesandafacilitywherepeoplecansearchontheirsurnametodiscoveritsorigins.
DatabasesincludeImagesofEngland,a'pointintime'photographiclibraryofEngland'slistedbuildings.
Thereareover300,000entries.
ThePastscapewebsitehasaninventoryofarchaeologicalsitesandhistoricbuildingsinEngland,whichpeoplecansearch.
Therearelinkstomapsandaerialphotographs.
www.
english-heritage.
org.
uk/server/show/nav.
1518KickstartTVKickstartTVisaplacetogotolearnaboutnewthings.
Likeamagazine,butavailableondigitalinteractiveTV,itoffersinformationonactivitiesandcampaigns.
Italsohastipstohelppeoplebrushuptheirliteracy,numeracyandjobskills.
Therearealsosignpoststootherlearningopportunitiesandfurtherhelpisavailableviaanadviceline.
Moretopicsarebeingaddedallthetime.
www.
kickstarttv.
co.
uklearndirectlearndirectisanationalsupplierofe-learningcourses.
IthasbeendevelopedbyUfi(Universityforindustry)witharemitfromGovernmenttoprovidehighqualitypost-16learningwhichreachesthosewhoareunlikelytoparticipateintraditionalformsoflearning.
learndirectoperatesanetworkofsome800onlinelearningcentresinEnglandandWales,providingaccesstoarangeofe-learningopportunities.
Sinceitslaunchin2000,morethantwomillionlearnershaveenrolledonalmost4.
5millionlearndirectcourses.
Therearesome500differentcoursescoveringarangeofsubjects,includingmanagement,IT,SkillsforLifeandlanguages.
Morethanthree-quartersofthetrainingcoursesareavailableonline.
www.
learndirect.
co.
ukMeetup.
comMeetupisaglobalnetworkoflocalgroups.
Theideaistomakeiteasyforanyonetoorganisealocalgrouporfindonethatisalreadymeetingupface-to-face.
Morethan2,000groupsgettogetherinlocalcommunitieseachday,eachonewiththegoalofimprovingthemselvesortheircommunities.
Therearealmostfivemillionmembersworld-wide.
Meetup'smissionistorevitaliselocalcommunityandhelppeoplearoundtheworldorganisethemselves.
Justenteryourtowntofindgroupsmeetingnearby.
www.
meetup.
comMyguide.
govThissiteoffersbite-sizeonlinecoursesstartingwithanintroductiontotheinternetandhowtouseacomputer.
Therearecoursesforthosewhohavesomefamiliaritywiththetechnologyonusingpublicservices,stayingsafeontheinternet,usingdigitalTVandusingdigitalphotography.
Therearemoreadvancedcoursesonhowtobankonline,socialiseonline,downloadmusic,lookforajobandmore.
www.
myguide.
gov.
ukMySocietyThisisanon-profitorganisationthatdesignswebsitestohelppeopleusethewebtofindoutinformationandcommunicatewithpoliticians.
Theideaistogivepeopleavoiceintheirlocalandnationaldemocraticprocess.
Thereareseveralsitesunderitsdomain.
Forinstance,theFixMyStreetsiteencouragespeopletoreportbrokenitemsontheirstreettothelocalcouncil.
Theyentertheirpostcodes,stickapininthemapandexplaintheproblem.
Thenthesitesendstheirmessagetotheirlocalcouncil.
TheyWorkForYouisanotherofMySociety'ssites,providingpeoplewithinformationontheirpoliticians,suchas:whotheirlocalMPis,whatvariousMPssaidinParliamentandsummariesofhowtheyvoted.
TheyWorkForYouwasvisitedaroundtwomilliontimesin2007.
Pledge.
comisanotherrelatedsite.
Thisencouragespeopletopledgethemselvesandinviteotherstopledgetoundertakeacertainactivitytohelpothers.
www.
mysociety.
orgwww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies26NationalInstituteforAdultContinuingEducationNIACEisacharitywhichaimsto"encouragealladultstoengageinlearningofallkinds".
Amongotherthings,NIACErunscampaigns,developsanddisseminatesresearchanddevelopment,suppliesconsultancy,advice,trainingandsupportservices,andsupportsnetworkingwithpractitioners,policy-makersandresearchers.
ItalsohasateamsupportingtheuseofICTinlearning.
www.
niace.
org.
ukNationalTrustTheNationalTrustoffersmaterialsthatcanbedownloadedtohelppeopletracetheirfamilyhistory.
Theorganisationisplanningtoofferadatabasesothatpeoplecanlookuptheirsurnamesandgetmoreinformationabouttheirname'shistoricalorigin.
Thereisalsoonlineinformationaboutvolunteering.
www.
nationaltrust.
org.
ukOpenlearnattheOpenUniversityAnonlinelearningspaceprovidinghundredsoffreestudyunits,eachwithadiscussionforum.
Learnerscanstudyindependentlyattheirownpaceorjoinagroupandusetheselearningtoolsandlearningmaterialstolearnwithothers.
openlearn.
open.
ac.
ukOurfuture.
It'sinourhands'Ourfuture.
It'sinourhands'isacampaignthathasbeenlaunchedbytheLearningandSkillsCouncil(LSC)aspartoftheneedtoimproveskills.
Thissitehasinformation,adviceandlinkstoinformalandnon-formallearningopportunities,suchasthoseofferedinmuseumsandlibraries.
inourhands.
lsc.
gov.
ukQIAExcellenceGatewayTheExcellenceGatewayaimstohelptransformdeliveryacrossthelearningandskillssectorbybecomingtherecognisedwebchannelwherepractitionersatalllevelscanaccesshighqualityresourcesandinformation,inspireinnovationandsharebestpractice.
excellence.
qia.
org.
ukRaW(BBC)RaWistheBBC'scampaigntoimproveadultskills.
Itconcentratedinitsfirstthree-yearmanifestationonreadingandwritingskills.
Itnowprovidesanonline"placewhereadultscandeveloptheirskillsforeverydaylife"andincludesinformationonawiderangeoftopicsfromdevelopingbasiccomputerskillstobuyingacartomakingthemostofyourmoney.
www.
bbc.
co.
uk/rawRSATheRoyalSocietyfortheArts(RSA)featuresonlinevideosofrecentRSA-sponsoredtalks.
Topicsincludeexplorationsofquestionssuchas:'IsourobsessionwithhomeownershipbadforBritain'Othertalksfeatureinternationalspeakerswhoaddresstopicssuchasthefutureoftheinternet,makingpeaceinNorthernIrelandandhowtochangeminds.
Peoplecanalsolistentoaneventinrealtimethroughalivewebcastonthesite.
Theycanalsodownloadpodcastsuptoaweekaftertheevent.
www.
thersa.
orgRoyalInstitutionTheRoyalInstitutionwebsiteoffersinteractivefeaturessuchaswebcastsandgames.
Thewebcastsexploreavarietyoftopicsincludingusingnumbertopredictthefuture,breakcodesandunderstandshapes.
Theyalsoincludetopicsallaboutfood:itsdistribution,contentandconsumption.
GamescanbeplayedonlineandincludeBendyBodies,whereyoucanfindouthowcontortionistsbendandmovethewaytheydo.
OrtryPlanetXGravityGame,whichexploreswhatwouldhappentoaplanetifyoualtereditsdistancefromthesun.
www.
rigb.
orgTheRuralMediaCompanyAmediaeducation,developmentandproductionorganisationwhosekeyaimsaretoenableruralcommunitiestolearnaboutandusemediabyparticipatinginpracticalmediaactivitiesandcreateanddisseminatehigh-impactmediacommunicationsandeducationalresourceswww.
ruralmedia.
co.
ukwww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies27SafariattheOpenUniversityAwebsitewhichaimstoprovideaguidedexpeditionthroughtheinformationworldinordertobuildconfidenceinfinding,evaluatingandusinginformation.
www.
open.
ac.
uk/safari/php_pages/about_safari.
phpSchoolofEverythingSchoolofEverythingisawebsitethathelpspeoplewhowanttolearnmeetupwithpeoplewhowanttoteach.
Teachersregisteronlineandcreateapersonalpagegivinginformationontheirlessons,thequalificationsofferedandtheformatinwhichtheyteach-forexampleworkshopsorone-to-onesessions.
Potentialpupilsfindatutorwho'srightforthemsimplysearchingbysubject,learningcategoryandlocation.
Theycanthensendthemamessage,arrangetomeetandbeginlearningtheirnewsubject.
schoolofeverything.
com/aboutSkillswise(BBC)TheSkillswisesiteoffersquizzes,gamesandworksheetstohelplearnerswiththeirwordandnumberskills.
Fordevelopingwordskills,theseincludegrammar,spelling,readingandwriting.
Forimprovingnumberskills,therearequizzesonwholenumbers,decimals,fractionsandmeasures.
www.
bbc.
co.
uk/skillswiseThirdAgeTrust(U3A)U3AOnlinecoursesareshortcoursesdesignedforolderpeople.
TheyareavailablethroughapartnershipbetweenThirdAgeTrust(theUKnationalorganisation)andtheU3AOnlineInc(basedinAustralia).
