Adult Informal Learning Poster

632 views

Published on

Just to share! I loved this presentation

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
632
On SlideShare
0
From Embeds
0
Number of Embeds
23
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Adult Informal Learning Poster

  1. 1. Possibilities for adult informal learning with technology These scenarios have been developed There are many ways in which adults to illustrate just some of the multitude learn informally both with and without of ways in which technologies can technologies and these scenarios are support adults. They are aimed at not exhaustive and are not intended newcomers to the subject, as well as to endorse particular models of policy makers, practitioners and those learning journeys. Instead, they point in industry who may be interested in to the many diverse opportunities that further exploring the potential of digital technologies can provide to enhance technologies to support adult informal and transform learning, as well as learning journeys. These scenarios some of the issues and difficulties provide a starting point for considering that need to be considered when we the potential benefits of using seek to use technology to support technologies to support adult informal adult informal learning. Please see learning, and the challenges that the General Educator’s Report for the learners may face around this issue. background research and discussion Although these scenarios resemble on which these scenarios are based. the experiences of real people, they are based largely on the findings from an To download scenarios online or for extensive desk research project and do further information go to: not represent the learning journeys of www.futurelab.org.uk/projects/ specific individuals. adult-informal-learning.
  2. 2. 1. Gaming: a Wii Challenges Further challenges What next? yoga experience “I didn’t know where to “With supp support from an prompts Sandra start with the Wii Fit. I instructor, I thought I might needed someone to show ne be able to learn how to to learn more me what to do.” keep improving my health.” impro about her health sugg Anita suggested that they go to the li library and use Possible future interne the internet to search for a local class class. learning journeys Now that Sandra is more mobile, she is thinking about walking to the local college to take yoga and pilates classes. The story so far Sandra has purchased a Sandra is 72 and lives in yoga DVD. Some of the a care home. Her balance other residents now join her has been affected by a in regular ‘yoga sessions’ recent stroke and she is using the common room TV. a little shaky on her feet. Sandra wants to learn how to improve her health and Challenges: become more mobile. Anita, nce; Lack of confidence; What she did the care home manager, fear of technology; lack gy; Challenges Challenges: suggests that using a of knowledge about “The yoga was a revelation. I’ve been using the Wii Fit Lack of information Nintendo Wii Fit might technology and how to for five weeks now and I’ve learned how to gently stretch about local provision; not help Sandra. use it. my muscles.” knowing how to find further information; not being able Sandra now walks to the Needs: “A balance mat is linked to the computer, which gives to use the internet. local library to attend a Someone who understands instant feedback. You can quickly see how well you are bite-size computer course her needs; advice and doing and the muscles that you need to work.” Needs: and she uses the library’s support in learning how A good local yoga internet provision to take to use technology to “At first, I didn’t want to do the exercises alone. So, my instructor; easy to access part in an online stroke address needs; access to friend and I did them together, taking it in turns. We information about local survivors’ support group. a simple, fun and easy to watched each other to make sure we were doing the provision; help accessing use method to encourage exercises properly and to give support in case we began that provision; access to an gentle movement. to wobble.” internet connection.
