Findings from 3 Ministry of Education research projects Maths Technology Ltd University of Canterbury Massey University

NUMERACY FOR ADULTS: BUILDING SKILLS WITH ONLINE LEARNING LINKS Gill Thomas & Jenny Ward Maths Technology Ltd

Numeracy for adults: building skills with online learning links 16%

Targeted learning objects Support & encouragement

Mostly what we use here is a tape measure; we measure how big the area of the panels are. I’ve started wearing my glasses. I never used to wear them ‘cause I wasn’t sure how to read the tape. I used to keep stuffing things up; usually I was about 5mm out with some of them. General and work specific outcomes

Awarua Research into practice

35 Numeracy modules June – Dec numeracy modules 30 reading modules Pilot #1 Jan-June 2010 Pathways Awarua Pilot #2 July-October 2010 Managed roll-out Tailoring modules Tailoring pathways October - ??? Pathways Awarua Development In the learning context, the weaving pattern, Awarua, reflects the connections that often occur between literacy and numeracy as they weave through programmes and courses to increase the quality of learning engagement and skill levels.

ONE SIZE DOES NOT FIT ALL: HOW FIVE ORGANISATIONS EMBED LLN Linda Leach, Nick Zepke, Penny Haworth, Peter Isaacs & Wills Nepia Massey University

Can function well – conditions Needs whole of organisation approach – Commitment from top management – Involve staff at all layers Agreed organisational view of literacy and numeracy – Functional, critical, social practice, cultural – Accommodate diverse views Policy, procedures & planning documents – Developed and used A champion Learning institutions as context for literacy and numeracy

Provide for a variety of approaches – Embedding (various forms) – One-to-one specialist literacy and numeracy support – Groups – Contextualised workshops Staff relationships – Personal attributes of literacy and numeracy specialists, champions – Collaborative, supportive Learner-centred focus Professional development, mentoring Part of ‘good teaching’ Learning institutions as a context for literacy and numeracy

Flexibility – Respond to specific contexts – Not ‘one size fits all’ Retain options for LLN provision – Specialist one-to-one for some students, for a time Ongoing professional development – “You wouldn’t expect a maths teacher to teach plastering” – Teachers who have difficulty with some LLN skills – Intensive, ongoing support Changes to Practice

Use constructivist learning and teaching Appoint staff with LLN expertise Teacher workload – Time allowance for professional development, redesigning courses, resource development Identify and discuss issues that arise with LLN provision Changes to Practice

E-LEARNING FOR ADULT LITERACY, LANGUAGE AND NUMERACY Niki Davis & Jo Fletcher University of Canterbury College of Education E-learning Lab

Image here ITF ITO Where do you fit? Employer Tutor What are the characteristics of programmes that have been successful in raising the literacy, numeracy and language skills of adult learners and could be used to supplement workplace training?

Please promote co-evolution of e-learning and embedding LLN – You have a role E-learning is relevant to and useful for most adults with literacy, language and/or numeracy (LLN) learning needs. However, these benefits rely on a learning programme that is carefully designed to fit each individual’s needs and lifestyle, his or her proficiency with digital technologies, and his or her level of reading literacy. We identified 6 key factors that are essential to the success of e-learning: The adult’s lifestyle (across life roles improving self esteem) The tutor’s pedagogic goals The tutor’s e-learning proficiency The purpose and culture of the training and work organisations Plus other locations where learning takes place, including the home Agencies, e.g. ITOs can improve their approach to support e-learning too Best practice can evolve 15

10 Findings 1.LLN in the 21st century includes proficiency with digital technologies and e- learning. Computers provide a relevant learning context with adults seeking to enhance their LLN skills and help alleviate some of their anxiety about LLN learning. 2.E-learning for LLN has not been widespread in New Zealand. 3.E-learning is more effective as part of face-to-face training. 4.Māori approaches to e-learning can be used to build capacity. 5.With adequate support, e-learning provides a good source of practice and motivation for second language learners. 6.The diverse Pasifika peoples benefit from e-learning that is accompanied with induction activities and that fits with their respective cultures and lives. 7.Many of the e-learning strategies used for building reading and writing skills can also be successfully used for and by adults with other specific needs. 8.Mobile e-learning increases the flexibility of provision. 9.Tutors and support staff require specific induction and training in e-learning, and there needs to be commensurate development of organisations to accommodate this type of learning. 10.E-learning provides a supplementary means of professional development for tutors and its outreach can include the development of relevant resource banks