The specific characteristics of this group of learners
In extracting transferable lessons from this pilot, it is important to understand the specific characteristics of this very small group of learners, as they may be very different from other learners for this course. Surveys were carried out by Carers UK and this has led the content design. Going forward, continuing to build a picture of learners and their profiles will be important both for Carers UK and particularly for City & Guilds as they consider their potential market for the future. The information here is drawn from the completed questionnaires provided to the 8 learners at the start of the pilot. The questionnaires were completed anonymously.
Six of the eight pilot participants were women and the group ranged in age from 30-39 (2), 40-49(2) and 50+ (4). The age profile is particularly interesting as so much e-learning development in recent years has been focused on younger generations and based on assumptions about exposure to technology that they have 'grown up with'. Two thirds of the group had been carers for over ten years, and half had been carers for over 20 years. This means that the majority have an enormous length of experience as carers and one might safely assume, lengthy self-identification in this role. Three of the eight had some help in their caring role at home from other family members. All except one knew other unpaid carers and six of the eight had frequent (weekly, very often) conversations with other unpaid carers. Three were very frequent visitors to the Carers' Centre. Four had not visited the centre in the previous six months.
The group's exposure to and use of technology was quite high. Two of the learners first used computers in the 1980's, three in the 1990's and two had been using computers since 2001. Only one had less than one year's experience. Four had first used computers at work, only one in an education institution, and one had first used a computer in the Carers' Centre. Their view of their ICT skills however, was modest. Three considered themselves beginners. Four described themselves as basic users and one indicated a self-rating of advanced user (it is not possible to confirm but it is likely that this last was the person that decided after the launch day that she was 'over-qualified' for the programme).
Seven of the eight had computers at home, four purchased the computer themselves, three had partners or family members (male in all cases) purchase the computer. Five had internet access at home and of these, two had access prior to 2003. Most used their computers for letters, three for emails and three for online shopping. Some obviously had younger family members at home using the computer as two stated that family members use it for schoolwork and four said family members use it for games. Role models were important. 'To have access to a computer enthusiast friend or relative can have a major bearing on whether, and how confidently and enthusiastically people acquire ICT skills.'4 Five said they had a family member/partner who helped and advised on using the computer; interestingly, three said they relied on their daughters, one on their son and two on their boyfriends. In relation to broader use of technology, seven of the eight used mobile phones, but only two purchased their first one themselves. Four used it for text messaging. Three were provided by boyfriends, one by a son and one by a nephew. Everyone had a TV at home, six had a video player, four had a DVD player and only three had ever used a digital camera.
...continue to the pilot (p4)
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