CHALLENGES AND POSSIBILITIES FOR E-ENABLEMENT IN

1
CHALLENGES AND POSSIBILITIES FOR E-ENABLEMENT IN
RISK SOCIETY

• PROFESSOR BOB FRYER CBE
• Chief Executive, NHSU

2
LIVING IN AN ERA OF PROFOUND WIDESPREAD SOCIAL
CULTURAL CHANGE

• Changes in social, political cultural
  institutions (Family, Politics, Consumption etc)
• Restructuring of work, employment industry
• Shifts in personal group identities
  aspirations
• A growing tendency for choice

3
LIVING IN AN ERA OF PROFOUND WIDESPREAD SOCIAL
CULTURAL CHANGE

• An information knowledge revolution
• Changing technologies
• Greater localism within globalisation
• Social fragmentation division
• New forms expressions of citizenship

4
LIVING AT THE CROSSROADS - Bauman

• The overwhelming feelings of crisis (in
  education), of living at the crossroads ,
  have little to do with the faults, errors or
  negligence of the professional pedagogues or the
  failures of educational theory, but quite a lot
  to do with the de-regulation and privatization of
  the identity-formation processes, the dispersal
  of authorities, the polyphony of value messages
  and the ensuring fragmentation of life Beyond
  all this slicing and spicing, one can sense the
  crumbling of time. (Crisis) plays havoc with all
  the rules the fragmentary life is lived in
  fragmentary time.

Zygmunt Bauman, The Individualized Society, 2001
5
TOWARDS RISK SOCIETY (Beck)
Ubiquitous Change
Unreliability
Uncertainty
Risk Society
Unpredictability
Un-sustainability
Fuzzy Boundaries
Choice
Beyond Conventions, Rules Structures
Multiple Contested Information Knowledge
6
Towards Risk Society (Beck)
Ubiquitous Change
Unreliability
Uncertainty
Risk Society
Unpredictability
Un-sustainability
Fuzzy Boundaries
Choice
Beyond Conventions, Rules Structures
Multiple Contested Information Knowledge
7
TURBO CAPITALISM an Age of Uncertainty
Insecurity?

• No jobs are guaranteed, no positions are
  foolproof, no skills are of lasting utility,
  experience and know-how turn into liability as
  soon as they become assets, seductive careers all
  too often prove to be suicide tracks. In their
  present rendering, human rights do not entail the
  acquisition of a right to a job, however well
  performed , or - more generally - the right to
  care and consideration for the sake of past
  merits. Livelihood, social position,
  acknowledgement of usefulness and the entitlement
  to self-dignity may all vanish together,
  overnight and without notice.

Zygmunt Bauman, Postmodernity its Discontents,
page 22
8
CURRENT OR RECENT PARTICIPATION IN ADULT LEARNING
1996 -2004 BY SOCIAL CLASS
Source NIACE
9
Current or recent participation in adult learning
1996 -2004 by social class
Source Niace
10
CURRENT UK ADULT PARTICIPATION IN LEARNING
FUTURE LEARNING INTENTIONS, BY SOCIAL CLASS
Source NIACE 2001
11
Current UK adult participation in learning
future learning intentions, by social class
12
UK EMPLOYEES RECEIVING JOB-RELATED TRAINING IN
LAST MONTH BY OCCUPATION LOCATION OF TRAINING
Source DfES
13
UK Employees Receiving Job-related Training in
Last Month by Occupation Location of Training
Source DfES
14
TOWARDS TERTIARY LEARNING

• The world in which post-modern men and women
  need to live their lives and shape their life
  strategies puts a premium on tertiary learning
  - a kind of learning which our inherited
  institutions, born and matured in the modern
  ordering bustle are ill prepared to handle and
  one which educational theory, developed as a
  reflection of modern ambitions and their
  institutional embodiments, can only view with a
  mixture of bewilderment and horror, a
  pathological growth or a portent of advancing
  schizophrenia.

