4.   Learner Support

a.    Information, advice and guidance (IAG)
The principles of Coherent IAG Service Delivery (adopted by the National IAG Board) includes:

• Accessible and Visible - IAG services should be recognised and trusted by clients, have convenient entry points from which clients may be signposted or referred to the services they need, and be open at times and in places which suit clients' needs. The use of technology can play a major part in enabling accessibility and visibility of IAG , for example via a website, VLE and the use of email.

• Effective Connections - Links between IAG services should be clear from the client's perspective. Where necessary, clients should be supported in their transition between services. Hyperlinks to IAG services on the organisations website will help to facilitate effective communication between services.

• Availability, Quality and Delivery - IAG Services should be targeted at the needs of clients, and be informed by social and economic priorities at local, regional and national levels. Ensuring that hard copy material is available at all times to clients can be challenging and changing information that is produced in hard copy is expensive and time consuming. Producing electronic material means that as priorities and client needs change content can be quickly and efficiently updated and if uploaded to an on-line resource e.g. website, is available 24/7.

In addition providers have a responsibility to collect and act upon customer feedback, ensure that service users are aware of feedback mechanisms, and that any feedback they give will be welcomed and acted upon in seeking to improve services. Placing an on-line survey on the organisation's website, which will provide the organisation with comprehensive client feedback is one way that the use of technology can enhance the IAG service.

b.   Additional support for learners
Everyone is responsible for making learning accessible to all. Assistive technology, mobile learning and delivering learning materials on-line can offer accessibility benefits and can also create new opportunities for learners with support needs. When considering appropriate systems it is most effective to add value to learners in different ways with a repertoire of tools and techniques, rather than disregarding resources because all learners cannot access them equally.
Staff should be aware of relevant legislation and techniques required to ensure that resources, presentations and support are accessible to all learners

c.    Electronic communication
Using electronic methods to communicate with colleagues, learners and employers can mean more productive and timely interactions. New technologies can bring recognition that learning is a social process in which learners can collaborate, both by helping each other and working together on common goals.

The following tools are being used in education to communicate with learners:

• Email

• Voice over IP e.g. Skype

• Discussion forums

• Chat rooms

• Social networking sites

d.   Development of learners' IT/ICT skills
Organisations should ensure that learners have the necessary ICT skills to access learning. If the organisation uses e-learning and electronic tools for assessment and communication learners will require the appropriate level of ICT knowledge and skills to be able to access and fully benefit from them. Many learners have developed the skills required to make the most of electronic tools e.g. mobile phones, MP3 players, in their every day lives, however skill levels will vary, so it is important to assess the ICT skill level of learners as they join a learning programme. Strengths and weakness should be reflected in their learning plan with appropriate learning objectives identified.

e.    Setting targets and recording progress and achievement
It is important that learners are engaged in the process of planning their own learning and recognising and recording their progress and achievements.  The use of ICT can enable provider staff, learners and employers to view, and to feed into, the on-going process of setting targets and recording progress and achievement. Electronic management information systems (MIS) can produce comprehensive reports on information gathered from every aspect of engagement with learners and employers e.g. initial assessment, updating of learning plans, quarterly reviews and assessor visits.  Alternatively, existing systems and documentation could be made electronic and accessible via a website or VLE.