By Neil Selwyn

ISBN-10: 0203003039

ISBN-13: 9780203003039

ISBN-10: 0415356989

ISBN-13: 9780415356985

This attractive e-book sheds gentle at the ways that adults within the twenty-first century have interaction with technology in numerous studying environments. in keeping with one of many first large-scale educational examine tasks during this sector, the authors current their findings and offer practical techniques for using new expertise in a studying society. They invite debate on: why ICTs are believed to be ready to affecting optimistic swap in grownup studying the drawbacks and bounds of ICT in grownup schooling what makes a lifelong learner the broader social, financial, cultural and political realities of the knowledge age and the training society. grownup studying addresses key questions and gives a legitimate empirical beginning to the present debate, highlighting the complex realities of the educational society and e-learning rhetoric. It tells the tale of these who're excluded from the training society, and gives a suite of strong concepts for practitioners, policy-makers, and politicians, in addition to researchers and scholars.

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Additional resources for Adult Learning in the Digital Age: Information Technology and the Learning Society

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Yet it is the latter which dominates much current online provision (Selwyn and Gorard 2002). As Mayes argues, for reasons of cost alone the interactive pedagogical opportunities offered by information and communications technology are often overlooked by adult learning providers, leaving ICT-based pedagogy rooted in more ‘old-fashioned’ linear and restricted models: There are really two pedagogies associated with ICT. One is the delivery of information—this is predominantly the pedagogy of the lecture or book, and emphasises the ‘IT’—the other is based on the tutorial dialogue and involves conversations between tutors and students, and mainly emphasises the ‘C’.

There is a danger, therefore, that the ability of ICT to overcome all the above ‘barriers’ to education is over-emphasised by those seeking to establish ICT-based adult learning. Adult learning in the digital age 26 As we have just seen, the barriers faced by non-learners are often considerably more than issues of convenience. Indeed, the chief obstacles to participation reported by adults are not necessarily the physical barriers of time and place which ICTs can address to some extent, but rather lack of interest and motivation (La Valle and Blake 2001; DEST 2001).

G. Schwartz and Duvall 2000; Anderson and Nicol 2000; Maki et al. 2000; Tolmie and Boyle 2000). Others have contended that ICTs can lead to ‘better’ outcomes of adult education. For example, it is popularly argued that ICT-based education and training in its diverse forms more often than not leads to improved learning attainment. Although, as with most research on education and technology the evidence base for the effectiveness of ICT-based adult learning is fragmented, proponents of this argument point towards a growing body of case studies which purport to demonstrate the ‘valueadded’ of different forms of ICT-based adult learning.

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Adult Learning in the Digital Age: Information Technology and the Learning Society by Neil Selwyn


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