NIACE Publications on Learning through ICT

For a copy of this free publication, please contact Jackie Essom: jackie.essom@niace.org.uk

It shows how to use ICT in teaching and learning to help learners have more control over their learning environment, increase motivation and involvement, support choice-making and communication skills, and learn skills for everyday life.
Written with the needs of tutors in mind, it will be a great help to anyone working in Adult and Community Education settings, in discrete groups or in integrated provision.

Digital nations in the making, Ian Harford, 2006
A comparative study of the USA, Canada and the UK explores how governments, educational institutions, and voluntary and community bodies are deploying digital and web-based technologies to promote post-school education and community development.

e-guidelines 5: E-Learning and modern foreign languages, Jacky Elliot, 2006
This guide explains the practice and the benefits of using e-learning in teaching languages to adults. It promotes and illustrates blended learning – a mix of e-learning and traditional classroom methods.

e-guidelines 6: Integrating ICT Skill for Life with Financial Education, Alan Clarke, 2006
A range of ideas, exercises and suggestions for integrating ICT with financial education. Managing money is highly motivating to many, and may appeal to older people who are likely to have had little experience of ICT.

e-guidelines 7: Attracting and motivating new learners with ICT, Jackie Essom, 2006
ICT has the potential to engage learners and to make the learning experience more interesting and motivating. This guide is aimed at organisers and practitioners working in adult and community learning.  It looks at how ICT can be used to reach adults who might not normally engage in formal learning courses.

e-guidelines 8: E-Learning for teaching ESOL, Mary Moss and Sue Southwood, 2006
This publication aims to provide the teacher of English for Speakers of Other Languages (ESOL) with a practical and informative guide to the introduction of e-learning into ESOL classes. Without technical jargon, it covers the use of a variety of equipment, the creation of learning materials and offers ideas for teaching and learning activities.

Learning Centres in Europe (English Edition),  Richard Stang, Claudia Hesse and Alastair Clark, 2006
This is an examination of the wide range of current practice in Learning Centres in Europe, and of their future prospects. As well as chapters reviewing the European experience as a whole, it includes contributions from Austria, Denmark, Germany, Slovenia, Spain and the UK presenting national experiences and describing distinctive visions for the future. The contributors also explore approaches which attract new learners and give them increased control and ‘ownership’ of their learning activities.

Developing skills for information technology tutors, Alan Clarke, Jackie Essom and Victoria Forty with Alastair Clarke and Sal McKeown, 2005
The second edition of this popular resource includes a new module and updated information. An open learning pack, it supports information technology tutors and mentors who, although skilled in the use of computers and communication technologies, have received no teacher training.

e-guidelines 3: Developing E-Learning Materials, Shubhanna Hussein, 2005
This book guides adult learning practitioners through a user-centred approach to designing e-learning resources. Applicable to all subject areas, it provides examples and guidelines for ensuring that e-learning resources meet usability criteria. The book is written specifically for those from a non-technical background and provides case studies from practitioners who are using aspects of the user-centred approach to design e-learning resources for their students

e-guidelines 1: Online Resources in the Classroom, Alan Clarke and Claudia Hesse, 2004
This practical guide on using the World Wide Web to deliver and support adult learning will help tutors of any subject who need or want to use online resources in a face-to-face context.

e-guidelines 2: Digital Cameras in teaching and learning, Phil Hardcastle, 2004
This practical guide sets the use of the digital camera into current thinking about learning styles and the involvement of learners in the development of teaching materials. It gives practical instructions on how to take, download and use digital images in educational settings.

e-guidelines 4: E-Learning in Outreach, Glyn Owen & Khawar Iqbal, 2004
Providing learning opportunities in outreach locations is known to be a very effective way of widening participation in adult learning. The blending of appropriate e-learning elements with face-to-face learning can increase learners’ motivation and enhance the quality of their learning experiences. It is when e-learning comes to be incorporated in outreach provision that practitioners and delivery organisations encounter serious challenges.

ICT - the new basic skill, Alan Clarke, Lisa Englebright, 2003
This publication looks at what ICT is, the skills associated with it and the different areas where ICT is making an impact. Following the announcement in the Government’s Skills Strategy that ICT will be classed as a new basic skill, in the same way that reading, writing and using numbers are, it offers a comparative analysis of what makes a skill for life, and explores how ICT fits the mould.

Online learning and social exclusion, Alan Clarke, 2002
There is significant interest in the use of online learning approaches to reach non-traditional learners, and in particular people who encounter substantial barriers in accessing learning.  This publication considers the nature of online learning and what needs to be done to realise the potential of online approaches.

Online learning skills, Alan Clarke, 2002
Online learning skills have a relationship with more general study skills, yet there are specific competences that need to be acquired. This practical guide provides ideas and suggestions for practitioners in developing online learning skills with their learners. Written in an open learning style, the guide includes short exercises and discussion sections on themes including self-management, communication, reading and note taking, self-assessment and learning strategies.

First Steps: Initial ICT events, Alan Clarke, 2001
This is a short straightforward guide for practitioners who are designing and delivering initial information and communication technology events. It covers delivery and learning approaches, methods, initial problems and the learning environment. It provides an introduction to the issues and guidance based on established good practice.

Assessing the quality of open and distance learning, Alan Clarke, 2001
This guide is for practitioners and their managers, for tutors and trainers who need to assess the quality of open and distance learning materials, including computer-based learning.  It offers both a framework and advice to help them to select, buy or commission materials appropriate for their audience.

A Guide to Outreach with Laptops, Angela Wood, 2000
This Guide focuses on how laptops are, and could be, used innovatively, creatively and resourcefully in Basic Skills, Outreach and Widening Participation generally.   There are examples of models of delivery, looking at what does and does not work.   One chapter is devoted to best practice in developing a laptop-based project.   Practical methods of outreach work with laptops are examined, and there is a discussion on strategies and skills of outreach.  

How to create effective information and communication technology. learning programmes, Alan Clarke, 1999
Many adults are seeking to become competent users of information and communication technology (ICT).  Their reasons are often related to helping their children, gaining or holding employment or the fear that they are being left behind.  Often they approach their first session anxious and lacking confidence in their ability to learn about new technology.  It is vital to overcome these doubts and fears in order to help them to achieve their goals. This guide has been written with the aim of providing a straightforward summary of good practice based on NIACE projects and investigations over the last two years.

Open Learning Materials and Learning Centres, Alan Clarke and Joyce Walmsley, 1999
The development of the University for Industry and the National Grid for Learning has focused attention on the availability of open learning materials and their use in learning centres. This report is based on an investigation into the national stock of open learning products and a review of a wide variety of learning centres. It was undertaken on behalf of the DfEE during 1998.

Electronic pathways, Jane Field (Ed.), 1997
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.