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Indicators of High Technology Performance for Adult LearningSource: Practice Guide: Assessing Lifelong Learning Technology (ALL-TECH): A Guide for Choosing and Using Technology for Adult Learning, NCAL Report PG98-01 (January 1998)
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Table 2: Indicators of High Technology Performance for Adult Learning |
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Variable |
Indicator of high technology performance |
Indicator definition |
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Access |
Connective Ubiquitous (and Available in functional context)
Interconnective
Designed for equitable use |
Learning contexts are connected to Internet and other resources Technology resources and equipment are pervasive and conveniently located for individual (as opposed to centralized) use (and useable in daily life and work settings) Learners and instructors interact by communicating and collaborating in diverse ways All learners have access to rich, challenging learning opportunities and interactive, generative instruction |
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Operability |
Interoperable (and Convergent)
Open architecture Transparent |
Capable of exchanging data easily among diverse formats and technologies (including integration of computer and telecommunications technologies) Allows users to access third-party hardware/software Users are not - and do not need to be - aware of how the hardware/ software operates |
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Organization |
Distributed
Designed for user contributions Designed for collaborative projects |
Technology/system resources are not centralized, but exist across any number of people, environments, and situations Users can provide input/resources to the technology/system on demand Technology is designed to facilitate communication among users with diverse systems/equipment |
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Engagability |
Access to challenging (and Appropriate) tasks
Enables learning by doing Provides guided participation |
Instructor or technology program is responsive to learner needs, requests (e.g., menu driven) (and meets the needs and interests corresponding to particular age categories and life situations) Instruction oriented to constructing meaning; providing meaningful activities/experiences Technology responds intelligently to user and is able to diagnose and prescribe new learning |
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Ease of Use |
Effective helps
User friendliness/user control
Fast
Available training and support
Provides just enough information |
Technology provides help indices that are more than glossaries; procedures for tasks and routines may provide Technology facilitates user and is free from overly complex procedures; user can easily access data and tools on demand Technology has a fast processing speed and is not "down" for long periods of time Training is readily and conveniently available, as is ongoing support Technology allows for random access, multiple points of entry, and just in time different levels and types of information |
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Functionality |
Diverse (and Robust) tools
Media use Promotes programming and authoring Supports project design skills |
Technology enables access to full diversity of generic and context-specific tools basic to learning and working in the 21st century (that function reliably in diverse settings) Technology provides opportunities to use media technologies Technology provides tools (e.g., "wizards") that are used to make other tools Technology facilitates the development of skills related to project design and implementation |
"Access" indicators
Issues of access to technology are vital indicators of high performance for adult learning. The Plugging In framework calls for technology that is connective, ubiquitous, interconnective, and designed for equitable use. To facilitate adult learning it is also important for technology to be available in the settings in which adults find themselves in the course of their daily routines. Ideally, technology that is already available in adults’ daily life and work settings should be used to expand adult learning opportunities.
"Operability" indicators
In the area of operability, the Plugging In framework calls for technology that is interoperable, has open architecture, and is transparent. In the case of adult learning, it will also be advantageous for technology to be convergent. In other words, technology should allow multiple channels of access to information. The current trend toward convergence of computer and telecommunication technology has great potential for creating informal learning opportunities in a wide variety of contexts. Access to the internet through cable television and high-speed modems are just two examples of ways in which convergent technology can expand access to information and computing power.
"Organization" indicators
According to the Plugging In framework, high performance technology for K-12 is distributed, designed for user contributions, and designed for collaborative projects. These criteria are even more important considerations in assessing high technology performance for adult learning. Adult learners need to have access to technology in settings that are close at hand, are available on demand, and accommodate collaboration.
"Engagability" indicators
The Plugging In framework identifies three indicators for assessing the ability of technology to engage and sustain learners’ involvement in learning. Engagable technology provides learners with access to challenging tasks, enables learning by doing, and provides guided participation. For adult learners, technology should also provide learners with access to tasks that are appropriate to the age and life situation of the adult learner.
"Ease of Use" indicators
Ease of use is an important variable in the Plugging In framework for assessing high performance technology. Indicators of ease of use include the presence of effective helps, a high degree of user friendliness and user control, the relatively fast processing speed of the technology, the ready availability of training and sup-port, and the provision of just enough information just in time. Ease of use indicators are especially important concerns for adult learners, particularly for adults with low-level language, literacy, and numeracy skills.
"Functionality" indicators
The final variable in the Plugging In framework defines indicators for assessing the functionality of technology. The functionality indicators in the original framework are access to diverse tools, opportunities to use media technologies, promotion of the use of authoring and programming tools, and support for developing project design skills. Together these indicators point in the direction of technology that is highly adaptable to individual learning needs and preferences and that allows the learner a high degree of control over the learning process. This is precisely what adult learners need. One additional indicator has been added to the list. For adult learners, it is especially important to have access to robust as well as diverse tools. These tools must not only apply to a wide variety of learning contexts and interests, but also must function reliably under what may be far from optimal conditions. Furthermore, adults should be able to take their learning tools with them wherever they may go.