Web 2.0 and the benefit for adult learners.

The question a colleague posted is:

I am wondering if anyone has found any research conducted in N.Z. with Foundation learners (Adult LLN learners in LLN courses or Level 1-3 courses) showing use of Web 2.0 tools and benefit for learners. Benefit being positive engagement with the course, increased LLN levels and/or positive spin offs with social and/or work goals. What was the Web 2.0 tool and how was it used?

Web 2.0 is described as the “basic communication tools that has gradually been happening over the last 20 years, is part of a bigger paradigm shift in our understanding of learning as part of situated social practice” (Hamilton, 2006, p.1).

Chan and Ford (2007) report on trials at Christchurch Polytechnic Institute of Technology that set up a support system for workplace-based learning that integrated m-learning portfolios with Web 2.0 applications aligned with Moodle and utilised learners' mobile phones to send and receive assignment information. “Young people have embraced mobile phone ownership and the mobile phone is seen as an essential accessory to maintaining an active social life” and by using “mobile phones and the Web 2.0 applications available online provides workplace based learners with the opportunity to connect, create, collaborate and network”.  (Chan & Ford, 2007, p. 56).  Active, collaborative learning is part of my philosophy and pedagogical values of constructive learning.

During my research, a few practitioners have mentioned that has been an increase in online resources. The Literacy and Numeracy for Adults Assessment Tool is an online adaptive tool that provides information such as assessments linked to the learning progressions and which practitioners have used and are using in their practice. There are key skills that students need to demonstrate and while “LLN was being embedded into vocational programmes, measuring LLN success could not be separated from social and personal outcomes”. ( New Zealand Council for Educational Research, 2010,  p. 2). There are also TEC pressures to gain unit standards and “learners should be allowed to focus on some ‘soft outcome’ self management skills for the first three months without being accountable for unit standard outcomes”.( New Zealand Council for Educational Research, 2010, p. 58.)

References:

Chan, S., & Ford, N. (2007). M learning and the workplace learner: Integrating Mlearning Eportfolios With Moodle. Christchurch Polytechnic Institute of Technology (CPIT).Christchurch, New Zealand Retrieved March 23, 2012. from: http://www.massey.ac.nz/massey/fms/Molta/Chan.pdf

Hamilton, M., Hillier, Y., & Tett, L. (2006). Introduction: social practice of adult literacy, numeracy and language. Adult literacy, numeracy and language:  policy, practice and research , ch. Maidenhead : Open University Press.

New Zealand Council for Educational Research (2010). Engaging young people/young adults in literacy, language and numeracy skills development. Retrieved from http://www.dol.govt.nz/publications/research/youth-literacy-report/youth-literacy-report.pdf