  3. 3. 2. Mobile Challenges Fu Further challenges What next? technologies: Jim Jim wanted to learn n “T “The library had helped me begins to learn conversational Spanish, nish, wi with information about my but did not want to attend Ap Apprenticeship programme, Spanish – from an evening class. “When I When so it seemed a decent place his mobile phone left school, I said I’d never d to start.” enter a classroom again. Possible future nough It was more than enough ege.” for me to go to college.” learning journeys He rang the course tutor eship from his Apprenticeship programme to ask Jim is considering his advice. signing up for an online Spanish course with the local college to expand his vocabulary and pronunciation. The story so far Jim has now joined a Jim is 23 years old. He left Spanish-speaking chat school before he could take room to develop his his GCSEs and went to work conversational skills and on a construction site. He is flying to Spain in three later joined a Construction Ch Challenges: weeks for job interviews. Apprenticeship Scheme and Co Continued concern about “One of the foremen achieved his Level 2 NVQ. en entering formal educational seemed quite pleased that I After several holiday visits se settings; lack of had made the effort to learn to Spain, Jim hopes to live What he did information about provision some Spanish.” and work there – after he Challenges: and alternative learning learns some Spanish. Negative previous “My course tutor for my Apprenticeship suggested some opportunities. experience of formal language learning courses that I could do on my mobile education; lack of phone.” Jim was excited at this prospect because he Needs: Jim plans to use the local confidence; lack of time. could learn in his own time and at his own pace. More advanced learning library and the internet to opportunities; flexible learn more about Spain and Needs: “I found a language service that sends ten phrases a day provision; a way of meeting Spanish culture. Flexibility in timing and to your mobile phone. You hear the words pronounced Spanish speakers; location of learning; by a native speaker and then you can listen to these as easily accessible and someone to give tailored many times as you want. After that, you can repeat the personalised information advice about what is word using your phone to record your pronunciation. about future opportunities available outside the Then you playback your recording and compare that and encouragement to formal system. with the native speaker.” take them.
  4. 4. 3. The internet: Challenges Further challenges What next? using the Elaine did not have fulll “I never know with my internet to learn mobility in her hands. She illness how I will feel on searched online and foundund any particular day. My main in new ways that she could order a big worry was falling behind all. keyboard with a rollerball. with the coursework.” gger, “The keys are much bigger, Possible future ker so it is easier and quicker s to use. The roller ball is learning journeys simpler to use than the e mouse as I don’t have to hold it.” Elaine has been accepted onto an online course in Irish Studies. The story so far Elaine is making contact Elaine is 41, has always with other family members been interested in her via e-mail and Instant family’s Irish culture and Messenger. “The hardest wanted to learn more about part of the MS for me has Ireland. She is bedridden been watching my life with severe MS and finds shrink. I had begun to it hard to sit up for long feel isolated.” periods. Her husband bought her a laptop to What she did help her connect with the outside world. “Once I found a way of using my laptop easily, nothing Challenges: held me back. I listened to music videos on sites such as Illness causes varying Challenges: YouTube and MySpace. I found discussion forums about degrees of energy; Now she feels more Lack of mobility; isolation Irish bands as well as Irish politics and I downloaded continued limited mobility; comfortable with the caused by illness. podcasts on Irish history. I also used information sites, lack of knowledge about subject, Elaine is writing such as Wikipedia and Culture Ireland.” how to take learning further. a blog where she reflects Needs: on issues related to Specially designed “I had been spending a lot of time researching, but it Needs: Irish politics. technology; online learning didn’t have any focus. My goal was to find someone who A tutor to help facilitate opportunities; ways to could help me identify the gaps in my knowledge and further learning; flexible, interact with people when then offer me some direction. I wondered if an online self-paced, online quality unable to leave the house. course would work for me because I can’t travel easily.” provision.
