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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. 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. 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. 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. 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. 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. 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. 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.