Thecoursesaredesignedforpersonalinterest.
Noentryqualificationsarenecessaryandthecoursesoffernocreditoncompletion.
Thecourseshavebeenwrittenbyvolunteerswhoareexperiencedtutorsorcourseleadersintheirfields.
Therearetutoredanduntutoredcourses.
Tutoredcourseshaveahigherdegreeofinteractivity,withstudentsbasedinUK,Australia,CyprusandSpain.
Thereisalsoe-mailcontactwiththetutorandopportunitiesforfeedback.
Untutoredcoursesdonotofferthisinteractivity.
However,theyareidealiflearnerscannotguaranteeregularhours,oraresimplyhappiergettingonwiththingsontheirown.
U3Aonlinecoursesincludegenealogy,astronomy,writingfictionandpoetry,gardenhistory,theRomansandmore.
onlinecourses.
u3a.
org.
ukTimebankTimebankofferspeopletheopportunitytobecomedigitalmentorsonthetopicofvolunteering.
Digitall[sic]mentoringbringstogetheryoungpeopleaged18-25whoarewillingtosharetheirexperienceofusingtheinternetwithpeopleagedover45.
Youngpeopleactasmentors,supportingtheotherlearneronaone-to-onebasistoachievetheirdigitalgoals.
Whilemuchofthisisface-to-face,thereisalsotheoptionforpeopletomeetupvirtuallyatTimebank'scentreintheSecondLifesite.
www.
digitall.
org.
uk/resourcesTogetherwecanThissiteprovidesinformationaboutsourcesofhelpincludingorganisations,sourcesoffunding,andadviceforthosewhowanttobemoreinvolvedintheircommunities.
Thereareweeklyarticlesanddiscussionforumsonchangingthemes.
Thesiteprovidesaplaceforcommunityactivistsandotherstodiscussissuesandshareideasaboutcommunityempowermentandengagement.
ResourcesincludetheDIYGuidetoImprovingYourCommunity.
togetherwecan.
direct.
gov.
uk/about-usTribalTribalisaneducationalconsultancyproducingeducationaltechnologicalproducts,teachingandlearningresourcesandsoftwareforthepost-16market.
Italsoprovidesconsultancyanddevelopmenttobothgovernmentandcommercialorganisations.
www.
ctad.
co.
ukUKOnlineCentresThereareover6,000UKOnlineCentresprovidingpeoplewithaccesstocomputersandtheinternetandadviceonhowtousethem.
Thecentresareplacedonhighstreets,inlibraries,internetcafesandcommunitycentresandtheyprovidebothhelpinbasiccomputingandmoreadvancedcourses.
www.
ukonlinecentres.
comVirtualstudies.
netAwebsiteprovidingadviceforstudentswishingtolearnonline.
www.
virtualstudies.
net/tips-for-success.
phpwww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies28Vision2LearnThissiteoffersfreeonlinetrainingcoursescoveringcomputerstudies,webdesign,moneymanagementandpersonaldevelopment.
Coursesincludehealthyeating,healthyliving,moneymanagementcomputerskillsaswellashealthandsafety.
Someareforqualifications,butallareflexibleandallowlearnerstoworkattheirownpace.
www.
creatingcareers.
net/channelsCulture24ThissiteconnectsonlineaudienceswithculturalcontentandinspiresthemtoexploretheUK'smuseums,galleries,archives,librariesandheritagesites.
Thereareeventlistings,informationonthelatestcollectionsandvenuedetails.
Thereisalivedatabase,whichUKmuseums,galleries,librariesandarchivesareabletousedirectly.
Culture24hasonlinetrailsthatarewebfeaturearticleswrittentoshowoffthebestoftheUK'smuseums,galleriesandheritagesites.
Sometrailscanbefollowedphysically,somevirtuallyandsomearethemedmini-websites,likeatrailforHarryPotterfans.
Thetrailsaredesignedtogivepeopleideasforthingstodoandplacestovisit.
www.
culture24.
org.
ukResourcesBeboBeboisanacronymfor'blogearly,blogoften'.
Memberscreatetheirownprofilesandthereisaspaceforothermemberstoleavecomments.
Profilescanincludequizzesthatoffermultiple-choicequestionsandpollsforfriendstovoteonphotoalbums.
Individualscanuploadanunlimitednumberofimages,withamaximumlimitof48peralbum.
Theprofilewillalsohaveablog,withacommentssection.
Memberscanalsoaddavideobox.
www.
bebo.
comClivirClivirisafreelearningcommunitywheretheusercanbetheteacherandthestudent.
Itallowsuserstobrowse'classrooms'andlearnfromavarietyofonlinelessons.
Youcanalsocreateyourownlessonsandclassroomsorhavequestionsansweredbycommunitymembers.
www.
clivir.
comDel.
icio.
usWhenapersonjoinsthissite,theyhavethetoolstobookmarksitesthattheyhavepreviouslyvisitedandfoundinteresting.
Del.
icio.
usliststhelinkandthedescription,sothatotherscanfinditeasily.
Thesitetakesaclassificationapproachknownasfolksonomy,whichusesthelabelswhichpeoplehavecreatedtocategorisecontent.
Popularareasincludeeducation,music,designandphotography.
del.
icio.
usDiggAsocialnewswebsitewhichallowspeopletodiscoverandsharecontentfromanywhereontheinternet.
Userscansubmitlinks,videosandstoriesaswellasvotingandcommentingoncontent.
digg.
comEducast"TheEduCastNetworkwikiwasestablishedMarch28,2007byBrianGrenierasaplaceforanyoneinterestedin,orproducingcontentabout,educationoreducationalpodcastingtopromotetheirownorfavouritepodcastsite,feed,orresource.
"educast.
wikispaces.
comEphotozineThisisanonlinephotographymagazine,withactiveforumsandgalleries.
Peoplecanjoinforfreeanduploadtheirphotographsforotherstoviewandoffercomments.
Theideaisthatbyreceivingfeedback,individualscanimprovetheirphotographicskills.
Thesitealsooffersnewsandtipsonnewtechniques.
www.
ephotozine.
comFamilyHistoryForfamilyhistoryinformation,doaninternetsearchonthephrase,'familyhistory'andfindalistofresources.
Thisrangesfrominformationofferedbylocalcouncils,totheBBCsite,FamilyHistoryResearchTimeline.
TheBBCsitehasahostofinformationonlinetohelppeoplebegintheirresearch,withsignpostsonwheretogonext.
www.
bbc.
co.
uk/history/familyhistory/bloodlineswww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies29FacebookandothersocialnetworksitesIndividualscanhaveaprofilepageinFacebookthatcontainsinformationaboutthemselvesthatothersintheirnetworkscansee.
Theycanaddwebsites,blogs,videos,andsongs.
BeingamemberofaFacebooknetworkgivespeoplepermissiontoviewmostoftheprofilesinthatnetworkandjoinmostofthegroups.
Theycanquicklynavigatetotheprofileofafriendoranorganisationthattheywishtoknowmoreabout.
Theycanuploadphotosandcreatephotoalbums.
Theirfriendscanthenviewtheirphotosandleavecomments.
FacebookChatletsmemberscommunicateinrealtime.
Peoplecanalsosignuptoreceivenewsfeeds,whichannounceanychangestotheirfriends'pages.
OthersocialnetworkingsitesincludeNing,Blackplanet,Tagged,Imeem,Orkut,FriendsterandHi5.
www.
facebook.
comFindAnyFilmThissiteallowsuserstofindanyfilmavailableintheUKinanyformat.
SupportedbytheUKFilmCouncil,itisasearchenginegivinginformationwherefilmscanbewatched,downloaded,boughtorrented.
www.
findanyfilm.
comFlickrThissitehelpspeoplefindimageseasilyandlearnaboutdifferenttopicsthroughtheseimages.
Forinstance,ifapersonwishestoknowmoreabouttheJewelleryQuarterinBirmingham,theymighttypein'jewelleryquarter'andseeallthephotographsinFlickrrelatingtothis.
Peoplecanuploadandedittheirownphotos,aswellasorganisethemintogroups.
Therearealsopublicandprivatecommunitieswherepeoplecansharetheirimagesandtalkusingadiscussionboard.
Flickralsousesgeo-tagging,whereapicturecanbetiedtoanexactspotontheplanet.
www.
flickr.
comGoogleandothersearchenginesGoogleisahighlypopularsearchengine,althoughthereareotherssuchasYahoo,AskandLive.
com.
Allofthesearetoolsusedbypeoplewhowanttofindoutmoreaboutaparticularsubject.
Itisperhapssearchengines,morethananyothertool,whichhaverevolutionisedthespeedwithwhichpeoplecanlocatetheinformationtheyneedontheweb.
Withoutthese,itwouldbehardtoknowwhatinformationisavailable.
GoogleEarthThisisanonlineapplicationthatletspeopleviewtheearthindetail,basedonsatelliteimagery.
Layersofadditionalinformationcanalsobedisplayed,suchasplacesofinterest,roadsandgeographicalformations.
ThelatestversionofGoogleEarthletslearnerssee3Dbuildingsinmorecitiesthaneverbefore,includingSanFrancisco,Boston,Orlando,Munich,Zurichanddozensmore.