  5. 5. 4. Broadcasting: Challenges Further challenges What next? watching TV “I have always had a “I am now using the leads Grace to push-pull feeling about National Archive site to researching our family take my research to the self-discovery history. My mother died next level. I have even when I was young and listened to a number of somehow we never talked podcasts that teach you Possible future about when or how my about good research habits parents came to live in and the materials you need learning journeys England. I knew I would to explore.” be starting out with very little information. Also, I Grace will be attending was put off by the idea of Who Do You Think You Are? writing to Jamaica for Live. “I can’t wait to meet birth certificates and experts from the National official documents, then Archives who might help waiting months for a reply.”y.” me continue to fill in the gaps of my family history.” The story so far Grace’s visit to the Imperial Grace is 55 and has three War Museum sparked her A-levels. She has worked interest in the role of West in the human resources Indians in modern Britain. department of a large She has visited exhibitions, company for ten years. including the Cuming Recently, she has been What she did Museum, London and watching Who Do You Think the Manchester Museum You Are? on the BBC and The Who Do You Think You Are? site has a beginner’s of Science and Industry felt inspired to learn more guide to family history research, which Grace took step (MOSI). about her own West Indian by step. Breaking the task down into small chunks kept heritage. Challenges: her from feeling overwhelmed. Mixed emotional feelings; “I started by setting out what I already knew and then Grace has joined a poetry put off by bureaucracy; lack I began to interview my father, who is quite elderly. evening class at her local of knowledge about where Challenges: The BBC site linked with other helpful sites such as further education college. to begin. Not knowing how to take National Archives online and Ancestry.co.uk. These “I have always loved writing research forward to the all helped me to discover that my father sailed into poetry – now I know where I Needs: next level. Plymouth in 1955 and my mother arrived two years later. get it from.” Motivation and I found documentation that showed that my maternal encouragement; Needs: grandfather was a poet who lived in Kingston.” information about how Further information about to research family Grace plans to further investigate the family history on research methods and background. both parents’ sides. learning opportunities.
  6. 6. 5. Social Challenges Further challenges What next? networking: “My son’s school held an d Connor liked the idea of sharing after-school computer club er a course, but was put off for parents. I went along ong by the requirement of photography with and the kids showed us submitting essays because people around net.” how to surf the internet.” he was slow on a keyboard. “I found a games site on the world helps the internet that helps you Possible future Connor to focus improve your typing skills. learning journeys It was great fun and I can on becoming now find my way around a a better keyboard reasonably well.” Connor has now registered photographer for the digital photography course at the local college. The story so far Connor has joined the Connor is 38, has no Royal Photographic Society. qualifications, and works “There is an online forum as a cleaner for the local What he did that’s really helpful. I’m council. His passion is hoping to submit my work photography. His wife After I learned a bit more about how to use for a distinction award.” bought him a digital camera a computer, I joined an online photographic The work Connor does on for Christmas. He wants to community and managed to upload some images. the course will help him to improve his photography Challenges: People from all over the world responded to my develop his portfolio. and isn’t sure where to No previous experience photos and their tips were really valuable.” begin although he knows of using a digital camera; he will have to learn to use very little experience of “I learned where to crop pictures for more impact the computer. His aim is using computers; not and how to improve the composition of an image.” Challenges: to learn to edit the images knowing other people with Connor also found that he improved his own work by Slow using a keyboard; lack The library has invited digitally and find a way to a common interest. studying other people’s images and the comments of time; lack of knowledge Connor to enter some of share ideas with others. they received. about how to take his his photographs into Needs: learning forward to the an exhibition of local Support to learn about A group of people with similar interests has next level. photographers’ work. computers and digital emerged and they make sure they comment on each cameras; a way to share other’s work. “You have to give feedback in order Needs: his photography with others to get feedback,” explains Connor. “The quality of A fun way to improve his and discuss it; a computer my pictures has improved and I’m now focused on typing skills; information with an internet connection. becoming an even better photographer.” about local provision.
