Some useful papers can be found in these journals – of particular interest is the electronic journal of eLearning.
Chapter 3 of the Learning Revolution white paper on Informal Adult Learning aspires to transform ‘the way people learn through technology and broadcasting’.
During the consultation over informal adult learning we argued hard that technology not only delivers the ‘stuff’ of learning but can also provide the excitement of the ‘stir’ of learning where people actually explore their ideas and test their understanding. The digital environment is now no longer a place only for viewers and passive consumers of information but can be a great place for people to learn through creating their own products and then sharing them with others. Our colleagues in NIACE Dysgu Cymru has just produced a very witty video which illustrates this point very well.
It is the turning of the tables from digital consumers to digital producers which really characterises the ‘digital revolutionaries’ who are emerging with Informal Adult Learning.
The recent publication of the Harnessing Technology surveys this year has shown just how far local authorities have now come in their use of technology for learning – 95% of those surveyed now have a written strategy for using technology and 68% actually review these strategies at least once every year.
We now have over 3,000 eGuides trained to use technology for adult learners and then to cascade their skills to colleagues. There has also been a significant investment in connectivity and hardware for local authorities in the last seven years so they really must be well placed to capitalise on the strategic potential of their digital learning capacity in the new strategic role of Lead Accountable Body for informal learning.
I came across a couple of reports that may be downloaded from ascilite (Australasian Society for Computers in Learning in Tertiary Education) thanks to a colleague of mine, that readers of this blog may also find of interest in their work or studies:
The Net Generation are not big users of Web 2.0 technologies (Gregor Kennedy et al 2007)
What do you think? Do your experiences bear out these findings or do they differ?
Have we moved on with the current media fascination for Twitter, Facebook and all things ‘social’?
British universities have world-class reputations and
they are vital to our social and economic future. But they
are in a tight spot. The huge public investment that
sustained much of the sector is in jeopardy and the
current way of working is not sustainable. Some are
predicting the end of the university as we have known it.
The Edgeless University argues that this can be a
moment of rebirth for universities. Technology is
changing universities as they become just one source
among many for ideas, knowledge and innovation. But
online tools and open access also offer the means for
their survival. Their expertise and value is needed more
than ever to validate and support learning and research.
Through their institutional capital, universities can use
technology to offer more flexible provision and open
more equal routes to higher education and learning.
We need the learning and research that higher
education provides. But this will take strategic leadership
from within, new connections with a growing world of
informal learning and a commitment to openness and
collaboration. By exploiting this role, universities can
harness technology as a solution and an indispensable
tool for shaping their vital role in the future.