AleNewDesignsOnlineDistanceLearning
From LiteracyTentWiki
From November 17th to November 21st, 2008 a discussion was held on the National Institute for Literacy's Special Topics discussion list entitled "New Designs for Online and Distance Learning." It focused on two new adult education models: a national learning portal for English language learning at a distance, called USA Learns, and a web-based and telephone-based learning support system, called the Learner Web, for ABE, ASE and ELL students enrolled in classes to supplement their learning, as well as for those who study on their own. There were five distinguished guests, researchers as well as product developers, who described these two models and answered questions. For USA Learns, guests were John Fleischman, Dr. Jerome (Jere) Johnston and Dr. Leslie I. Petty. For the Learner Web guests were Dr. Stephen Reder and Dr. Clare Strawn.
Description of the models
The Learner Web is a learning support system providing structure and resources for adults who want to accomplish specific learning objectives. A learner can access the system through the Internet. In addition to on-line resources, the Learner Web integrates support services from existing local education programs, community based organizations, tutors, and telephone helpers. The Learner Web consists of a Web-based software system that is implemented regionally. The System is organized around Learning Plans. A Learning Plan is a set of steps structured around achieving an identified goal. For example, if the goal is to get a GED, the steps might include finding out more about the tests, identifying what skills one needs to brush up on, learning new skills and knowledge, taking practice tests, etc. Each step is matched with online and community based resources and a workspace where learners can take assessments or save their work in an e-portfolio. The learner creates a personal profile, may take a short reading assessment and interest inventory, chooses a goal from the available list and follows the Learning Plan independently or with a tutor or a teacher. The Learning Plan is dynamically matched by the software to both the learner profile and educational resources. The learner’s progress is saved and can be returned to at any time via the internet. Learners can choose to share their workspace with a tutor or teacher.
The Learner Web began the second year of a three-year demonstration project in seven demonstration regions across the country in October, 2008.
U.S.A. Learns is a free Web site designed for adult learners with limited English language skills. Instructional content focuses on the language and literacy skills that adults need for everyday survival. While a broad range of adults can use U.S.A. Learns, it has been developed primarily for immigrants who cannot attend traditional classroom programs because of difficulty with schedules, transportation, or other barriers. The site includes more than 400 hours of instruction and offers an extensive array of video, audio and richly illustrated graphics and images. The site layout was created with the inexperienced Web user in mind, and extensive built-in help features are available. U.S.A. Learns can be used independently, but it can also be used in association with a teacher or tutor via an online management system.
Background on Discussion Guests
John Fleischman With more than 25 years of experience in adult education as a teacher, administrator and project director, John Fleischman is currently responsible for information and educational technology operations at the Sacramento County Office of Education. John possesses an extensive background with creating and implementing instructional and informational media for use in a variety of educational environments. His present area of focus is on building Web-based solutions for education, including data management systems and comprehensive online learning resources. Working at the state and national level, he provides oversight for a range of technology initiatives including the Outreach and Technology Assistance Network (http://www.otan.us) and Strengthening Programs Through Technology (http://www.adultedonline.org). John is the author of numerous publications and is frequently requested as a presenter at both state and national conferences.
Jerome (Jere) Johnston is Research Professor at the University of Michigan’s Institute for Social Research. For 40 years he has been studying ways that technology shapes what people learn. In recent years Dr. Johnston has been exploring innovative ways to use technology in adult literacy. He directs the Project IDEAL Support Center, supporting 25 states in their efforts to build distance learning programs for adult learners. The Center provides technical assistance to states in the areas of training, research, and policy development (http://projectideal.org).
Stephen Reder is University Professor and Chair of the Department of Applied Linguistics at Portland State University. His research and teaching interests focus on adult education and the processes of literacy and language development during adulthood. Dr. Reder has served as the Principal Investigator for a number of major projects in adult education. Two recent projects, the Longitudinal Study of Adult Learning and the National Labsite for Adult ESOL, examine the ways adults acquire new literacy and language abilities and the roles which adult education programs and policies play in supporting that development. The results of this research have led to the development of the Learner Web, an innovative online adult learning support system. Professor Reder is the author of numerous publications about his research and its implications for adult education and adult literacy and language development. He has recently completed co-editing a volume with John Bynner, Tracking Adult Literacy and Numeracy Skills: Findings from Longitudinal Research. A second book is in progress, Dropping Out and Moving On: Life, Literacy and Development among High School Dropouts. Dr. Reder actively works with networks of adult education researchers, practitioners and policymakers at the state, regional and national levels.
Clare Strawn is Assistant Professor at Portland State University, Portland, Oregon, and has been an analyst on the Longitudinal Study of Adult Learning. She is interested in patterns of program participation, the intersection of learning and community development, social capital influences on learning strategies, and technology. She has been a co-developer, with Steve Reder of the Learner Web and has been actively involved in the demonstration project.