Panaroundthecityandgetdetaileddescriptionsofbuildings.
Learnerscanflythroughthelandscapeandswoopfromouterspacetostreetlevel.
Thereisalsoasunlightfeature,whichletspeoplewatchthesunriseandsunsetfromanywhere.
Thereisanonlinecommunitythatlearnerscanjointoshareinformation.
MembersoffertheirownresearcheffortsontopicssuchasallthemajorleaguebaseballstadiumsintheUS–justviewthemapandclickonthethumbnailforadescriptionofeach.
Therearediscussionsontravel,themilitary,globalwarmingandmore.
bbs.
keyhole.
com/entrance.
phpCat=0MovingHereAwebsitewhichexplores,recordsandillustrateswhypeoplecametoEnglandoverthelast200yearsandwhattheirexperienceswereandcontinuetobe.
Itoffersfreeaccess,forpersonalandeducationaluse,toanonlinecatalogueofversionsoforiginalmaterialrelatedtomigrationhistoryfromlocal,regionalandnationalarchives,librariesandmuseums.
Italsogivesvisitorstothesitetheopportunitytopublishtheirownexperienceofmigration.
www.
movinghere.
org.
ukwww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies30MuxlimMuxlimisasocialnetworkingserviceforMuslims.
ItistheequivalentofYahoo,FacebookandYoutube.
Itwaslaunchedin2006bytwoentrepreneurstocreateaMuslimsocialmediawebsitethatwouldnotexposeuserstovulgarity,offensivecontentoradultmaterial.
www.
muxlim.
comMySpaceThissiteletspeopleexpressthemselvesinavarietyofways,includingbyhavingtheirowncustomisedhomepage.
Onthis,theycanuploadmusic,informationaboutthemselves,plustheirownimagesandvideos.
Thereisaplaceforotherstoleavemessages.
Peoplecanalsosharewhattheyaredoingusingblogs,discussionforums,textmessagesande-mail.
www.
myspace.
comNationalArchivesOnlineAspartoftheNationalArchives,DocumentsOnlineallowsonlineaccesstotheNationalArchives'collectionofdigitisedpublicrecords,includingbothacademicandfamilyhistorysources.
www.
nationalarchives.
gov.
uk/documentsonline/about.
aspPictureThis"Afriendlyphotographycommunitythathelpeachothercreateoutstandingportfolios,takepartinweeklyprojectchallenges,getmeaningfulfeedbackonphotos,shareknowledgeandinspireeachothertoproducebetterwork.
"picturethis.
channel4.
com/aboutSecondLifeSecondLifeisa3Donlinespacethatitsmemberscreate.
WhenapersonjoinsSecondLife,theybecomeacharacterinthisvirtualenvironment.
Theyhaveanonlinerepresentationofthemselves,anavatar.
Theycanbuyland,constructbuildings,flyanaeroplane,buyclothingandmore.
PeoplecansetupbusinessesinSecondLife,andcreatefurniture,buildingsandclothes,whichpeoplecanthenbuy.
Theycanusethecontentcreationtoolsonthesitetocreatewhatevertheywant-theycanworkwithSecondLifemembersfromaroundtheglobe.
Beingpartofasimulationcanhelplearnerstrynewideasandlearnfromtheirmistakes.
secondlife.
comTwitterThisisawebsitemessagingservicethathasovertwomillionusers.
Peoplebroadcastshort(140characters)textmessagestotheirfriendsaboutwhattheyaredoing.
PeoplewhouseTwittersuggestthatovertime,theycangainadeeperunderstandingabouttheirfriendsandthepatternoftheirlives.
Peopleuseitasatooltocheckfacts,getanswerstoquestionsandseekadvice.
Forinstance,somepeoplecheckwiththeirTwitternetworkbeforemakingmajorpurchases.
www.
twitter.
comYouTubeThetaglineforthiswebsiteis'broadcastyourself.
'Itallowsuserstoviewanduploadvideostobesharedwith"friends,familyandtheworld.
"www.
youtube.
comVideojugAlibraryoffreeonlinefactualvideoslaunchedin2006.
Manyofthevideosarehowtoguidesandtherealsointerviewswithavarietyofexpertspeakers.
Videosareorganisedunderseveralcategoriesincludingtechnology,foodanddrink,beautyandstyle,sportsandfitnessandhealth.
www.
videojug.
comWikipediaWikisareanonlinecollaborationtoolformanipulatingtext.
Wikipediaisanonlinecollaborativeencyclopaediawhichletspeoplecreatetextandchangetextthatothershaveadded-andsoon.
Therearecurrentlyover2.
5millionarticles,withparticipantsmakingthousandsofchangesperhour.
Thereareinstructionsonhowtoedit.
www.
wikipedia.
orgwww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies31Tools:hardwareandsoftwarethatadultsuseforlearningBrainTrainerMyBrainTrainerTM.
comcontainsshort,funindividualexercisesdesignedtostimulatedifferentpartsofthebrain.
Theexercisesprovideimmediatefeedbackwithrespecttoperformance(speed,accuracy,consistency,perceptualthreshold),sopeoplecanseejusthowmuchtheyareimproving.
And,tokeepthingsinterestingandfun,asone'sbrainprocessingspeedincreases,theexercisesautomaticallybecomemorechallenging.
www.
brain-trainer.
com.
brain-trainer.
comLanguagecoursesonlineThissiteofferslinkstoavarietyofwebsitesthathaveresourcesofferingtheopportunitytolearnanotherlanguage.
ThisincludesBBCLanguagesonline,MITOpenCourseWareandthelearningpagesoftheOpenUniversity.
Theseallofferonlineresources,freeofcharge,forthosewantingtogettogripswithanewlanguage.
Thedifferentonlinecoursesmayincludeimages,textandvideo.
education-portal.
com/articles/Free_Foreign_Language_Courses_Online.
htmlLearningcommunitiesAnonlinelearningcommunityisacommonplaceontheinternetwherepeopleworkasacommunitytoachieveasharedlearningobjective.
Theycancommunicateusingtext,audioandvideo.
Theycancreateblogs,whichthenhelptocreateenvironmentswherepeoplecanoffertheirthoughtsandreflectontheideasofothers.
MacgamesThereisawiderangeofgamesavailablefortheMac,butwithinthat,therearegamesthatcanoffersomewaystolearninformally.
TheseincludeEuropaUnversalisII,whichisahistoricalstrategygame.
Thiscoversworldhistoryfrom1492to1792.
Thegameauthorshavestayedtruetohistoricalaccuracy,includingperiodmonarchs,militaryleadersandtechnologicalgains.
Anothergame,AgeofEmpires,encouragesplayerstobuildtheirownsocieties,militarystrategyandeconomics.
MaxTraxThisCD-Romfromlearndirectisaracingcargame.
Theaimofthegameistoracearoundthedifferenttracksasquicklyaspossible,answeringnumberquestionsasyougo.
Tofinishtheraceinpolepositionplayersneedtorecordthequickestdrivingtimeandthebestmathsscore.
ThegameincludesusingmentalarithmeticandusingICT.
catalogue.
learndirect.
co.
uk/courses/100216BS001NintendoDSThishardwarehastheoptionofrunninglearninggames.
Forinstance,DrKawashima'sBrainTraining,whichletslearnersplaythroughaseriesofpuzzleseachday.
Attheendofeachsessionthe'age'oftheirbrainiscalculated.
Thepuzzlesthemselvesrangefromsimplemathsquestionstospotthedifference,memorisationandcomprehension.
Thereisalsoamultiplayermodeforupto15peoplewheretheycantryandcompetetorecordtheyoungestbrainage.
LearnerscanalsouploadProfessorKageyama'sMathsTraining,wherethekeyprincipleisrepetition.
Themainexerciseconsistsof100hundredsimplemathsproblemscombinedintoa10by10gridusingthenumbersatthetopandsideofthegrid.
Otherexercisesrangefromsimpleone-digitmathproblemstoslightlymorecomplexthree-digitchallenges.
OthergamesfortheDSincludechess,ScrabbleandSightTraining–aworkoutfortheeyes.
NintendoWiiWiioffersarangeofgamesthathavelearningbenefits.
ThisincludesWiiFit,whichinspiresplayerstoimprovetheirfitness.
ThereisalsoBigBrainAcademy,whichletsplayerstestthemselvesinfiveseparateareascategorisedas:Think,Memorise,Analyse,ComputeandIdentify.
OnlinedictionariesOnlinedictionariesareaquickandeasywaytolookupwords.
Justtypeinthewordandfindthedefinition.
Manyonlinedictionariesalsoofferpuzzlesandgamestoreinforcenewwords.
Someevenoffera'wordoftheday'servicewherepeoplecanseethedefinitionandhowitisusedinasentence.
Theycansignuptoreceivee-mails,defininganewwordeachday.
Somedictionariesalsoofferaforeignlanguageservice,wherepeoplecanseetheSpanishorFrenchwordortheday,forinstance.
www.
futurelab.
org.
uk32www.
futurelab.
org.
uk/resourcesThesedictionariesincludeeverythingthattheirhardcopyequivalentsoffer,suchassynonymsandhistoriesofwords.
