Online LN learning in context

I am studying towards a Masters in Adult Literacy and Numeracy Education with AUT, NZ.  This blog is part of my journey of discovery – exploring the philosophies and realities of online learning and the ways this may be useful for adult literacy and numeracy learners and educators. 
The challengeIn my current role, the closest I get to learners is when preparing education material/resources (usually hardcopy workbooks) for their vocational/industry ‘training’ (a word used in our tertiary system rather than my view of learning). This material is usually part of a distance learning set up where a learner receives face to face (F2F) support from a workplace mentor/trainer (usually not formally) trained as an educator) – and informal support from colleagues/ family members/ friends etc. Some trainees may also get to spend a small amount of F2F time with a trainer.

The learners I write for come with a wide range of skills and prior knowledge (occupational and LN). 
On the up side, we have the opportunity to provide learning through a very meaningful context i.e. relevant to their occupation. We also find that leaners are quite motivated because they see this as relevant learning or 'for work' rather than 'traditional' classroom learning so their attitudes and openness to learning are positive (despite previous negative schooling experiences).

Increasingly, we have an indication of the general literacy and numeracy competencies of the learner group via assessment information from the LANFA Assessment Tool – this could be a LN prior knowledge starting point. We are also able to analyse the LN demands learners' (as a group) need to be able to manage once qualified (the outcomes we seek) and the LN skills and knowledge learners' need to cope with the industry training regime (e.g. reading training material and completing assessments). 

In this scenario, the resource developer (soon to be online resource developer!) is the educator.  However, there is no direct personal contact with the learner – the resource is the only form of communication (i.e. the educator provides the resource but not learning support). 

Ongoing engagement with the learner will need to be a technical feature of an online resource, or perhaps involve colleagues (other learners), mentors, managers and industry experts in an online environment. Hmmmmm. No expert involvement in the F2F with learners.  So this is not ideal for LN teaching and learning - but when do we ever get that luxury in life - I just hope to identify what will work in this very real situation (and what won't).