(How) can low-level readers/speakers (of English and other languages) use distance learning effectively?
From LiteracyTentWiki
From: djrosen@comcast.net
Subject: [NIFL-TECHNOLOGY:3808] (How) can low-level readers/speakers (of English and other languages) use distance learning effectively?
Date: October 11, 2005 11:47:03 AM EDT
To: nifl-technology@literacy.nifl.gov
NIFL-Technology Colleagues,
One of the questions posted on the Adult Literacy Education Wiki, in the Technology area, is
(How) can low-level readers/speakers (of English and other languages) use distance learning effectively?
I wonder if you have, or aware of, professional wisdom or research which addresses this question. If you are on another electronic list where there may be practitioners or researchers who could answer this, please forward this post to that list and ask that replies be made to the nifl-techology list or to me.
David J. Rosen
djrosen@comcast.net
From: bonniesophia@adelphia.net
Subject: [NIFL-TECHNOLOGY:3809] Re: (How) can low-level readers/speakers (of English and other languages) use distance learning effectively?
Date: October 11, 2005 12:09:08 PM EDT
To: nifl-technology@literacy.nifl.gov
Hello, all,
I've found in work in community-based adult education with low-level learners and ESL students, that distance learning can and does take place, but only if the students have received an orientation and a fairly rigorous computer training program. My program was classroom-supported and in a computer lab, so I did not have except in one case true distance learning going on; it was more a "hybrid" course, with online and on ground components. Students can be linked to basic computer training, but I believe it needs to be reinforced by a trainer. In addition, there are many more literacy-level and ESL websites now than when I was conducting my program in the mid-to late- nineties. Family literacy worked particularly well with computer activities, but, again, the lesson was facilitated on ground. I'd be eager to hear more, especially from Adult Education programs and community colleges that have a significant online component. I am about to become involved in online instruction here, and though college-level, there are some fairly low level students out there...
Best,
Bonnie Odiorne, Ph.D.Director, Writing Center
Adjunct Professor
Post University
800 Country Club Road
Waterbury, CT 06708
writingcenter@post.edu
From: BENNETT@cotr.bc.ca
Subject: [NIFL-TECHNOLOGY:3810] RE: (How) can low-level readers/speakers (of English and other languages) use distance learning effectively?
Date: October 11, 2005 12:47:12 PM EDT
To: nifl-technology@literacy.nifl.gov
Hi David,
Not sure if this constitutes 'professional wisdom' or just 'practitioner experience' (probably the latter). Our College has been offering a certified Licensed Practical Nursing program for the past 4 years to a learner group which might fit your criteria. We offer the theory part of our LPN program (approx. 8 months) entirely by distance delivery, to a rather special learner audience. Most of the students in this program are foreign-trained healthcare professionals, seeking licensure in Canada, and living about 1000 km from our campus. For the most part, the students have a somewhat limited facility with English (spoken & written) and often VERY limited computer skills. We have learned a few things over the years about making the program work & at this point, our retention rate is about 90%. Some notes on what we do & how we do it:
-- early on, we switched learning management systems to something easier for the students to use. We started with WebCT the first year & found that almost none of the students would use it: they simply communicated with the instructor by mail (mostly) or telephone (sometimes). For the past 2 1/2 years, we have been using Moodle which the students find much easier to use. They need a course management system in which it is impossible to get lost & also a limited number of basic tools (we use mostly linear resources for reading, lots of discussion forums, & on-screen writing assignments). -- we provide an on-site orientation to the learning management system & the online program. -- we schedule frequent, short assignments & maintain tight deadlines -- the instructor for the program schedules a regular (once per month) on-site workshop to keep in touch with students -- we make ample use of non-technical support systems. For example, we provide a toll-free phone number for students to call us with technical problems.
Of course, there is still plenty of room for improvement. If we could assign more money & time to this program, I would recommend: -- increase the on-site orientation significantly. At the moment, we provide one full day of technical orientation. Most students would benefit from at least twice that amount. Students with next-to-no computer skills (many of these students are in the 40s-50s age range)would benefit from 3 or 4 days to improve their basic computer competencies: opening & closing programs, super-basic file management, getting familiar with the keyboard, basic troubleshooting. -- add some kind of easy-to-use desktop-sharing or application-sharing facility (e.g. Shinkuro). This would make our lives so much easier! As the primary person responsible for supporting the instructor & the technical needs of the students, I spend HOURS talking on the phone with distraut, frustrated students. I have a hard time understanding their spoken English sometimes & they have a hard time understanding my computer directions. If I could see what they're doing, & demonstrate on-screen how to do it the right way, I think we'd all be happier.
Sooo... I guess our approach could be summed up as 'high-touch, low-tech'. I can't stress the importance of the high-touch part. In my experience, low-literacy students need a warm body who is approachable & patient. Of course, it would be best if that warm body were available on-site to help (such as an on-site tutor or mentor)... The high-touch can be provided at a distance but it is harder & it does take time.
Hope this helps,
Gina
Gina Bennett
eLearning Support & Coordination
College of the Rockies
Box 8500
Cranbrook, BC V1C 5L7
250.489.8287
From: djrosen@comcast.net
Subject: [NIFL-TECHNOLOGY:3812] Re: (How) can low-level readers/speakers (of English and other languages) used distance learning effectively?
Date: October 11, 2005 5:35:42 PM EDT
To: nifl-technology@literacy.nifl.gov
Hello Bonnie, and others,
Perhaps it would be helpful to distinguish three kinds of distance learning:
1. Pure DL -- all online except possibly a face-to-face orientation, and face-to-face session at the end for assessment and evaluation
2. Blended or Hybrid DL -- a balance of online and face-to-face learning where the majority is online but with a significant face-to-face learning component
3. Supplemental DL -- students go to classes and supplement their 'time on task" with online work (including dvds, videotapes and accompanying print materials)
I am not sure if what you have described is 2. Blended or 3. Supplemental. What do you think?
I wonder if anyone is doing pure DL with low literacy students -- perhaps with real-time telephone calls. (Now that long distance telephony is free for anyone with a computer, using Skype or Project Gizmo, I wonder if it might work to have an online telephone tutor with a web-based curriculum.)
David J. Rosen djrosen@comcast.net
From: bonniesophia@adelphia.net
Subject: [NIFL-TECHNOLOGY:3813] Re: (How) can low-level readers/speakers
Date: October 11, 2005 7:43:26 PM EDT
David,
Thanks for the clarification. my program was definitely supplemental.
Bonnie