Manyofthesesitesincorporateseveraldictionariesinone.
ExamplesofonlinedictionariesincludeDictionary.
com,CambridgeDictionariesOnlineandOnelook.
com.
Anothersite,DictionaryLink,letspeoplesearchavarietyofdictionaries,wordtranslators,thesaurusesandencyclopaedias.
OnlinetranslatorsTypeinawordorphraseandchoosethelanguage(s)fromwhichyouwishtotranslate.
Somesiteswillalsotranslateanentirewebpageattheclickofthemouse.
TheWord2Word.
comsiteoffersonlinedictionariesfromavarietyoflanguages,suchasDutch,Maori,KurdishandSlovak.
ThereisalsoVietnamese,Nepali,Turkishandmore.
PCGamesThereisalsoarangeofgameswhichhaveclearlearningbenefitsthatcanbeplayedonthePC.
TheseincludeInfiniteSudokuandInfiniteKakuro(anumericalcrosswordpuzzle).
TherearealsogamestohelpimprovecardgameskillssuchasBridgeandgolf.
SLOOHPeoplewhoareinterestedinthenightsky,butcan'tseeitfromtheircitylocation,orcannotaffordtheirowntelescope,canuseSLOOHtoremotelycontrolandlookthroughprofessional-gradeastronomicaltelescopessitedatsomeofthebestastronomylocationsintheworld.
Foramodestannualfee,memberscanscheduleobservationsandwatchthemliveontheirPC.
www.
slooh.
comWebSudokuPlayerscanselectfrombillionsofpuzzlesonline.
Theycanaskforfeedbackonhowtheyaredoingandlogthetimeittookthemtosolvethepuzzle.
Choosefromeasytohardorevil.
Thereareonlinetipsandaforum,whereplayerscansupportoneanother.
www.
websudoku.
comAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies33ThescenariosbelowwillbeillustratedbyaposterproducedbyFuturelab.
Forfurtherinformation,pleasegotowww.
futurelab.
org.
uk/projects/adult-informal-learning.
Thesescenarioshavebeendevelopedtoillustratejustsomeofthemultitudeofwaysinwhichtechnologiescansupportadultlearningjourneys.
Theyareaimedatnewcomerstothesubject,aswellaspolicymakers,practitionersandthoseinindustrywhomaybeinterestedinfurtherexploringthepotentialofdigitaltechnologiestosupportadultinformallearningjourneys.
Thesescenariosprovideastartingpointforconsideringthepotentialbenefitsofusingtechnologiestosupportadultinformallearning,andthechallengesthatlearnersmayfacearoundthisissue.
Althoughthesescenariosresembletheexperiencesofrealpeople,theyarebasedlargelyonthefindingsfromanextensivedeskresearchprojectanddonotrepresentthelearningjourneysofspecificindividuals.
Therearemanywaysinwhichadultslearninformallybothwithandwithouttechnologies,andthesescenariosarenotexhaustiveorintendedtoendorseparticularmodelsoflearningjourneys.
Instead,theypointtothemanydiverseopportunitiesthattechnologiescanprovidetoenhanceandtransformlearning,aswellassomeoftheissuesanddifficultiesthatneedtobeconsideredwhenweseektousetechnologytosupportadultinformallearning.
1.
Gaming:AWiiyogaexperiencepromptsSandratolearnmoreaboutherhealthThestorysofar:driversandobjectivesSandrais72andlivesinacarehome.
Herbalancehasbeenaffectedbyarecentstrokeandsheisalittleshakyonherfeet.
Sandrawantstolearnhowtoimproveherhealthandbecomemoremobile.
Anita,thecarehomemanager,suggeststhatusingaNintendoWiiFitmighthelpSandra.
Challengesandneeds"Ididn'tknowwheretostartwiththeWiiFit.
Ineededsomeonetoshowmewhattodo.
"Challenges:lackofconfidence;fearoftechnology;lackofknowledgeabouttechnologyandhowtouseit.
Needs:someonewhounderstandsherneeds;adviceandsupportinlearninghowtousetechnologytoaddressneeds;accesstoasimple,funandeasy-to-usemethodtoencouragegentlemovement.
Whatshedid:activity,context,technology,learning"Theyogawasarevelation.
I'vebeenusingtheWiiFitforfiveweeksnowandI'velearnedhowtogentlystretchmymuscles.
""Abalancematislinkedtothecomputer,whichgivesinstantfeedback.
Youcanquicklyseehowwellyouaredoingandthemusclesthatyouneedtowork.
""Atfirst,Ididn'twanttodotheexercisesalone.
So,myfriendandIdidthemtogether,takingitinturns.
Wewatchedeachothertomakesureweweredoingtheexercisesproperlyandtogivesupportincasewebegantowobble.
"Furtherchallengesandneeds"Withsupportfromaninstructor,IthoughtImightbeabletolearnhowtokeepimprovingmyhealth.
"Anitasuggestedthattheygotothelibraryandusetheinternettosearchforalocalclass.
Challenges:lackofinformationaboutlocalprovision;notknowinghowtofindfurtherinformation;notbeingabletousetheinternet.
Needs:agoodlocalyogainstructor;easy-to-accessinformationaboutlocalprovision;helpaccessingthatprovision;accesstoaninternetconnection.
WhatnextConsequencesandnewopportunities_NowthatSandraismoremobile,sheisthinkingaboutwalkingtothelocalcollegetotakeyogaandPilatesclasses.
Appendix2:Personallearningjourneys:possibilitiesforadultinformallearningusingdigitaltechnologieswww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies34_SandrahaspurchasedayogaDVD.
Someoftheotherresidentsnowjoinherinregular'yogasessions'usingthecommonroomTV.
_Sandranowwalkstothelocallibrarytoattendabite-sizecomputercourseandsheusesthelibrary'sinternetprovisiontotakepartinanonlinestrokesurvivors'supportgroup.
2.
Mobiletechnologies:JimbeginstolearnSpanish–fromhismobilephoneThestorysofar:driversandobjectivesJimis23yearsold.
HeleftschoolbeforehecouldtakehisGCSEsandwenttoworkonaconstructionsite.
HelaterjoinedaConstructionApprenticeshipSchemeandachievedhisLevel2NVQ.
AfterseveralholidayvisitstoSpain,Jimhopestoliveandworkthere–afterhelearnssomeSpanish.
ChallengesandneedsJimwantedtolearnconversationalSpanish,butdidnotwanttoattendaneveningclass.
"WhenIleftschool,IsaidI'dneverenteraclassroomagain.
Itwasmorethanenoughformetogotocollege.
"HerangthecoursetutorfromhisApprenticeshipprogrammetoaskhisadvice.
Challenges:negativepreviousexperienceofformaleducation;lackofconfidence;lackoftime.
Needs:flexibilityintimingandlocationoflearning;someonetogivetailoredadviceaboutwhatisavailableoutsidetheformalsystem.
Whathedid:activity,context,technology,learning"MycoursetutorformyApprenticeshipsuggestedsomelanguagelearningcoursesthatIcoulddoonmymobilephone.
"Jimwasexcitedatthisprospectbecausehecouldlearninhisowntimeandathisownpace.
"Ifoundalanguageservicethatsendstenphrasesadaytoyourmobilephone.
Youhearthewordspronouncedbyanativespeakerandthenyoucanlistentotheseasmanytimesasyouwant.
Afterthat,youcanrepeatthewordusingyourphonetorecordyourpronunciation.
Thenyouplaybackyourrecordingandcomparethatwiththenativespeaker.
"Furtherchallengesandneeds"ThelibraryhadhelpedmewithinformationaboutmyApprenticeshipprogramme,soitseemedadecentplacetostart.
"Challenges:continuedconcernaboutenteringformaleducationalsettings;lackofinformationaboutalternativelearningopportunitiesandprovision.
Needs:moreadvancedlearningopportunities;flexibleprovision;awayofmeetingSpanishspeakers;easilyaccessibleandpersonalisedinformationaboutfutureopportunitiesandencouragementtotakethem.
WhatnextConsequencesandnewopportunities_JimisconsideringsigningupforanonlineSpanishcoursewiththelocalcollegetoexpandhisvocabulary.
_JimhasnowjoinedaSpanish-speakingchatroomtodevelophisconversationalskillsandisflyingtoSpaininthreeweeksforjobinterviews.
"OneoftheforemenseemedquitepleasedthatIhadmadetheefforttolearnsomeSpanish.
"_JimplanstousethelocallibraryandtheinternettolearnmoreaboutSpainandSpanishculture.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies353.
Theinternet:UsingtheinternettolearninnewwaysThestorysofar:driversandobjectivesElaineis41,hasalwaysbeeninterestedinherfamily'sIrishcultureandwantedtolearnmoreaboutIreland.
SheisbedriddenwithsevereMSandfindsithardtositupforlongperiods.
Herhusbandboughtheralaptoptohelpherconnectwiththeoutsideworld.
ChallengesandneedsElainedidnothavefullmobilityinherhands.
