The co-evolution of e-learning and adult literacy and numeracy: A nested case study of a polytechnic

Updated: 11:19am, 14 Nov, 2022
15 September 2009 (Tue)
Room 101, Runme Shaw Building, HKU
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ITE seminar series 2009/2010

The seminar is a joint seminar organized by CITE and Faculty of Education, The University of Hong Kong

International surveys including the Adult Literacy and Life Skills survey have raised awareness of major challenges due to literacy (including numeracy) in the adult population with evidence that around one in five adults has needs in many countries including the UK, USA and New Zealand. Low levels adult literacy have a direct impact on the economy and reduces life changes for adults and their children. In addition, the Moser Report (1999) declared that: "At the heart of improved quality in delivery and materials must be increased use of Information and Communication Technologies (ICT) to improve basic skills." This seminar provides a case study of one polytechnic institute including nested case studies of good practice in the embedding of e-learning to increase adult literacy and numeracy at foundation levels.
The study produced a rich description of a large urban polytechnic with little distance learning. The rich thick description includes illustrations of senior and middle managers who worked strategically and collaboratively to support the innovation and develop good practice with both e-learning and the embedding literacy and numeracy into foundation and trades courses, while also striving to meet the many needs of minority students.
Five case studies of specific courses describe the trajectory of individual tutors and the development of e-learning within three of the five colleges of the polytechnic. These include mobile learning, a library resource centre for ESOL students and an online numeracy course.

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About the speaker(s):

About the speaker(s):Niki Davis, University of Canterbury Professor of e-Learning, is recognized internationally as a leading expert in information and communication technologies in teacher education. Sought by UNESCO, European Commission, national agencies, companies, scholarly societies and institutions for her expertise; she has over 200 publications including books and scholarly papers. Leadership positions have included Director of Iowa State University Center for Technology in Learning and Teaching in the USA and University of Exeter Telematics Center in the UK; President of the Society of Information Technology in Teacher Education and the UK association for Information Technology in Teacher Education; Chair of educational research for the International Federation of Information Processing; and Editor of academic refereed journals including Information Technology for Teacher Education, and the World Yearbook of Education for 2004. Since her arrival in New Zealand in 2008 Professor Davis has led research in e-learning, including e-learning for adults with needs in literacy and numeracy for the New Zealand Ministry of Education and virtual schooling.

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