There’s no doubt that e-learning has opened an exciting range of possibilities and opportunities for learners around the globe. But have all learners had the chance to join in the revolution?

In this edition of The Knowledge Tree we tackle the question of whether e-learning fosters social inclusion and ask how it can foster amongst equity groups equal participation in training and workforce development. The rate of technological change continues unabated, but are these technologies truly accessible? And, just as importantly, do they cater for learners’ diverse needs while promoting positive learning experiences and greater participation in training?

Our contributors wrestle with these questions and provide unique insights into how e-learning technology can foster social inclusion. They also address pedagogical issues and offer practical strategies for how to cater for equity groups’ needs. Our authors and interviewees also look at how a strong focus on technical standards can ensure accessible and inclusive e-learning resources.

Inclusive e-learning means different things to different groups and individuals. It’s a broad topic and, in the name of inclusiveness, we have tried to include in our discussion as many equity groups as possible:

• Indigenous learners
• rural/remote learners
• learners with disabilities
• young disengaged or marginalised learners
• learners with low literacy and numeracy levels.

In our lead and peer reviewed article, Ruth Wallace, Senior VET Lecturer and researcher at Charles Darwin University, addresses inclusivity and Indigenous learners. ‘Engaging Indigenous learners through mobile learning: more than adding a new gadget’ looks at this technology’s pedagogy and how it can connect with Indigenous people. Ruth details two key examples from the Northern Territory, explaining that engagement has occurred despite – and within – the context of Indigenous education and employment programs’ that have had mixed and often unsustainable results. She argues that mobile learning technologies have achieved better outcomes, and she highlights the need for investment in key relationships, and changes to the policy and funding systems that affect Indigenous people’s livelihoods.

Web 2.0 technologies allow people to interact with family, friends, work colleagues and like-minded others like never before. This year the State Library of Queensland implemented ‘Looking @ 2.0’, an online learning program focusing on Web 2.0 technologies and designed for all Queensland-based learners. The program aims to educate participants about Web 2.0 so they can make informed decisions about which technologies are right for them. In her article, ‘Looking @ 2.0 – a program to meet a community need’, Linda Barron from the state library of Queensland overviews the program and explains how it has engaged users throughout Queensland – including rural and remote learners, and mature learners. She also discusses the role of libraries in educating the public about Web 2.0 technologies.

‘Creating inclusive e-learning’ considers the impact of the e-learning revolution on learners from various backgrounds, including those with disabilities. Focusing on interactive, remotely delivered resources, Andrew Downie from NSW’s Centre for Learning Innovation interprets e-learning broadly and considers a broad range of technical and learning style issues. He argues that there can be tensions in creating different versions of resources because such versions may not provide equivalent learning experiences, for example ‘text only’ alternative versions to animated versions (for those using screen reader software) may only replace interesting and instructive interaction with bland information. Andrew makes recommendations for how to accentuate e-learning’s benefits while minimising its potential disadvantages.

Helen Lynch, ACT Toolbox Champion, writes in ‘Learning technology for all’ that the use of information and communication technology (ICT) offers the most enhanced, socially inclusive and learner-centred experiences available. She explores the latest research on how best to develop educators’ skills so they can integrate ICT into their teaching practices. Helen also points out that research into teachers’ professional development has shown the success of programs that go beyond narrow ‘re-tooling’ to enable teachers to see e-learning’s transformative possibilities.

In ‘Are the digital natives restless?’ Victor Callan, Annie Fergusson and Melanie Worrall provide an overview of upcoming research into how young learners engage with new technologies, and how technology can act as an enabler for youth disengaged from traditional learning approaches. And in a special video presentation, Tasmanian Toolbox Champion Peter Shanks imagines what e-learning might look like in 20 years time, including his prediction of an explosion in globally accessible open courseware.

As always we have a dynamic range of interviews. We talk to Jean Johnson and Jonny Dyer from Inclusion Trust about the origins of the organisation and how they use innovative learning strategies to foster social inclusion and empower marginalised members of society. We ask Owen ONeill from the Framework’s E-standards for Training Business Activity about the importance of technical standards and how they can be used to develop accessible, inclusive e-learning. Finally, we talk to Lesley Cioccarelli, English teacher in the Adult Migrant English Program at Canberra Institute of Technology, about two virtual classroom initiatives involving migrant learners, and learners with low literacy and numeracy levels.

We hope you enjoy this edition of The Knowledge Tree and we look forward to your feedback.