Shesearchedonlineandfoundthatshecouldorderabigkeyboardwitharollerball.
"Thekeysaremuchbigger,soitiseasierandquickertouse.
TherollerballissimplertousethanthemouseasIdon'thavetoholdit.
"Challenges:lackofmobility;isolationcausedbyillness.
Needs:speciallydesignedtechnology;onlinelearningopportunities;waystointeractwithpeoplewhenunabletoleavethehouse.
Whatshedid:activity,context,technology,learning"OnceIfoundawayofusingmylaptopeasily,nothingheldmeback.
IlistenedtomusicvideosonsitessuchasYouTubeandMySpace.
IfounddiscussionforumsaboutIrishbandsaswellasIrishpoliticsandIdownloadedpodcastsonIrishhistory.
Ialsousedinformationsites,suchasWikipediaandCultureIreland.
""Ihadbeenspendingalotoftimeresearching,butitdidn'thaveanyfocus.
Mygoalwastofindsomeonewhocouldhelpmeidentifythegapsinmyknowledgeandthenoffermesomedirection.
IwonderedifanonlinecoursewouldworkformebecauseIcan'ttraveleasily.
"Furtherchallengesandneeds"IneverknowwithmyillnesshowIwillfeelonanyparticularday.
Mymainworrywasfallingbehindwiththecoursework.
"Challenges:illnesscausesvaryingdegreesofenergy;continuedlimitedmobility;lackofknowledgeabouthowtotakelearningfurther.
Needs:atutortohelpfacilitatefurtherlearning;flexible,self-paced,onlinequalityprovision.
WhatnextConsequencesandnewopportunities_ElainehasbeenacceptedontoanonlinecourseinIrishStudies.
_Elaineismakingcontactwithotherfamilymembersviae-mailandInstantMessenger.
"ThehardestpartoftheMSformehasbeenwatchingmylifeshrink.
Ihadbeguntofeelisolated.
"_Nowshefeelsmorecomfortablewiththesubject,ElaineiswritingablogwhereshereflectsonissuesrelatedtoIrishpolitics.
4.
Broadcasting:WatchingTVleadsGracetoself-discoveryThestorysofar:driversandobjectivesGraceis55andhasthreeAlevels.
Shehasworkedinthehumanresourcesdepartmentofalargecompanyfortenyears.
Recently,shehasbeenwatching'WhoDoYouThinkYouAre'ontheBBCandfeltinspiredtolearnmoreaboutherownWestIndianheritage.
Challengesandneeds"Ihavealwayshadapush-pullfeelingaboutresearchingourfamilyhistory.
MymotherdiedwhenIwasyoungandsomehowwenevertalkedaboutwhenorhowmyparentscametoliveinEngland.
IknewIwouldbestartingoutwithverylittleinformation.
Also,IwasputoffbytheideaofwritingtoJamaicaforbirthcertificatesandofficialdocuments,thenwaitingmonthsforareply.
"Challenges:mixedemotionalfeelings;putoffbybureaucracy;lackofknowledgeaboutwheretobegin.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies36Needs:motivationandencouragement;informationabouthowtoresearchfamilybackground.
Whatshedid:activity,context,technology,learningThe'WhoDoYouThinkYouAre'sitehasabeginner'sguidetofamilyhistoryresearch,whichGracetookstepbystep.
Breakingthetaskdownintosmallchunkskeptherfromfeelingoverwhelmed.
"IstartedbysettingoutwhatIalreadyknewandthenIbegantointerviewmyfather,whoisquiteelderly.
TheBBCsitelinkedwithotherhelpfulsitessuchasNationalArchivesonlineandAncestry.
co.
uk.
TheseallhelpedmetodiscoverthatmyfathersailedintoPlymouthin1955andmymotherarrivedtwoyearslater.
IfounddocumentationthatshowedthatmymaternalgrandfatherwasapoetwholivedinKingston.
"Graceplanstofurtherinvestigatethefamilyhistoryonbothparents'sides.
Furtherchallengesandneeds"IamnowusingtheNationalArchivesitetotakemyresearchtothenextlevel.
Ihaveevenlistenedtoanumberofpodcaststhatteachyouaboutgoodresearchhabitsandthematerialsyouneedtoexplore.
"Challenges:notknowinghowtotakeresearchforwardtonextlevel.
Needs:furtherinformationaboutresearchmethodsandlearningopportunities.
WhatnextNewopportunities_Gracewillbeattending'WhoDoYouThinkYouAreLive'.
"Ican'twaittomeetexpertsfromtheNationalArchiveswhomighthelpmecontinuetofillinthegapsofmyfamilyhistory.
"_Grace'svisittotheImperialWarMuseumsparkedherinterestintheroleofWestIndiansinmodernBritain.
Shehasvisitedexhibitions,includingtheCumingMuseuminLondonandtheManchesterMuseumofScienceandIndustry(MOSI).
_Gracehasjoinedapoetryeveningclassatherlocalfurthereducationcollege.
"Ihavealwayslovedwritingpoetry–nowIknowwhereIgetitfrom.
"5.
Socialnetworking:SharingphotographywithpeoplearoundtheworldhelpsConnortofocusonbecomingabetterphotographerThestorysofar:driversandobjectivesConnoris38,hasnoqualifications,andworksasacleanerforthelocalcouncil.
Hispassionisphotography.
HiswifeboughthimadigitalcameraforChristmas.
Hewantstoimprovehisphotographyandisn'tsurewheretobeginalthoughheknowshewillhavetolearntousethecomputer.
Hisaimistolearntoedittheimagesdigitallyandfindawaytoshareideaswithothers.
Challengesandneeds"Myson'sschoolheldanafter-schoolcomputerclubforparents.
Iwentalongandthekidsshowedushowtosurftheinternet.
"Challenges:nopreviousexperienceofusingadigitalcamera;verylittleexperienceofusingcomputers;notknowingotherpeoplewithacommoninterest.
Needs:supporttolearnaboutcomputersanddigitalcameras;awaytosharehisphotographywithothersanddiscussit;acomputerwithaninternetconnection.
Whathedid:activity,context,technology,learning"AfterIlearnedabitmoreabouthowtouseacomputer,Ijoinedanonlinephotographiccommunityandmanagedtouploadsomeimages.
Peoplefromallovertheworldrespondedtomyphotosandtheirtipswerereallyvaluable.
""Ilearnedwheretocroppicturesformoreimpactandhowtoimprovethecompositionofanimage.
"Connoralsofoundthatheimprovedhisownworkbystudyingotherpeople'simagesandthecommentstheyreceived.
www.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies37Agroupofpeoplewithsimilarinterestshasemergedandtheymakesuretheycommentoneachother'swork.
"Youhavetogivefeedbackinordertogetfeedback,"explainsConnor.
"ThequalityofmypictureshasimprovedandI'mnowfocusedonbecominganevenbetterphotographer.
"FurtherchallengesandneedsConnorlikedtheideaofacourse,butwasputoffbytherequirementofsubmittingessaysbecausehewasslowonakeyboard.
"IfoundagamessiteontheInternetthathelpsyouimproveyourtypingskills.
ItwasgreatfunandIcannowfindmywayaroundakeyboardreasonablywell.
"Challenges:slowusingakeyboard;lackoftime;lackofknowledgeabouthowtotakehislearningforwardtothenextlevel.
Needs:afunwaytoimprovehistypingskills;informationaboutlocalprovision.
WhatnextConsequencesandnewopportunities_Connorhasnowregisteredforadigitalphotographycourseatthelocalcollege.
_ConnorhasjoinedtheRoyalPhotographicSociety.
"Thereisanonlineforumthat'sreallyhelpful.
I'mhopingtosubmitmyworkforadistinctionaward.
"TheworkConnordoesonthecoursewillhelphimtodevelophisportfolio.
_ThelibraryhasinvitedConnortoentersomeofhisphotographsintoanexhibitionoflocalphotographers'work.
6.
Communityradio:PadmabecomesabroadcastingsuccessThestorysofar:driversandobjectivesPadmais48.
ShehasfourGCSEsandaqualificationinbook-keeping.
Sheworkspart-time,butherpassionisPunjabimusicandshewantstolearnmoreaboutthemusicianswhomakethismusic.
Padma'slocalcommunityradiostationregularlyaskspeopletovolunteertomakeprogrammes.
Withherchildrenawayatuniversity,Padmaiskeentogetinvolved.
ChallengesandneedsPadmadidn'tfeelconfidentinherabilitiesonceshesawtheequipmentatthestudio.
"Theytoldmethatthestationalsoplaysovertheinternetandofferspodcaststhatvisitorscandownload.
Ihadnoideawhatapodcastwas.
"Challenges:lackofconfidence;lackofknowledgeaboutequipment.
Needs:initialon-the-jobtrainingleadingtomorein-depthlearningopportunities.
Whatshedid:activity,context,technology,learning"I'dneverbeeninaradiostationbefore,"Padmaexplains.
Shemetanothervolunteerwhoofferedtoshowheraroundthestudio.
Thestationmanager,Aisha,askedPadmatocomebackthefollowingweektoseehowthingsworkedinmoredetail.