  7. 7. 6. Community Challenges Further challenges What next? Radio: Padma Padma didn’t feel confident Padma wanted to bring becomes a in her abilities once she her programmes to life saw the equipment at the with interviews. “The broadcasting studio. “They told me that challenge was how to do success the station also plays over the interviews without the internet and offers having to travel – I certainly Possible future podcasts that visitors can couldn’t afford a trip to download. I had no idea India.” learning journeys what a podcast was.” Padma regularly interviews a variety of Indian musicians from all over the world. She hosts a weekly show for her local community radio station, which features interviews with these musicians. The story so far Padma’s community Padma is 48. She has four radio station offers GCSEs and a qualification What she did a 12-week course in in book-keeping. She works broadcasting for women. part-time, but her passion “I’d never been in a radio station before,” Padma She has been accepted is Punjabi music and she explains. She met another volunteer who offered to onto this course, which wants to learn more about show her around the studio. The station manager, will begin in the autumn. the musicians who make Aisha, asked Padma to come back the following week to this music. Padma’s local see how things worked in more detail. community radio station Challenges: regularly asks people “I saw that my local library had an afternoon session Not able to travel; lack to volunteer to make on using the internet, so I went along to that first. The of finances; lack of programmes. With her people at the station kept talking about things like information about advanced Padma has designed her children away at ‘internet streaming’ and I wanted to learn as much as I use of technology. own website featuring university, Padma is Challenges: could before I went back.” different musicians. It keen to get involved. Lack of confidence; lack Needs: has interviews with them of knowledge about “I went back to the station for the day, along with several More advanced education covering their personal equipment. other potential volunteers. Aisha showed us how to on broadcasting; more history, the types of use the computers and the sound equipment. She got information about how instruments they play and Needs: us working in pairs to create a programme - and we to continue using digital information on tour dates. Initial on-the-job training did it. After that, a few of us worked together, making technologies for research The site has many visitors leading to more in-depth broadcasts every week. Aisha offered help when we after broadcasting course who download the podcasts learning opportunities. needed it.” has finished. that Padma has made.
  8. 8. About Futurelab About Becta About this programme of work Contact Futurelab is passionate about Becta is the government agency leading Futurelab is undertaking a programme Futurelab transforming the way people learn. the national drive to ensure the effective of work - supported by Becta - to 1 Canons Road Tapping into the huge potential offered and innovative use of technology contribute to their ‘Harnessing Harbourside by digital and other technologies, we throughout learning. It is our ambition Technology: Next Generation Learning Bristol BS1 5UH are developing innovative learning to utilise the benefits of technology to 2008-14’ strategy which aims to create a more exciting, rewarding and bring about a step-change in the way United Kingdom resources and practices that support new approaches to education for the successful experience for learners of technology is used across the education 21st century. all ages and abilities, enabling them and skills system, enabling learners to tel: +44 (0)117 915 8200 to achieve their potential. We do this take greater control of their learning. fax: +44 (0)117 915 8201 Working in partnership with industry, in many ways. We make sure the right e-mail: info@futurelab.org.uk policy and practice, Futurelab: technology is available, we influence As part of this programme of work, blog: flux.futurelab.org.uk the development of policy, and we set Futurelab is investigating the potential www.futurelab.org.uk _ incubates new ideas, taking them from standards and provide tools that help of digital technologies to support adult the lab to the classroom establish and promote best practice. We informal learning. We are carrying out Registered charity 1113051 know that technology has the potential to research into adult learners’ needs _ offers hard evidence and practical transform learning. We are committed to and aspirations and the role of digital advice to support the design and use inspiring education providers to realise technologies in widening access to and of innovative learning tools that potential, and equip learners for supporting adult informal learning. _ communicates the latest thinking and Britain’s future success. What is adult informal practice in educational ICT This poster is one of the outcomes from this work but for further information, learning? _ provides the space for experimentation go to: www.futurelab.org.uk/projects/ and the exchange of ideas between A definition often used to describe adult-informal-learning. the creative, technology and education informal learning is ‘casual everyday sectors. learning’. Informal learning is self-directed, self-motivated and personally meaningful - it may be A not-for-profit organisation, Futurelab is unstructured and spontaneous and committed to sharing the lessons learnt it can occur anytime, anywhere and from our research and development anyhow the learner so chooses. in order to inform positive change to Informal learning is one part of educational policy and practice. a spectrum which also includes non-formal learning (non-formal learning can be understood as adult and community education such as evening classes). It is important to make connections between different forms of learning, and informal learning should therefore Supported by be viewed as one part of an adult learning journey which may consist of multiple episodes of formal, non- formal and informal learning.

×