Project Status : Completed
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The Widening Participation and E-Learning (WiPE) Action Research project was conducted between November 2004 – July 2005. It was funded as part of the Learning and Skills Councils’ programme to promote e-learning in adult and community learning through the ‘Post-16 e-learning programme’. Organisations were invited to submit bids for funding for innovative e-learning Action Research projects in the context of widening participation.
The intended outcomes of this project were to produce new
knowledge and practical theories in the effective use of e-learning and
ICT, to open up learning in terms of delivery and content to ‘hard to
reach’ learners, and to identify staff development needs in the use of
technology to support teaching and learning.
Twelve successful organisations were selected to conduct Action Research
into their own practice of widening participation through e-learning.
NIACE supported the participating organisations to conduct Action Research
and organised regular project meetings, which focused on the Action
Research process. Participants were supported to conduct Action Research
by way of reflective practice and systematic data-collection. The main
findings of the WiPE project were:
1) Identify the learners’ needs
Identifying the learners’ needs might not sound like a revolutionary
new concept. However, one quite commonly shared experience of the WiPE
projects was the realisation that they thought they knew what the learners
needed and wanted. However, systematic reflection and data analysis showed
that the real needs and wants of the learners were often different to what
they anticipated. Action Research proved a powerful approach to this.
2) E-learning works
Another common theme was that e-learning offers the potential for
providing learner-centred provision. E-learning can offer flexibility and
an informal learning environment, which can be non-threatening to
learners. The key point about e-learning was how it was used; using
e-learning to meet the learners’ needs (see theme 1) was the most
important rule.
3) Staff development
Most projects found that in order to use e-learning effectively, staff
needed to enhance their e-learning skills. The skills required include
technical e-learning skills as well as pedagogical skills. Through the
Action Research projects practitioners were able to define the individual
development needs.
4) Organisational contexts
Most projects found that in order to effectively reach out to more and
different learners they did not only have to analyse their own approaches
and attitudes towards their target groups, but also recognised the impact
of organisational contexts. In order to improve practice and learning
provision, the wider organisation needs to inquire into their practice and
approaches.
5) Change is possible
Whilst not all projects immediately attracted hard-to-reach learners,
they were able to gain an enhanced insight and understanding of their
organisations. Through applying Action Research methodology and through
applying the reflective spiral they were able to identify staff
development needs, and implications for future provision. Through
inquiring into their own practice they were able to identify areas for
change and to gain a better understanding of the potential learners’ needs
and wants.
6) Action Research as a tool for professional
development
The majority of participants had never conducted an Action Research
project before, and most of them also stated that they would conduct
Action Research again if they had the opportunity. They also stated that
they found the Action Research as conducted in the WiPE project beneficial
for their professional development. This can be supported by the
individual Action Research reports that show how professional learning and
development has taken place throughout the project.
7) The potential of e-learning lies in blended learning
Most projects showed that e-learning has the potential to be a
powerful approach to reach more and different learners. However, most
projects showed that the key to success does not lie in e-learning itself
but in how it is being used. The majority of projects used e-learning in a
blended format, i.e. in a community centre or a class-room type meeting.
For more information, please contact: claudia.hesse@niace.org.uk
Regional Reports
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Brixton Online - (Coming soon) |
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