Our 3 reports on the New Zealand Ministry of Education web site

Here is a direct link to all three of our report on the Minstry of Education's web site:

Davis & Fletcher (2010):
E-learning for adult literacy, language and numeracy: summary of findings

This report summarises the main findings of a research project on how e-learning can help to improve adults’ literacy, language and numeracy skills.

Citation: Davis, N. E. & Fletcher, J. (2010). E-learning for adult literacy, language and numeracy: Summary report. Wellington: Ministry of Education. Retrieved February 10, 2011 from http://www.educationcounts.govt.nz/publications/tertiary_education/7697


Davis, Fletcher & Absolam (2010):

E-learning for adult literacy, language and numeracy: a case study of a polytechnic

This case study describes how a New Zealand polytechnic uses e-learning to help students with literacy, language and numeracy needs.

Citation: Davis, N. E., Fletcher, J., & Absalom, I. (2010). E-learning for adult literacy, language and numeracy: a case study of a polytechnic. Wellington: Ministry of Education. Retrieved February 10, 2011 from http://www.educationcounts.govt.nz/publications/tertiary_education/76970


Davis, N. E., Fletcher, J., Everatt, J., Mackey, J., Morrow, D., Brooker, B. & Gillon, G. (2010):

E-learning for adult literacy, language and numeracy: a review of the literature

This report reviews the international literature on e-learning and on adult literacy, language and numeracy. It identifies how to engage adults successfully in e-learning to improve their literacy, language and numeracy skills.

Citation: Davis, N. E., Fletcher, J., Everatt, J., Mackey, J., Morrow, D., Brooker, B. & Gillon, G. (2010). E-learning for adult literacy, language and numeracy: a review of the literature. Wellington: Ministry of Education. Retrieved February 10, 2011 from http://www.educationcounts.govt.nz/publications/tertiary_education/76971

TEDNZ and Ako Aotearoa promote our LLN research

It is nice to see our Blog and research reports being promoted by leading agencies in New Zealand. They are also good places to look for subsequent research.

Tertiray Education NZ
http://www.tednz.co.nz/2010/06/nz-report-e-learning-for-adult-literacy-language-and-numeracy/

Ako Aotearoa
http://akoaotearoa.ac.nz/community/recommended-resources-ako-aotearoa/resources/pages/e-learning-lln-blog

UK BERA conference presentation 'E-learning and motivating adults with literacy needs to improve their literacy'

Niki Davis & Jo Fletcher's presentation to the British Educational Research Conference in the University of Warwick was well received on 2/9/10.

The session identified common themes in evidence from the UK and New Zealand, particularly our major findings:

Diverse peoples are motivated by e-learning that fits their respective cultures and lives and is accompanied with induction activities
21st century literacy skills inc. e-learning and it provides a relevant and motivating context
Little established practice; many barriers and ‘points of discouragement’

BERA SIG: Post-Compulsory and Lifelong Learning
TITLE: Motivation and Engagement in Lifelong Learning

0116 HOW DO WE ENGAGE RELUCTANT POST-16 LEARNERS? SOME LESSONS FOR THE RAISING OF THE PARTICIPATION AGE (RPA)
Maguire, Sue Warwick University; Newton, Becci Institute for Employment Studies

0139 E-LEARNING AND MOTIVATING ADULTS WITH LITERACY NEEDS TO IMPROVE THEIR LITERACY
Davis, Niki University of Canterbury; Fletcher, Jo
University of Canterbury

0447 INFORMAL LEARNING WITHIN VIRTUAL SOCIAL LEARNING SYSTEMS
Smith, Andy Blackpool & The Fylde College

e-Learning research published on the Minstry of Education web site

Jo Fletcher and Niki Davis are delighted to announce that all three of our project's outputs are now on the New Zealand Ministry of Education web site. Nearby you will find outputs from the two parallel projects including one with an exemplar of e-learning and numeracy.

The research has been well received by dissemination events with the Ministry of Education, the Ministry of Labour and the Industry Training Federation in New Zealand. A presentation will be made in the UK at the British Educational Research Association annual conference in September.


