There have been many lessons learned in relation to learners, their needs and expectations in relation to technologies within the learning process, and the nature and level of support they should be offered. The document Foundation Studies E-Faculty Strategy 2004-2007 outlines some of the immediate plans of the college. In it, they state they intend to:- 'Provide students with an entitlement to access resources, information, learning and accreditation.'
- 'Provide diagnostic screening and assessment of individual student skills.'
- 'Provide access to learning materials and information to support learning.'
- 'Provide access to information which enables learners to manage their own learning.'
- 'Provide access to communication services including guidance and tutorial support which support learning'.
An important lesson learned over the years has been that the integration of technologies and their potential to extend access for learners beyond the traditional student body brings concomitant demands for guidance to support learner choices and decisions. This is strongly emphasised in their response to the HEFCE e-learning strategy: consultation questions: 'We are concerned that there appears to be no emphasis on online student pastoral, advice and guidance services. We believe these are 'in demand' services which when offered online are often the first valued point of e-learning contact and learner experience.'
Assessment is given particular focus in their response to the e-learning strategy consultation exercise. As technologies become more integrated, assessment approaches and rules will clearly need significant review and amendment. 'We support the vision for aligning assessment. There are currently poor online assessment opportunities which match the learner pathway from ongoing to final assessment. We believe that the current complex and rigid system of assessment is a key barrier to the development of online assessment. Not only do we need to research the effectiveness in supporting formative assessment but also greater flexibility of summative assessments in an online environment. We would also support the notion that whatever the assessment tool used it must be appropriate to the need of the individual learner and if used creatively can support learner differentiation without alienating the learners in the process.'..continue to learners, learning and the curriculum (p2)
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