Project description
The Guideline
Training model
Briefing notes
Project Partners


Slides 7 - 10 permits the trainer to:

1.Present some of the issues that have emerged through the testing phase of the training model in the UK

2.Set the country context - Include policy developments or local socio-political influences

3.Present the Ariadne ethos - and to refer/introduce the Guidelines as the companion piece to the training


There are 2 ways of looking at ICT in guidance:

first as Substitution ie replacing existing service delivery
and those who actually deliver that service.


In terms of change management, the fear of the unknown can make a difficult situation worse – there can be genuine fears about employment (or unemployment) when ICT is introduced.


There can also be a personal reaction of fear of losing your ‘mastery’ (Moran & Brightman, 2000).  You can feel worried about being less skilfull because of the introduction of ICT in your job.


This session allows you to work on skills and understanding –  to develop your practice in a safe learning environment: no question here is a stupid question


There can be professional concerns: that the service offered will be diminished, less good because of the use of ICT



Moran, J.W. & Brightman, B.K. (2000) Leading Organizational Change.  Journal of Workplace Learning; Employee Counselling Today.  12:2:66-74.

Last update:  12:56 24/11 2004

Ariadne: out of the e-labyrinth
Today’s group: who we are
Ariadne: out of the e-labryinth
Intended learning outcomes are
We define how to work with ICT
IAEVG Competency framework
The web and your practice
Substitution (or value added)?
Value added (or substitution)?
Recommendations Gothenburg, 2001 I
Recommendations Gothenburg, 2001 II
Ariadne guidelines
Web-based tools & Underlying Theory
Matching Approaches
Sociological Approaches
Social Learning Theories
New Theories
Design considerations I
Design considerations II
Ethical implications
Evaluate 3 websites
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GRUNTVIG - European Cooperation Projects in Adult Education
This project has been carried out with the support of the European Union in the framework of the Socrates program
The content of this project does not necessarily reflect the position of the European Union, nor does it involve any responsibility on the part of the European Union