From a Rehabilitation Specialist

He or she may (or may not - if from economically disadvantaged circumstances) be computer/tech savvy, but mostly in ways which improve their social life.  Because the person is so busy with their own personal agenda - whether it be a part-time job (due to a multicultural family of origin or other circumstance that demands additional outside income), caring for kids or extended family, or trying to maintain a hectic social agenda, reaching that person will probably require the following:

(1) A venue and method of delivery that captures their interest (since we're competing with many other demands).

(2) Both tech and non-tech options to successfully complete their course assignments including the capability to meet the course requirements by using EITHER mode. (I've come to this conclusion after helping various students with the required "My Math Lab" component of all the developmental math classes....some students get lost in trying to figure out how to operate such a program in addition to just meeting the content requirements of the program).  Also, options to meet the needs of economically or learning disadvantaged students and physically disabled students (especially the hearing and visually impaired)....the LearnLab setting would be one means that might reach more students.

(3) Content that is presented in a manner that covers necessary material, but also does not overwhelm the student with information.  Students want to get to "the meat" or the important points QUICKLY and in a manner that can be easily retained (eg. use of acronyms, mneumonics, etc.) or PROGRAMMED into a device for retention, because their time to absorb information is limited (or at least they think so, because of all the other information and tasks they are juggling). This point is becoming more obvious to me as the cyber world grows, and even my best students (I'm not referring to my economically or learning difference students here) complain about "information overload".  Such a Learning Frameworks course might even address this issue, i.e., how to successfully manage all the information available to them at their fingertips without becoming overwhelmed.

(4) LEARNING BY DOING:  Content that is assimilated by having to actually use it "in action" during the term they are enrolled in the course, i.e., not only through (for instance) cooperative learning exercises, but - for example - through a portfolio (or similar approach) where the student successfully demonstrates the application of their Learning Frameworks objectives in another course they are concurrently enrolled in.  This would be of high importance to me, because of my own experience here at Richland where I've attended professional development classes - especially computer/Groupwise related courses - and then experience a lack of time to sufficiently implement the tips I've garnered from the classes.  For instance, our entire workgroup took a calendar-sharing training about 1 ½ years ago, and we have yet to implement much of anything from that training due to lack of time to follow-up on what we gained from that session.  I'm just now going back to use the HELP section to re-learn (some from scratch) what was provided in the session.

and that last thought brings me to my 5th and final suggestion:

(5) A FOLLOW-UP Resource:  A webpage and/or other delivery method (for those who are not computer savvy) which the student can easily access after exiting the course in order to refresh their memory and/or gain additional information and tips to support them as they continue on with their studies.

The above may be a tall order, but hope the ideas help!