Bauman, op. cit.
15
AN EMERGENT MODEL OF LEARNING
Domain Traditional Emergent
Study Education Learning
Locale School/otherinstitution Everywhere work, home etc
Time Childhood/early adulthood Lifelong life-wide
Style Teacher centred Learner-driven
Delivery Face-to-face Distance e
Target Group Universal to max school age -elite Specific mass
Focus Theory/abstract Practice
Discipline Single Multi-disciplinar
Mode Learning by rote Reflective
Form Instructional Constructivist
Purpose Qualification Action / application
16
AN EMERGENT MODEL OF LEARNING
Domain Traditional Emergent
Study Education Learning
Locale School/otherinstitution Everywhere work, home etc
Time Childhood/early adulthood Lifelong life-wide
Style Teacher centred Learner-driven
Delivery Face-to-face Distance e
Target Group Universal to max school age -elite Specific mass
Focus Theory/abstract Practice
Discipline Single Multi-disciplinar
Mode Learning by rote Reflective
Form Instructional Constructivist
Purpose Qualification Action / application
17
An emergent model of learning
Source Jarvis 2001
18
THE PROMISE POTENTIAL OF E-ENABLEMENT
Learning type Learning form Standard E-enabled
Provenance Pushed by authority Pulled by learner, citizen or user
Resources Economic physical limits Diverse multiple resource-rich
Timing Schedule or timetable synchronous Time pace determined by learner/user
Location Co-located Distributed
Scale Physical limits Connectivity limits
Community Local /or access limited Far-flung highly accessible
19
A UK UNIFIED E-LEARNING STRATEGY

• The e-learning strategy should help to shape a
  vision of future learning, and suggest how the
  vision can be realised.
• E-learning exploits interactive technologies and
  communications systems to improve the learning
  experience. It has the potential to transform
  the way we teach and learn across the board. It
  can raise standards, and widen participation in
  lifelong learning.
• At the heart of the strategy will be the aim to
  realise the full potential of digital technology
  through its effective use and embed it in all
  our learning and teaching processes.

Towards a Unified e-Learning Strategy, UK DfES,
2003
20
COMPARATIVE LEARNING CHANNELS
Adapted from Morrison 2003
Peer-to-peer collaboration
Sophistication complexity of Learning Form
E-mentoring
Self-paced course
Self-paced bite
Virtual Class
Web cast
Challenge skill of preparation Learner Support
E-mail
21
PERSONALISED LEARNING LEARNERS NEEDS
Personal, pastoral, motivational developmental
Time / pace
Place / space
Learners needs, sociabilities interactions
Administrative, financial organisational support
Academic, pedagogic, content technical support
Resources, facilities technologies
Lifestyles, cultures work-life balances
Learning outcomes credit
22
PERSONALISED LEARNING LEARNERS NEEDS
Personal, pastoral, motivational developmental
Time / pace
Place / space
Learners needs, sociabilities interactions
Administrative, financial organisational support
Academic, pedagogic, content technical support
Resources, facilities technologies
Lifestyles, cultures work-life balances
Learning outcomes credit
23
Personalised learning learners needs
Personal, pastoral, motivational developmental
Learners needs, sociabilities interactions
Place/space
Time/pace
Academic, pedagogic, content technical support
Administrative, financial organisational support
Resources, facilities technologies
Lifestyles, cultures work-life balances
Learning outcomes credit
24
E-PORTFOLIOS AS A LEARNING SPACE

• By facilitating capturing the evolution of
  concepts ideas through revisions of work
  interactions with instructors, mentors,
  classmates friends, electronic portfolios can
  be much more than a Web site that simply
  organizes and presents final projects. They can
  foster learning spaces where the author can gain
  insights a better understanding of him/herself
  as a learner

Source eportconsortium, Electronic Portfolio
White Paper
25
ADVANTAGES OF E-PORTFOLIOS TO THE INDIVIDUAL

