Abstract
The government 'spin' on lifelong learning, as expressed in the Green Paper, The Learning Age (DfEE, 1998), and taken forward in the White Paper, Learning to Succeed (DfEE, 1999), emphasizes knowledge acquisition, skills development and student-centred flexible education and training. The aim of the government, as expressed in the summary document, Education and Training Development Agenda 2000-2001, is to 'help develop a "learning society" in which everyone, in whatever circumstances, routinely expects to learn and upgrade skills throughout life' (DfEE, 1998). Central to this idealistic notion is the view that continuous updating in ICT skills will play a vital part in the self-empowerment of individual learners. In support of this vision the government is funding ventures such as the Information and Communication Technologies (ICT) Learning Centres initiative - 'a new programme designed to help bridge the gap between those in society who have access to ICT and those who do not' (DfEE, 1999). Community Access to Lifelong Learning is a parallel New Opportunities Fund programme which is designed to encourage adult learning. It focuses on improving access to learning opportunities through the use of ICT.DOI:10.1080/0968776000080306
Highlights
The government 'spin' on lifelong learning, as expressed in the Green Paper, The Learning Age (DfEE, 1998), and taken forward in the White Paper, Learning to Succeed (DfEE, 1999), emphasizes knowledge acquisition, skills development and student-centred flexible education and training
The aim of the government, as expressed in the summary document, Education and Training Development Agenda 2000-2001, is to 'help develop a "learning society" in which everyone, in whatever circumstances, routinely expects to learn and upgrade skills throughout life' (DfEE, 1998). Central to this idealistic notion is the JillJameson and David Squires Teaching new media composition studies in a lifelong learning context view that continuous updating in Information and Communication Technologies (ICT) skills will play a vital part in the self-empowerment of individual learners
This paper reports on an further education (FE) case study which highlights ways in which in the process of multimedia authoring, students can be 'armed' to derive specific benefits if close attention is given to the setting up of the learning environment and the authoring task itself
Summary
Governmental proposals for lifelong learning, and the role of Information and Learning Technologies/Information Communication Technologies (ILT/ICT) in this, idealistically proclaim that ILT/ICT empowers learners. A case study into multimedia creative composition carried out with FE students in 1996-9 found that students tend to experience a problematic but potentially useful period of 'creative mess' when authoring in multimedia, and that 'scaffolding' strategies can be useful in overcoming this. Such strategies can empower students to derive benefits from multimedia composition if close attention is given to the setting up of the learning environment: a teachers' model for supporting novice hypermedia authors infurther education isproposed, to assist teachers to understand and support the learning processes students may undergo in dynamic composition using new media technology
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