Lessons learned about learners
The project demonstrated that, in order to successfully roll out this type of approach (and, frankly, any effective training), it is vital to understand the skills, motivation, expectations and the life and work circumstances of the learners as well as their prior knowledge and education. It became apparent early on that the level of ICT skills of many of the first participants was lower than anticipated and a number had difficulty learning to use the learning platform for their first module. FAS have developed a structured pre-course introduction to WebCT with some exercises that must be successfully completed by learners to demonstrate they have mastered the use of the environment before commencing their first module.
Learners' ICT skills
A major early lesson of the project related to ICT skills. It became clear in the first pilot that a specific level of ICT skills was needed for learners to successfully engage at the start of the course. Learners' self-reporting of their prior skills proved inaccurate. This lesson resulted in clarity about what ICT skills are needed and a range of options for learners to acquire them.
After the first cohort completed, procedures were put in place to carry out an assessment of ICT skills and not rely on self-reporting. Now, all learners registering for their first module must have ECDL or equivalent to undertake the modules. If they don't, they are provided with this training before they begin. In Spring 2004, 700 employees at HP's plant were going through ECDL and it is now an official test centre. One unexpected benefit that emerged from the pilot was that the learners gained significantly in their confidence and competence in using ICTs. As these skills are increasingly a core skill for all employees, this is an added bonus of e-learning.
Access to computers and to the internet
As the pilot progressed it became clear that all learners had to have a computer connected to the internet at home if they were to fully immerse themselves in the programme. This posed real challenges in terms of ensuring real access for all potential participants. With regard to the FAS national training mandate and policy of 'access for all', it is clear that no simple solution exists. HP offered special terms to employees wishing to purchase their own computer. At the time of the pilot, broadband was available to only a limited number of users in Ireland and, if this type of training is to be exploited in the future, high speed, low cost access is a critical requirement to support equality of opportunity.
Numeracy skills
The issue of numeracy emerged specifically in the electric/electronics module. The first cohort doing this module were technicians and had a good levels of maths education, although it was clear that some of them had difficulties with the requisite levels of maths required to complete the course. Discussions took place among trainers and the evaluator as to how to resolve this and a number of options were generated from a workshop on technology options. Currently, streaming video is being used to provide some teaching on this topic. With the second cohort, who were operatives and therefore had lower levels in general of maths education, the problem was more acute. As a result, it has been decided that there is a need to develop a course at entry level for operatives who aspire to positions as junior technicians and to further their careers in the company.
...continue to lessons learned (p2)
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