"Isawthatmylocallibraryhadanafternoonsessiononusingtheinternet,soIwentalongtothatfirst.
Thepeopleatthestationkepttalkingaboutthingslike'internetstreaming'andIwantedtolearnasmuchasIcouldbeforeIwentback.
""Iwentbacktothestationfortheday,alongwithseveralotherpotentialvolunteers.
Aishashowedushowtousethecomputersandthesoundequipment.
Shegotusworkinginpairstocreateaprogramme-andwedidit.
Afterthat,afewofusworkedtogether,makingbroadcastseveryweek.
Aishaofferedhelpwhenweneededit.
"FurtherchallengesandneedsPadmawantedtobringherprogrammestolifewithinterviews.
www.
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ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies38www.
futurelab.
org.
uk"Thechallengewashowtodotheinterviewswithouthavingtotravel–Icertainlycouldn'taffordatriptoIndia.
"Challenges:notabletotravel;lackoffinances;lackofinformationaboutadvanceduseoftechnology.
Needs:moreadvancededucationonbroadcasting;moreinformationabouthowtocontinueusingdigitaltechnologiesforresearchafterbroadcastingcoursehasfinished.
WhatnextNewopportunities_PadmaregularlyinterviewsavarietyofIndianmusiciansfromallovertheworld.
Shehostsaweeklyshowforherlocalcommunityradiostation,whichfeaturesinterviewswiththesemusicians.
_Padma'scommunityradiostationoffersa12-weekcourseinbroadcastingforwomen.
Shehasbeenacceptedontothiscourse,whichwillbeginintheautumn.
_Padmahasdesignedherownwebsitefeaturingdifferentmusicians.
Ithasinterviewswiththemcoveringtheirpersonalhistory,thetypesofinstrumentstheyplayandinformationontourdates.
ThesitehasmanyvisitorswhodownloadthepodcaststhatPadmahasmade.
Areviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies391Knowles,MalcolmS,HoltonIII,EFandSwanson,RA(2005)TheAdultLearner(SixthEdition),Burlington,Mass:Elsevier:18.
2ResearcherssuchasSchugurenskyhighlightthatinformalself-directedlearningcanbeintentional,incidentaloramatterofsocialisation(Schugurensky,Daniel(2000)Theformsofinformallearning:towardsaconceptualisationofthefield,TheResearchNetworkforNewApproachestoAdultLifelongLearning(NALL)WorkingPaper#19).
Whilstthelattertwocategoriesareimportant,theyrelatetoasetofcomplexsociologicalissueswhichareoutsidethescopeofthisreport.
3Schugurensky,2000.
4NIACE,forexample,ishostinganindependentInquiryintotheFutureforLifelongLearningwhichischairedbySirDavidWatson.
Theinquiry"islookingatthecriticalissuesthatwillfaceoursocietyinthecomingdecades,andconsideringhowadultlearningcanequipustomeetthesechallenges".
Theworkoftheinquiryfocusesaroundtenthemes:prosperity,employmentandwork;demographyandsocialstructure;well-beingandhappiness;migrationandcommunities;technologicalchange;povertyreduction;citizenshipandbelonging;crimeandsocialexclusion;sustainabledevelopmentandtherolesofthepublic,privateandvoluntarysectors.
TheInquirywaslaunchedinSeptember2007andwillreportinJune2009.
www.
niace.
org.
uk/lifelonglearninginquiry/default.
htm5SeeMcNair,Stephen.
(2009)DemographyandLifelongLearning:IFLLThematicPaper1,NIACE.
Inthispaper,McNairpointstothefactthatthat"therearenow11.
2millionpeopleoverstatepensionage,andinthelastyear,thepeopleagedover85grewby6%to1.
2million".
Notonlythisbutthepopulationingeneralisalsogrowingandanadditional17%growthisexpectedinthenext25years(p.
12).
6Inadditiontothis,peoplearealreadylearningmorethaneverbefore.
ResearcherDavidLivingstonesuggeststhat"byvirtuallyeverymeasureoneverydimensionoflearning,peoplearenowspendingmoretimeacquiringknowledgethateverbeforeinthehistoryofourcontinuallylearningspecies"(Livingstone,D(1999)'Lifelonglearningandunderemploymentintheknowledgesociety:aNorthAmericanperspective',ComparativeEdcuationVol35,No2:165-6).
7McNair(2009)8See,forexample,Field,John(2008)AdultLearningandMentalWellbeing(www.
niace.
org.
uk/lifelonglearninginquiry/docs/John-Field-wellbeing-evidence.
pdf),andFeinstein,Letal(2008)TheSocialandPersonalBenefitsofLearning:ASummaryofKeyFindings,CentreforResearchontheWiderBenefitsofLearning,InstituteofEducation:13;ForesightMentalCapitalandWellbeingProject(2008)Finalprojectreport-Executivesummary,TheGovernmentOfficeforScience,London;Feinstein,L,Vorhaus,JandSabates,R(2008),ForesightMentalCapitalandWellbeingProject-LearningThroughLife:Futurechallenges,London:TheGovernmentOfficeforScience.
9Feinsteinetal,2008:18.
10Feinsteinetal,2008:19.
Manycommentatorsalsoarguethatadultinformallearningcanincreasesocialcapital-"theexistenceofnetworks,normsandlevelsoftrustthatpromotecollectiveactionbetweenmembersofagivensocialgrouping.
"Field,JandSpence,L(2000)'InformalLearningandSocialCapital'inCoffield,F.
(ed)(2000)TheNecessityofInformalLearningBristol:ThePolicyPress.
11Knowles2005andTough,A(2002)TheIcebergofAdultInformalLearning,Toronto:TheResearchNetworkforNewApproachestoAdultLifelongLearning(NALL),WorkingPaperNumber49.
www.
oise.
utoronto.
ca/depts/sese/csew/nall/res/49AllenTough.
pdf12SeeKnowles,2005;Tough,2002;Livingstone,1999;Coffield,2000.
13Livingstone1999;170.
14Duringthepreparationofthisreport,Futurelabresearcherswereengagedincloseconversationwiththeauthorsof'TheLearningRevolution'Notesandreferenceswww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies4015DIUS(2008)InformalAdultLearning–ShapingtheWayAheadwww.
dius.
gov.
uk/consultations/~/media/publications/Informal_Adult_Learning_consultation16DIUS(2009)TheLearningRevolutionwww.
dius.
gov.
uk/skills/engaging_learners/informal_adult_learning/white_paper.
aspx17DIUS,2009:14.
18DIUS,2009:18.
19TheDIUSWhitePaperaddresseswhatwehavebeencallingnon-formallearning(ieadulteducationprovision)aswellasinformallearning.
20TheLearningRevolutionalsosuggeststhatinformaladultlearningcancontributeto21NationalIndicatorsand5PublicServiceAgreements(DIUS,2009:46)21DIUS(2007)WorldClassSkills:ImplementingtheLeitchReviewofSkillsinEnglandhttp://hm-treasury.
gov.
uk/d/leitch_finalreport051206.
pdfandLeitch,LordS.
(2006)LeitchReviewofSkills:Prosperityforallintheglobaleconomy-worldclassskills.
FinalReportwww.
dcsf.
gov.
uk/furthereducation/uploads/documents/2006-12%20LeitchReview1.
pdf22Leitch,LordS(2006)ProsperityForAllintheGlobalEconomy-WorldClassSkillsandTheLeitchReviewofSkillsfinalreport.
hm-treasury.
gov.
uk/d/leitch_finalreport051206.
pdf23DFEE(1998)TheLearningAge,GreenPaper.
www.
lifelonglearning.
co.
uk/greenpaper24DepartmentforCommunitiesandLocalGovernment(July2008)CohesionDeliveryFramework:Overview.
www.
communities.
gov.
uk/documents/communities/pdf/898656.
pdf25DepartmentforCommunitiesandLocalGovernment(2008)CommunitiesinControl:Realpeople,realpower,WhitePaper.
www.
communities.
gov.
uk/documents/communities/pdf/886045.
pdf26Itisalsoaccompaniedbyincreasedattentiontofamilylearningandparentalengagementinchildren'slearning.
MoreinformationaboutthispolicycontextandareviewofresearchintheareacanbefoundinaFuturelabreportonfamilylearning.
www.
futurelab.
org.
uk/projects/learning-in-families26DepartmentforEducationandSkills(DfES)(2005)HarnessingTechnology:Transforminglearningandchildren'sservices.
www.
dcsf.
gov.
uk/publications/e-strategy/docs/e-strategy.
pdf27Becta(2008)HarnessingTechnology:NextGenerationLearning2008-14,Coventry:Becta.
publications.
becta.
org.
uk/display.
cfmresID=3734828TheHarnessingTechnologyStrategywillbeimplementedinthecontextofincreasingattentiontotheroleoftechnologyinreshapingmodernBritain.
LordCarter'sDigitalBritainreport,forexample,willbepublishedintheearlysummerof2009.
TheinterimreportpublishedinJanuary2009begantosetoutaprogrammeforthecreationofadigitalBritainincluding5objectivestobeachievedby2012.
