By Neil Selwyn
This enticing publication sheds mild at the ways that adults within the twenty-first century engage with technology in several studying environments. in line with one of many first large-scale educational learn tasks during this region, the authors current their findings and offer practical techniques for using new know-how in a studying society. They invite debate on: why ICTs are believed to manage to affecting optimistic swap in grownup studying the drawbacks and boundaries of ICT in grownup schooling what makes a lifelong learner the broader social, monetary, cultural and political realities of the data age and the educational society. grownup studying addresses key questions and gives a legitimate empirical beginning to the prevailing debate, highlighting the complex realities of the educational society and e-learning rhetoric. It tells the tale of these who're excluded from the educational society, and provides a suite of strong options for practitioners, policy-makers, and politicians, in addition to researchers and scholars.
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Additional info for Adult Learning in the Digital Age: Information Technology and the Learning Society
A genuine widening of adult participation in learning must target those groups least likely to come forward, according to a recent review of the evidence (Macleod 2003). Those least likely to come forward have then been found to be also the most likely to drop out of a course even if successfully enrolled (Walker et al. 2004). Perhaps the most obvious obstacle that most people face when envisaging episodes of learning is the potential cost (Maguire et al. 1993). Whereas these costs can be of the direct kind (such as fees) they are more commonly indirect, such as the costs of transport, child-care, forgone income, time and even the emotional cost for those with families (Hand et al.
ICT may not lead to ‘better forms’ of learning It can also be argued that different forms of technology-based educational provision are more conducive to certain types of learning over others—thus challenging the ability of ICT to effectively widen participation in all forms of learning. It has been argued by some educationalists that much current ICT-based learning is not the same as ‘real-life’ learning, appearing to be more about knowledge dissemination than a genuinely transformative process.
Most books on ICT and learning do little The promise of adult learning in the digital age 17 more than elaborate on the arguments set out in this chapter—highlighting the potential of ICT to transform education and sometimes going on to present case studies of the application of technology in various learning scenarios. Whilst such an approach is all well and good, our intention in this book is to test empirically the claims outlined in this chapter. To what extent is the le@rning society thesis a robust and accurate description of the UK in the early twenty-first century?