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Electronic Pathways:
adult learning and the new communication technologies
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This title has been withdrawn from general circulation, but we recognise it as still having some value to researchers and academics, as well as practitioners who wish to see how policy and practice have developed over the years. |
| Jane Field (Ed.) ISBN 1 86201 008 0 1997 |
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What does the information society really mean for adult learning? A rapidly-growing range of communication technologies is being developed to support the adult learner. Telematics applications have the potential to have an impact on education, leisure and work, but adult educators and others involved in working with adult learners need practical help if they are to make the most of the opportunities.
This is the first book to place the new information and communication technologies firmly in the context of adult learning. It is written by adult educators who have used the new technologies to widen access to learning and promote independent learning. They have seen that it is possible to offer different ways to communicate and support learning, whether in college, the home, the workplace or other settings.
Case studies provide examples of the pitfalls involved, good practice identified and the opportunities available. The book shows how the new communication technologies can add a completely new dimension to adult learning. It is accessible, informative and a practical resource for all who are professionally concerned with developing adult learning.
Readership: adult education practitioners who want to widen access to education by using new technologies. Useful across a range of contexts including further and higher education; the voluntary sector; and trainers and human resource managers.
Contents
| Introduction | Jane Field | |
| Section One | ||
| Chapter 1. | The use of telematics in education and training | Ray Winders |
| Chapter 2. | The global demands for change | Martin Buck |
| Chapter 3. | Can you put your arm around a student on the Internet? | Jill Mannion Brunt |
| Chapter 4. | The adult learner as listener, viewer and cybersurfer | John Field |
| Chapter 5. | Teaching and learning with the new technologies: for richer, for poorer; for better, for worse | Paul Helm |
| Section Two | ||
| Chapter 6. | Adult learning by videoconferencing | Alan Robinson |
| Chapter 7. | Developing videoconferencing: the East Anglia distance learning initiative | John Smith |
| Chapter 8. | Video links and outreach centres | Andy Leal |
| Chapter 9. | Low-cost computer-mediated conferencing for part time evening degree students | Kate Sankey and Dominic Dibble |
| Chapter 10. | Computer conferencing and the continuing professional development of teachers in the post 16 sector | Tony Lewis, Maude Gold and Malcolm Ryan |
| Chapter 11. | Towards World Wide Web courseware for the humanities: the problems of text on screen | Sarah Porter and Peter Childs |
| Chapter 12. | Building learning webs | Martin Buck |
| Chapter 13. | Three Ws in transition: Two universities working together | Betty Walsh |
| Chapter 14. | Skills in creating networked information resources for teaching and learning | Geoff Rhen |
| Chapter 15. | Text, theory, event: interactive CD-ROM technology for the humanities | Lisa McRory |
| Chapter 16. | IT training by satellite | Adrian Vranch |
| Chapter 17. | Rural telematics for economic development | Aideen McGinley and Kate O'Dubhchair |
| Chapter 18. | Rural broadnet in Shropshire | Sue Challis |
| Chapter 19. | Using telematics to take the 'distance' out of distance learning | Brian Gilding, Paul Helm and Rob McClements |
| Section Three - Checklists | ||
| Checklist 1. | Good practice | |
| Checklist 2. | Pitfalls | |
| Checklist 3. | Opportunities and benefits | |
| Section Four | ||
| Chapter 20. | Telematics and Adult Learning | Stephen McNair |
| Chapter 21. | Telematics for education: the policies and programmes of the European Union | John Field |
| Glossary | ||
| Notes on Contributors |
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