New Ways To Learn   7. Recommendations for action We think there is now enough evidence to draw up worthwhile recommendations for action. We suggest the following specific measures to maximise the benefit to be gained from new ways to learn. Some of these require policy actions; but there are some things that any individual or institution can do immediately, without waiting for any external decision: Improved access to technology is needed for all learners. For new learning, this is as basic as ensuring that all pupils have a desk, a chair and an exercise book. Understanding the new process shows that this is not just a question of buying more computers. Access is needed not only in the classroom, and not just during normal teaching hours. This has implications for the management and staffing of resource centres, for example. A reassessment of the facilities needed by 21st century learners would include helping them to obtain online access at home, and not only for IT-related courses. We believe the introduction of reduced telecommunications charges for learners is the single most effective way to improve universal access to learning. Full time students already have a special economic status, enshrined in legislation and recognised by all. Reducing telecommunications charges for learners would, in a very practical way, acknowledge the special status of lifelong learning as a continuing component of adult life. Technically, access on these terms could be restricted, for example, to facilities such as the National Grid for Learning. This measure could be brought about either by political action (eg changes in the regulatory environment), or by local or national commercial initiative. Without this, the fact that local telephone calls are charged in the UK but free in the US, will in the years to come lead to a measurable learning deficit in the UK. Systematic support for innovation in FE will allow progress to be made in those areas - such as lifelong learning - where the greatest gain is both needed and possible. At present most research and innovation takes place in schools and higher education, simply because this is where the money and the institutional support are available. A better understanding of the new process outlined here, and systematic communication of how it works, would maximise the benefit to be gained by all, and minimise unnecessary trial and error and reinventing of the wheel. To back up a growing theoretical understanding, the active collection of case studies - which could be publicised via the World Wide Web - would help many teachers, learners and administrators to relate what is happening to their own experience, and find specific examples to guide their own practice. Systematic training of teachers not just in how to use technology, but how to manage new ways to learn, would pay enormous dividends. Until recently not enough was known to make this feasible; now it is realistic to do it.   ©1999 Mediation Technology

Section: 7 - Recommendations for action