Innovative and Technology Enhanced Learning in European Adult Education

Update from The University of Glasgow

Fourth Project MeetingSuceava, Romania6th – 8th May20134

HousekeepingTechnologies – where are we now?Our Objectives

• Advising on the research and methodology for the project;

• Contributing to the theoretical and conceptual discussion that is emerging from our own and / or partners' examples and work during the project;

• Working with our Grundtvig partners to develop the criteria for the case studies to be used in our compendium;

• Producing the draft template for case study descriptions for discussion with our partners;

• Production of two case studies.

HousekeepingTechnologies – where are we now?Case Study 1 – The T-Exchange (Makerspace Learning)

• Learning by doing / experiential and as a group on joint projects using technology as a focus;

• Sharing of knowledge and experience;

• Learning styles suited to the individual;

• Supportive and informal learning environment;

• Collaborative learning;

• Easy access to others with different range of knowledge and skills.

HousekeepingTechnologies – where are we now?Case Study 2 – Glasgow East Learning Network

• The network is a regeneration project and is for every one to use - to learn, to develop skills and to find information e.g. internet and email services;

• Support for ICT and literacy skills development;

• To provide high quality community-based access to on-line and other learning resources, which will enable young people and adults to participate in lifelong learning;

• To address serious local issues related to the lack of basic skills (in literacy, numeracy and information and communication technology skills) and low-levels of certification and achievement.

HousekeepingTechnologies – where are we now?Compiling the Compendium

Thinking about compiling the compendium and what the case studies tells us about our ITELEAD objectives and questions.

•TEL is far more evident in compulsory / school and Higher Education;

•Some of the pedagogy is far behind the potential offered by the technology. E.g. it is often used in a passive way, using traditional didactic approaches rather than allowing learners to creatively access and participate in the design of their learning.

HousekeepingTechnologies – where are we now?Compiling the Compendium

However, there are examples of technology helping learners to participate and learn more effectively:

•Promoting access to types of courses and learning that would otherwise be unavailable to groups, e.g. offenders, rural or remote learners - e-inclusion;

•Allowing flexibility to learn at a place, time and pace that suits the learner, therefore, helping to increase access and success;

•On-line Moodle style courses;

•Delivering blended learning content and assessment that is suited to learners' needs.

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HousekeepingTechnologies – where are we now?Some thoughts…

These factors can also promote learner motivation (see Rahela, Peter and Kevin's conference papers).

One of our ideas is that examples of TEL good practice in school education and HE can be appropriated for use in adult education with priority groups.

HousekeepingTechnologies – where are we now?Reflection and Questions

School of EducationCollege of Social SciencesUniversity of Glasgow

www.gla.ac.uk