E-learning for adult literacy, language and numeracy: a case study of a polytechnic
This case study describes how a New Zealand polytechnic uses e-learning to help students with literacy, language and numeracy needs.
Authors: Niki Davis, Jo Fletcher & Irene Absalom
http://www.educationcounts.govt.nz/publications/tertiary_education/76970

E-learning for adult literacy, language and numeracy: a review of the literature
This report reviews the international literature on e-learning and on adult literacy, language and numeracy. It identifies how to engage adults successfully in e-learning to improve their literacy, language and numeracy skills.
Authors: Niki Davis and Jo Fletcher with Dr Barry Brooker, Professor John Everatt, Professor Gail Gillon, Julie Mackey and Dr Donna Morrow
http://www.educationcounts.govt.nz/publications/tertiary_education/76971

E-learning for adult literacy, language and numeracy: summary of findings
This report summarises the main findings of a research project on how e-learning can help to improve adults’ literacy, language and numeracy skills.
Authors: Niki Davis & Jo Fletcher
http://www.educationcounts.govt.nz/publications/tertiary_education/76972

NZ Workforce Literacy and Numeracy Forum 2010

NZ Workforce Literacy and Numeracy Forum 2010
10 June, Wellington, New Zealand

For information and how to register go to http://www.itf.org.nz/literacy-forum-2010.html

The Industry Training Federation would like to acknowledge the support of Ako Aotearoa for this event.

E-Fest conference session on 1st October

Niki Davis and David Earle will lead a session at the eFest conference in UCOL Palmerston North on 1st October to disseminate the results of this project.

Towards excellence in e-learning for adults with needs in literacy language, and numeracy

Niki Davis and Jo Fletcher
University of Canterbury, Christchurch
and
David Earle and Esther Harcourt
Ministry of Education

Abstract: The New Zealand Government has invested in providing literacy, language and numeracy training for adults in workplaces and embedded into vocational qualifications at levels 1-3. We have investigated where e-learning could fit in reaching greater numbers of learners and better meeting their needs.

As a result of an extensive international literature review, over 30 stakeholder interviews, and two case studies, we have synthesized critical success factors relating to e-learning for adults with language, literacy and numeracy needs in New Zealand (Davis & Fletcher, 2009). We have found that there are few tertiary education organizations or workplaces in New Zealand with fully developed programmes of e-learning for these adults. There are more providers investigating or starting to look at e-learning in this context.

The research has confirmed that lack of literacy skills is likely to restrict access through e-learning. At the same time, we have found examples of existing programmes that harness the potential of e-learning. One case study is of a polytechnic and includes several courses that have adopted digital technologies to support adults with LLN needs. The other case is an online public resource ‘U.S.A. Learns’ that was designed for migrants to the USA.

This interactive session will support participants to plan e-learning for these adults, including organizational development. A range of interventions are useful, including use and debate different types of information, and application of digital technologies to create and modify relevant materials. All these adults need intensive support at the start to ensure early success.

UK MILO report by Lewin et al now published by BECTA

Models of innovation in learning online

Cathy Lewin drew on this report in her webinar with us. The MILO research report (lewin et al., 2009) has just been published on BECTA's web site:

"The aims of this research were to study provision of online learning at KS3, to assess effectiveness of online learning outside the institution and to ascertain whether remote formal online learning promotes engagement among learners across a range of educational sectors and contexts.

The output from the project is the Models of innovation in learning online (Milo) framework which aims to provide a holistic overview of the use of online learning, describing the approach to teaching and the way in which this is implemented technologically and logistically.

The framework focuses not just on learning and the experience of the learner, but also examines assessment procedures, and the ways in which the teaching and curriculum design process is supported through the use of technological tools.

The report identifies four typical models of online learning:

• Fully online – supported with structured activities and communication
• Independent study – with extensive online resources and some teacher support
• Added value – predominantly face to face, with additional supporting online activities and resources to be explored
• Flexible integration – flexible timetabling to allow a mix of online learning with traditional teaching and learning.

The report identifies key impacts, benefits and challenges.

The research is by the Centre for ICT, Pedagogy and Learning, Education & Social Research Institute, Manchester Metropolitan University."