TheseobjectivesincludeupgradingandmodernisingBritain'sdigitalnetworks,thecreationofa'dynamicinvestmentclimateforUKdigitalcontent,'qualityUKcontent,fairnessandaccessforallanddevelopingtheinfrastructure,skillsandtake-upwhichwouldenableonlinedeliveryofpublicservices.
DCMSandBERR(2009)DigitalBritain:TheInterimReport.
www.
culture.
gov.
uk/what_we_do/broadcasting/5944.
aspx29Becta(2008)ExtendingOpportunity:FinalReportoftheMinister'sTaskforceonHomeAccesstoTechnology.
MoreinformationaboutHomeAccesscanbefoundinsection7.
www.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies4130Unlessotherwisestated,allofthedatainSection5istakenfromIpsosMORIandFuturelab(2008)'Adultinformallearningandfamilylearning:AresearchreportpreparedbyIpsosMORIforFuturelab'31Livingstone1999:500.
32ThistypologycanbefoundinHoule,C(1961)TheInquiringMind,Madison:UniversityofWisconsinPress.
ItisalsoquoteinKnowles2005.
33Tough2002.
34See,forexample,Fuller,A,etal(2003)ImpactofInformalLearningatWorkonBusinessProductivity(October2003),London:BERR.
www.
berr.
gov.
uk/regional/skills/r-and-e-pubs/business-benefits/october-2003/page14776.
html35Tough1999:6.
36Manycommentatorspointtothedevelopment,overthelast8years,oftheconceptofWeb2.
0.
ThetermWeb2.
0iscommonlyusedtorefertoa'secondgeneration'inwebdevelopmentandinhowtheinternetisused.
Web2.
0hasseentheproliferationofmoreinteractiveandcollaborativeapplicationssuchassocialnetworkingsitesandtheriseofblogging,wikis,podcastsandothersiteswhichallowusergeneratedcontent.
Theseweb2.
0developmentsmeantheinternetisnolongerjustaboutthetransmissionofinformationbutcanalsobeusedforactiveparticipationintheconstructionofdigitaltextsandthishasmanyimplicationsfortheworldofadultinformallearning.
37MySpaceattractedmorethan114millionvisitorsaged15andolderinJune2007.
Thisisa72%increasesinceJune2006.
Facebookhadevenstrongergrowthoverthesameperiod,increasingby270%to52.
2millionvisitors.
Beboroseby172%to18.
2millionvisitors(comScore2007).
PressRelease:Socialnetworkinggoesglobal,31July2007.
www.
comscore.
com/press/release.
asppress=155538See,forexample,Owen,Metal(2006)SocialSoftwareandLearning,Futurelab;Boulos,MandWheelert,SN(2007)'TheemergingWeb2.
0socialsoftware:anenablingsuiteofsociabletechnologiesinhealthandhealthcareeducation',HealthLibrariesGroup,aswellasnumerouspapersbyDannahBoydBoydwhichcanbefoundat:www.
danah.
org/papers39UKvisitstoblogshavenowreachedanall-timehigh.
Theseaccountfor1.
19%ofallUKinternettraffic-aroundoneinevery84sitevisitsand,althoughtraditionalnewsandmediawebsitesstillreceivefivetimesmorevisitsthanblogs,visitstobloggingsitescontinuetogrow.
Overthepastthreeyears,visitshaveincreasedby208%,comparedto70%forthemoretraditionalnewsandmediasites(Goad,RandStringleman,E(July2008),Hitwise,UKOnlineMediaRound-up).
40See,forexample,Park,MiHee&Lee(2007)'Learningasameaning-makingprocessinblogging'whicharguesthatblogsenablelearnerstowritepostsreflectingontheirlearningandcommentoneachother'sposts,therebyparticipatinginthecollaborativeconstructionofsharedunderstandings.
linc.
mit.
edu/conference/presentations/young_park.
ppt41Twitter'spopularityissky-rocketing,withovertwomillionmembersasofJune2008.
AccordingtoTwitter'sfigures,ittookTwitterover550daystogetto500,000users(aroundthefirsthalfofOctober2007).
Some150dayslater,therewereonemillionmembers.
Some50dayslater,therewere1.
5millionTwitterusers.
Another50dayslater,Twitterhadovertwomillionusers(endofJune2008).
SeeSection5formoreinformation(TwitterFacts(June2008)twitterfacts.
blogspot.
com)www.
twitter.
comwww.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies4242Furtherinformationongamesandlearning(primarilyregardingchildren'slearning)canbefoundatwww.
futurelab.
org.
uk/projects/games-and-learning.
Researchandcommentaryonthisissuealsoincludes:deFreitas,S,Savill-Smith,CandAttewell,J(2006)ComputerGamesandSimulationsforAdultLearning:Casestudiesfrompractice,London:LearningandSkillsNetwork.
www.
lsneducation.
org.
uk/user/login.
aspxcode=062546&P=062546PD&action=pdfdl&src=XOWEBPrensky,M(2001)DigitalGame-basedLearning,NewYork:McGraw-Hill;Oblinger,D(2006)Gamesandlearning,EDUCAUSEQuarterly,Number3net.
educause.
edu/ir/library/pdf/EQM0630.
pdf43Facer,K(2003)ComputerGamesandLearning,Bristol:Futurelab.
Althoughthesearedevelopedinrelationtochildren,theycanalsobeappliedtoadultlearners.
44Manycommentatorspointtotheemergingtrendtoconvergence.
TheindependentregulatorfortheUKcommunicationsindustry,Ofcom,hasdefinedconvergenceas"theabilityofconsumerstoobtainmultipleservicesonasingleplatformordevice–orobtainanygivenserviceonmultipleplatformsordevices"(Ofcom'WhatinConvergence'www.
ofcom.
org.
uk/media/speeches/2008/02/cttsubmission1.
pdf-presentationonconvergence,2008).
ResearcherHenryJenkinsarguesthatitisimportanttothinkofconvergenceasanongoingprocessratherthananendstate.
Heclaims"therewillneverbeoneblackboxcontrollingallmedia.
Rather,thankstotheproliferationofchannelsandtheincreasinglyubiquitousnatureofcomputingandcommunications,weareenteringanerawheremediawillbeeverywhere,andwewilluseallkindsofmediainrelationtooneanother".
Jenkinspointstonewandemerging"informationstructures"whichwillposeadditionalchallengesandbringadditionalbenefitsforadultinformallearningandwhichsuggestthatweneedtogiveongoingattentiontothequestionofhowdigitaltechnologieswillimpactadultinformallearninginthefuture(Jenkins,H(2001)ConvergenceIdiverge,MITTechnologyReview).
45Seewww.
futurelab.
org.
uk/projects/create-a-scapeformoreinformationonmediascapes.
FurtherexamplesabouttheapplicationofmobiledevicesforlearningcanalsobefoundonFuturelab'sprojectpages(www.
futrelab.
org.
uk).
See,forexample,www.
futurelab.
org.
uk/projects/mobimissions.
Whilsttheseprojectsaredirectedatyoungerlearners,similarapproachesandapplicationscouldbeadaptedforadults.
46Sharples,Taylor,andVavoula,forexample,suggestthat,justaseducatorsnowseelearningasapersonalisedactivity,sotooaredigitaltechnologiesofferingpersonalisedservicessuchasmusicandpodcastplay-lists(Sharples,M,Taylor,JandVavoula,G(2005)TowardsaTheoryAboutMobileLearning,UniversityofBirminghamandTheOpenUniversity,www.
mlearn.
org.
za/CD/papers/Sharples-%20Theory%20of%20Mobile.
pdf).
OtherresearchinthisareaincludesPachlerandCook(2008)Mobile,informalandLifelonglearning,www.
londonmobilelearning.
net/downloads/Pachler&Cook_Budapest_2008.
pdfandPachler,N.
(2007)MobileLearning:TowardsaResearchAgendaWLECentre,IoE.
47TheOpenUniversity,forexample,isrenownedforitsuseofTVandbroadcastingandtheBBC'smissionistoinform,educateandentertain.
.
48DIUS(January,2008)Pressrelease:Empoweringlearnersinthemodernage-Denhamconsultsonfuturesupportforinformaladultlearning.
www.
dius.
gov.
uk/press/15-01-08.
html49Forfurtherinformation,seeDCMS,2006TheCommunityRadioSector:LookingtotheFuture50Penland,PR(1977)Self-plannedLearninginAmerica,Pittsburgh:UniversityofPittsburgh.
51DCMSandBERR(2009)www.
futurelab.
org.
ukAreviewofthecurrentlandscapeofadultinformallearningusingdigitaltechnologies4352See,forexample,Hawkey,R.
(2002)"Thelifelonglearninggame"ComputersandEducation,38:5.
20.
;Friesen,N.
AndAnderson,T.
(2004)"InteractionforLifelongLearning",BritishJournalofEducationalTechnology,35,6:679-87.
Shuklina,e.
(2001)"Thetechnologiesofself-education"RussianEducationandSociety43,2:57-78.
53DIUS,2009:1354DIUS,2009:3855DCMSandBERR,200956Forarelevantresearchreportsee,forexample,Bates(2003)T-LearningStudy–AstudyintoTV-basedinteractivelearninginthehome.
