Project Aim
How learners interact with technology throughout their learning lives.
Methodology
The programme spanned two phases over four years from 2005-2009. It comprised nine research projects in total (two in phase 12 and seven in phase two), employed mixed method approaches, and had the sustained involvement of over 200 learners and more than 3000 survey respondents. Five national workshops3 were run disseminating the methods and findings.
We looked at learners from HE, FE and work based learning. In total, these projects involved 186 learners in some form of sustained engagement over an extended period, such as interviews, audio or video diaries, or production of case studies. In addition, 2921 learners participated in the surveys conducted by the LEAD, Thema and PB‐LXP projects.
To achieve these aims each project adopted a mixed method approach, employing a variety of data collection techniques. The primary data collection method was some form of interviewing or diary keeping. Some made use of surveys
Main Findings
· Nearly all students have access to a great deal of technology, not just that provided by their institution, but also their own laptops and mobile phones.
· Learners are immersed in a technology rich environment and make use of the technology available to them in a wide range of ways.
· Some learners feel disadvantaged by a lack of functional access to technology or the skills to use it properly
· Others are making deliberate choices to adopt sophisticated technology‐mediated learning strategies and finding and using a range of tools in personalized, creative ways to support their study.
· Learners have high expectations of institutions to provide robust, reliable and accessible technology
· Most learners do not have clear ideas of how courses could be using technology in educational and innovative ways.
· Learners lead complex, time pressured lives and they need to develop organization skills to help them manage the multiple demands of study with home, family and employment
· Learners are clear that most of their technology use for learning is defined by their courses and tutors. The powerful influence of context means that teachers and their institutions need to take the lead in supporting learners' developing digital literacies.
exec summary - http://www.jisc.ac.uk/media/documents/programmes/elearningpedagogy/lxp2execsummary.pdf
Responding to Learners Pack
Creanor, L., Trinder, K., Gowan, D. and Howells, C. (2006) ‘LEX: The learner experience of e-learning’, Final Project Report; also available online at http://routes.open.ac.uk/ ixbin/ hixclient.exe?_IXDB_=routes&_IXSPFX_=g&submit-button=summary&%24+with+res_id+is+res19282
Mayes, T. (2006) ‘LEX Methodology Report’, JISC-funded LEX Project, Glasgow, University of Strathclyde; available online at http://www.jisc.ac.uk/ media/ documents/ programmes/ elearningpedagogy/ lex_method_final.pdf
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