An evaluation of a pilot of this model was carried out as part of the ICCA project by the health and social care group. Some of the key lessons learned are dealt with in more detail in the pilot evaluation report.
In summary, they include:- The importance of communication and the human intermediary in learning, especially with at-risk and marginal groups. The need for well-designed 'scaffolding' to support learners, especially at the start of the programme.
- The need for a tutor/trainer training programme and well designed documentation to support it.
- The need for ongoing tutor development, including sharing of experience and exchange of practice.
- The challenge in designing a business model that is flexible enough to allow for delivery through a range of different channels (formal education and training institutions, carers' and community centres, and at home) that includes allocating resources to ensure quality input and assurance in the different stages of the supply chain.
- The question of what resources for tutor/trainer/teacher development for a range of skills and knowledge acquisition needs and ongoing professional development can be provided, and from which existing UK funding instruments and structures.
- Stimulating demand poses some interesting challenges. As noted by the ICCA pilot Carers UK team member; 'How will carers know that they will need this in advance of doing it? Are they going to demand it on their own? This is unlikely. We need to play a role in stimulating demand and to be innovative, promoting it in context of broader opportunities for carers. I envisage we will want to see it integrated into carers' strategies/policies at local level and use carers support actions for funding. We will need to see how we can link this to local colleges, stimulating demand and convincing colleges, local authorities, carers etc that this is central to equal opportunities for carers. I also believe it fits clearly within a welfare to work model.'
- The methodologies that are appropriate when using technologies for different types of learners and circumstances and whether the approaches that have been utilized in designing distance learning and Computer Based Training (CBT) courses are appropriate either in the integration of technologies into mainstream education and training or whether designing innovative learning opportunities for unconventional targets.
- City & Guilds are, in the words of the Carers UK Carers and Employment project Manager, 'blazing the trail' with Learning for Living at a time of early e-learning adoption and particularly at a time of significant transition in the Further Education sector. The enhancement and professionalisation of this sector is a national priority and within that skills and processes to integrate technologies to support traditional and new learners will inevitably need to be included. However, these developments are at a very early stage and City & Guilds is looking to innovate now - with the inevitable consequences that the infrastructure and systems' supports they need are not widely available. This is the permanent dilemma of all innovators!
The pilot evaluation report also includes some lessons learned about the factors that influence successful adoption of e-learning. These can be read in the pilot evaluation report.
...continue to future plans
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