FinalReport.
www.
pjb.
co.
uk/t-learning/t-learning%20Final%20Report%20-%20Key%20Highlights%2005-05-03.
doc57Forfurtherinformationseehttp://www.
eukn.
org/eukn/themes/Urban_Policy/Social_inclusion_and_integration/Quality_of_life/digital-bridge-shoreditch_1059.
html58Seewww.
digitv.
gov.
uk59CommunitiesandLocalGovernment(2008)DeliveringDigitalInclusion:AnActionPlanforConsultation.
60DigitalInclusionTeam(2007)TheDigitalInclusionLandscapeinEngland:DeliveringSocialImpactthroughInformationandCommunicationsTechnology.
61CLG2008.
62Selwyn,N,Gorrard,SandFurlong,J(2006)AdultLearningintheDigitalAge:InformationTechnologyandtheLearningSociety,London&NewYork:Routledge.
63SocialExclusionUnit(2005)InclusionThroughInnovation.
www.
neighbourhood.
gov.
uk/case.
aspid=1617.
64digitalinclusion.
pbwiki.
com/About+Us65ForfurtherinformationonresearchundertheDICBprogramme,seewww.
communities.
gov.
uk/communities/digitalinclusion/research.
FurtherinformationaboutSolutions4inclusioncanbefoundatwww.
esd.
org.
uk/solutions4inclusion.
66CLG2008.
67Seewww.
ukonlinecentres.
com/consumer/andBecta2008.
68Becta(2008)"BoardMeetingSeptember2008.
Paper3–HomeAccess"http://foi.
becta.
org.
uk/content_files/corporate/resources/policy_and_strategy/board/0809-sept/paper3_adult_access.
pdf69Lievrouv,LandFarb,S(2003)Informationandequity,inCronin,B(ed)AnnualReviewofInformation,ScienceandTechnologyVol37,NewYork:Wiley.
SeealsoYu,L(2006)Understandinginformationinequality:makingsenseoftheliteratureoftheinformationanddigitaldivides,JournalofLibrarianshipandInformationScience,38,4:229-252andvanDijk,J(2006)DigitalDivideResearch,AchievementsandShortcomings.
70DCMSandBERR,2009.
71SelwynandFacer(2007)BeyondtheDigitalDivide:Rethinkingdigitalinclusionforthe21stCentury,Futurelab.
72Resnick,Mitchel(2000)RethinkingLearningintheDigitalAge.
llk.
media.
mit.
edu/papers/mres-wef.
pdf.
73SeeKnowles2008:7-17forausefulsummaryofsomeofthesetheories.
74Coley,H,Hodkinson,PandMalcolm,J(2003)InformalityandFormalityinLearning,LearningandSkillsResearchCentre.
75See,forexampleGorard,S,Fevre,RandRees,G(1999)Theapparentdeclineofinformallearning,OxfordReviewofEducation25:5.
www.
futurelab.
org.
uk44www.
futurelab.
org.
uk/resources76Mechanismswhichaimtomeasuretheuseoftechnologytosupportlearningwithinadulteducationcanalsobeusefulhere.
Becta'se-maturitytool,forexample,aimstomeasurethe"capacityofacollegeorlearninginstitutiontomakestrategicandeffectiveuseoftechnologytoimproveeducationaloutcomes"(feandskills.
becta.
org.
uk/display.
cfmpage=1897).
77Therearealsonumerousresourcesforthispurpose.
See,forexample,Jara,M&Mohamad,F.
(2007)PedagogicalTemplatesfore-learningWKECentreInstituteofEducationorBeetham,H.
&Sharp,R.
(2007)RethinkingPedagogyforaDigitalAgeLondon&NewYork:Routledge.
Therearemanyotherexamples.
78In2006NIACEpublishedanevaluationreportsummarisingtheresultsoftwofundingprogrammeswhichaimedtosupporttheuseoftechnologyforadultandcommunitylearning.
Ingeneral,thereportfoundthattheseprojectsweresuccessfulinstimulatingexperimentalandinnovativedevelopmentsintheuseofICT.
However,thereportalsofoundthattheprojectsneededahighlevelofsupportfromNIACEandcommondifficultiesencounteredincludedtechnicalproblemsandlackofexperienceandappropriateskills.
Thereportthereforeconcludedthattherewasaneedforcontinuedinvestmentindevelopingandembeddinge-learning.
SeeAtwere(2006)TechnologytoEnhanceAdultCommunityLearning(TrEACL)andContentforAdultandCommunityLearning(CACL)Projects:EvaluationReport:LSDAandNIACEforfurtherinformation.
ThematerialinthissectionwasalsoenhancedbyinformaldiscussionsbetweenFuturelabresearchersandmembersoftheNIACEICTandLearningteam.
79Tough,A(1979)TheAdult'sLearningProjects,Toronto:OntarioInstitutesforStudiesinEducation.
80ThusacademicssuchasPachlerandCook(2008)claimthatinterconnectednessisakeyissueinthenewculturalecologyoflearning.
81Becta,forexample,highlightsthatthreequartersofyoungpeoplecurrentlyusesocialnetworkingsitesand90%usee-mailorinstantmessageservices.
partners.
becta.
org.
uk/index.
phpsection=es&catcode=_es_ba_ht_03.
82ArecentIpsos-MORIpollcommissionedbyFuturelabfoundthatnearlyaquarter(23%)ofadultswereunabletociteanybenefitsofusingtechnologiesforlearning.
83Recognisingtheroleofthelearner'spriorexperiencesinoneofthefundamentaltenetsofMalcolmKnowle'sandragogicalmodel,whichisasystemofassumptionswhichKnowlesarguedshouldinformattemptstofacilitateadultlearning(see,forexample,Knowles2005:64-72).
84See,forexample,Pachler,NandCook,J(2008)Mobile,informalandlifelonglearning:AUKpolicyperspective,paperpresentedatMobileCommunicationandtheEthicsofSocialNetworking,HungarianAcademyofSciences,Budapest,25-27Sept2008.
85Helsper,EJ(Oct2008)DigitalInclusion:AnAnalysisofSocialDisadvantageandtheInformationSociety,OxfordInternetInstituteandDepartmentforCommunitiesandLocalGovernment.
86IntheIpsos-MORIpollcommissionedbyFuturelab,morethantwoinfiveadultsreportedthattheyexperiencebarriersinusingtechnologiesforinformallearning.
87DIUS'saimtocreatean"openspacemovement"whichislaidoutinthe2009LearningRevolutionisparticularlywelcomehere.
Itremainstobeseen,however,howthiswillbeimplemented.
(DIUS:2009)88See,forexample,SelwynandFacer(2007)BeyondtheDigitalDivide:Rethinkingdigitalinclusionforthe21stcentury,Futurelab.
89Seesection7forsomeinitialbroadsuggestionsformeasureswhichmaysupportdigitalliteracy.
45www.
futurelab.
org.
uk/resources90MitchelResnick(2002),forexample,drawsourattentiontothefactthat"whilenewdigitaltechnologiesmakealearningrevolutionpossible,theycertainlydonotguaranteeit"andsuggeststhatweneedtoensurethatdigitaltechnologiesarenotusedtoreinforceoutmodedapproachestolearningwherelearningissimplyregardedasthetransmissionofinformation.
91See,forexample,Park,MiHeeandLee(2007)whogivetheexampleofusingablogasalearningdiary.
Thisenableslearnerstowritepostsreflectingontheirlearningandcommentoneachother'sposts,therebyparticipatinginthecollaborativeconstructionofsharedunderstandings.
Thisisaverydifferentmodeloflearningthansimplybeinggivenalistofinformationtolearn(linc.
mit.
edu/conference/presentations/young_park.
ppt).
92EvaluationsofprogrammestopromotetechnologytoenhanceadultcommunitylearninghavecitedmultiplebenefitsofusingICTandothertechnologiesinnon-formaladultlearning.
Theyhavealsoidentifiedseveraldifficultiesthatmaybeencounteredandtheresultingneedtoensurethatstaffaregiventhenecessaryskillsandtoolstoenablethemtosuccessfullymakeuseoftechnologyasalearningmediumanddeliverymechanism.
SeeforexampleAtwere(2006).
AboutFuturelabFuturelabispassionateabouttransformingthewaypeoplelearn.
Tappingintothehugepotentialofferedbydigitalandothertechnologies,wearedevelopinginnovativelearningresourcesandpracticesthatsupportnewapproachestoeducationforthe21stcentury.
Workinginpartnershipwithindustry,policyandpractice,Futurelab:_incubatesnewideas,takingthemfromthelabtotheclassroom_offershardevidenceandpracticaladvicetosupportthedesignanduseofinnovativelearningtools_communicatesthelatestthinkingandpracticeineducationalICT_providesthespaceforexperimentationandtheexchangeofideasbetweenthecreative,technologyandeducationsectors.
Anot-for-profitorganisation,Futurelabiscommittedtosharingthelessonslearntfromourresearchanddevelopmentinordertoinformpositivechangetoeducationalpolicyandpractice.
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