• Individually owned (and controlled?)
• Self-driven self-organised
• Choice personal learning style reflected
• Reflective developmental
• Promote self-esteem self-confidence
• Paperless, transportable portable

26
ADVANTAGES OF E-PORTFOLIOS TO THE INDIVIDUAL

• Single locale
• Multi-dimensional holistic
• Composite comprehensive
• Personalised learning log or profile
• Basis for sharing connecting

27
Comparative Learning Channels
Peer-to-peer collaboration
Adapted from Morrison 2003
High
Sophistication complexity of Learning Form
E-mentoring
Self-paced course
Self-paced bite
Virtual Class
Web cast
Challenge skill of preparation Learner Support
E-mail
Low
High
28
A DEEP - DEEPENING? DIGITAL DIVIDE
Level Dimension High Engagement Low Engagement
Access (Home Work e-mail Internet) Affluent well-educated qualified young white Poor less-educated un-qualified older black min ethnic
On-line Skills Well-educated young affluent males black Less educated old poor females minority ethnic
Economic Opportunity Young well-educated males black employed Old less educated females minority ethnic unempld
Democracy Young well-educated affluent males active non-ethnic liberal Old less-educated poor females minority ethnic non-active consv
29
USE OF INFORMATION LEARNING TECHNOLOGIES IN
MAINSTREAM UK FE COLLEGE PROGRAMMES 2003
Source BECTA 2003
30
Use of Information Learning Technologies in
mainstream UK FE college programmes 2003
Source BECTA 2003)
31
MEASURING ONLINE SKILLS EXPERIENCE

1. Can locate information on the WWW
2. Searched for political information online
3. Looked up information on government services
   online
4. Searched / applied for job online
5. Taken a class / learning online
6. Used computer to do homework
7. Used computer to find books in library without
   help

Source K. Mossberger et al, 2003
32
AN INDEX OF ONLINE SKILLS EXPERIENCE
Source K. Mossberger et al, 2003
33
AN INDEX OF ONLINE SKILLS EXPERIENCE
Source K. Mossberger et al, 2003
34
An index of online skills experience
Source K. Mossberger et al, 2003
35
ONLY THE WELL EDUCATED WILL BE ABLE TO ACT
EFFECTIVELY IN THE INFORMATION SOCIETY

• The key to the Learning Society is to seek the
  learning potential in everyday situations.A
  learning culture must, after all mean finding
  learning in the most unlikely places

Michael Barber, The Learning Game
36
10 BARRIERS TO LEARNING FOR LEARNERS

1. Patchy uneven provision
2. Variable management support for learning
3. Unequal access to learning opportunities
   facilities, including ICT
4. Insufficient time for learning
5. Lack of funding / resources for learning
6. Problems / costs of staff cover or availability
   to release learners from work

37
10 BARRIERS TO LEARNING FOR LEARNERS

1. Inadequate information advice
2. Uneven capacity for learner support
3. No common frameworks for quality or accreditation
   little portability of credit
4. Insufficient opportunities to apply learning
   progress in job

38
MAKING LEARNING NORMAL

• Beyond fear and dread
• Based on confidence and self-esteem
• Promising achievement and progress
• Linked to own lifes priorities
• Where, when and how you like

39
MAKING LEARNING NORMAL

• Just-for-you learning
• Woven into everyday life
• Supported by advice guidance
• Driven by new methods of credit funding
• A sense of personal and local ownership
  control

40
MAKING LEARNING NORMAL

• Beyond fear and dread
• Based on confidence and self-esteem
• Promising achievement and progress
• Linked to own lifes priorities
• Where, when and how you like
• Just-for-you learning
• Woven into everyday life
• Supported by advice guidance
• Driven by new methods of credit funding
• A sense of personal and local ownership control

41
POST-16 E-LEARNING PRACTITIONERS CONFERENCE 2004

• G-MEX Manchester ICC
• Monday 29 November 2004