Learners Experiences

It seems that since we are focusing on pedagogy it would be prudent to see how our beliefs and practices impact on learners. I am not sure if people are aware of this report (full url below) by Rhona Sharpe , Greg Benfield, (Oxford Brookes University), Ellen Lessner (Abingdon and Witney College) and Eta De Cicco (NIACE) - there is some great information including information for managers/designers of learning activities etc etc. Specifically look at the 'Guide 3 - Recommendations for designers of learning activities'
http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_learneroutcomes.aspx

I was partuculalry struck by these outcomes:

In general, the Learner Experiences studies found that learners rely on a wide range of technologies, which they adapt and personalise to their needs. However, despite their sophisticated use of technology in their personal lives, learners do not always find it easy or appropriate to transfer these approaches directly when studying.
These are the main findings that emerge from the studies:

Learners would like teachers to provide guidance on using academic resources, retrieving and evaluating information from the internet, collaboration with peers, attendance, organisation and time management

There is enormous potential for teachers to use the technology that learners are familiar and skilled with, such as blogs, personalised spaces and synchronous communications

Ownership, personalisation and appropriation of technologies are important to learners because they use technology in their lives. Teachers need to allow and even encourage learners to personalise institutionally supported technologies and, where appropriate, to use personal technologies in tandem with these

As learners already make use of content available on the internet, the focus for teachers should be on course and learning activity design, rather than creation of more content

Teachers designing learning activities should not be limited by institutionally provided software. Open designs can allow learners to choose their own tools and technologies – and even their own mode of collaborating with others – while working towards common outcomes

Tutors should be aware of the skills learners need to perform effectively in a technology-rich environment – including not only technical skills, but the skills of selection, evaluation and critical reflection – and should ensure that all learners are given opportunitities to practice and develop these skills

It seems to me that regardless of our current tack on the tool eg: e-portfolios, blogs, etc that we always need to keep the 'ease of application' in mind and our client group.