From: DJRosen@theworld.com
Subject: [SpecialTopics 1075] New Designs in Online and Distance Learning
Date: November 17, 2008 4:36:54 AM EST
Special Topics Colleagues,
Today we begin a discussion of two new online and distance learning models specifically designed for adult literacy education, including ESL/ESOL. They are the Learner Web and USA Learns. Each has much to offer, but they differ in their design, audiences, and also in their stage of development. USA Learns, with core funding from the Office of Vocational and Adult Education, launched earlier this month (http://usalearns.org) and is a national adult ESL/ESOL portal. It is available now at no cost to adult learners everywhere.The Learner Web is beginning its second year of a three-year, federally-funded demonstration grant from the Institute of Museum and Library Services. The Learner Web is available now only for piloting, and only in certain regions of the country. I am an advisor to USA Learns, and am a Regional Implementation Advisor for the Learner Web, so I have had the privilege of watching both projects evolve.
We will begin today with a presentation of the Learner Web by Stephen Reder from Portland State University. He will be joined in the discussion by Clare Strawn, a co-developer with Steve, of the Learner Web. Clare is also on the Portland State University faculty. On Tuesday we will have a presentation about USA Learns by John Fleischman, from the Sacramento (CA) County Office of Education. John will be joined by Jere Johnston and Leslie Petty, both from the University of MIchigan. They will also be joined by Sheryl Adler, from the U.S. Department of Education's Office of Vocational and Adult Education as there may be questions about the development of USA Learns which she can best address.
I am delighted that our guests -- and you -- can join us for this discussion. Please feel free to post your questions and comments for our guests at any time this week.
David J. Rosen
Special Topics Discussion Moderator
djrosen@theworld.com
From: reders@pdx.edu
Subject: [SpecialTopics 1076] initial response to questions about Learner Web
Date: November 16, 2008 9:09:44 PM EST
Hello, everyone. We’re delighted to have this opportunity to discuss the Learner Web this week and to answer questions you have. And, indeed, you’ve already posed some excellent questions. Before turning to specific questions, however, let’s briefly review what the Learner Web is, as it’s quite different in intent from other online or distance learning systems.
The Learner Web is a learning support system intended to help adults reach important learning goals they may have, such as obtaining a GED, improving their English, transitioning to college, preparing for a particular career, etc. A learner can access the system through the Internet. In addition to on-line resources, the Learner Web integrates support services from existing local education programs, community based organizations, tutors, and telephone helpers. The Learner Web consists of a Web-based software system that is implemented regionally. The System is organized around Learning Plans. A Learning Plan is a set of steps structured around achieving an identified goal. For example, if the goal is to get a GED, the steps might include finding out more about the tests, identifying what skills one needs to brush up on, learning new skills and knowledge, taking practice tests, etc. Each step is matched with online and community based resources and a workspace where Learners can take assessments or save their work in an e-portfolio. The Learner creates a personal profile, may take a short reading assessment and interest inventory, chooses a goal from the available list and follows the learning plan independently or with a tutor or a teacher. The Learning Plan is dynamically matched by the software to both the learner profile and educational resources. The Learner’s progress is saved and can be returned to at any time via the internet. Learners can choose to share their workspace with a tutor or teacher.
The Learner Web is being demonstrated in a number of sites across the country over the next two years. We plan to use the experiences of the local communities and organizations involved in the demonstration to help us design a sustainable national rollout starting in the fall of 2010. It may be possible for interested programs, organization or communities to join the project and begin using the Learner Web before that time. At the moment, there are Learner Web implementations is Portland OR, St. Paul MN, Boston MA, Providence RI, Westchester NY, Union County NJ and Washington DC.
Now for some of your questions. A couple people asked if LW could be used by free-standing adult learners, that is, by adults who are not enrolled in formal programs. The answer to that depends on the Region implementing it. During our demonstration project, some of our Regions are limiting its use initially during the piloting period to students in their classes. Other regions are allowing learners to create their own accounts and use the system independently. Once Learners have accounts, they log in to the system, select their goals, and start working on related Learning Plans (which provide assessments and appropriate placements into Learning Plans).
Several questions asked about the reading, math, and computer skill levels required to use the system. We will have good answers to those questions after we complete the piloting period currently underway. For now, I would say that we’ve seen adults with little previous education or native language literacy struggle with the navigation within LW, while other adult students find it relatively easy to use. The difficulty experienced depends not just on the Learner Web software itself (which we frequently revise to make friendlier to a broader range of adult learners) but on the content of the Learning Plans and Resources developed for the system. Learning Plans can be targeted to adults at different skill levels. It is straightforward to incorporate multilingual and multimedia content, prompts and assessments into Learning Plans.
The LW design was based on research about adult learning that indicated that adults with quite low levels of skill can and often do engage in self-directed efforts to improve their basic skills. But this research did not focus specifically on the self-directed use of online tools, so it is important to wait for the experience of our pilot sites with a range of learners before answering the question. We hope the integrated help systems we have built into LW (including telephone based helpers) will scaffold its use by low-skilled adults so that a broader skill range of adults may be able to use the system than if they had to do it totally on their own. We plan to use videos, podcasts and other multimedia to provide initial orientation to users. A simple Learning Plan is being developed that will teach users how to use the system.
Several questions asked about specific features of the LW system and how they relate to features of web-based classroom platforms such as Moodle, WiZiQ, etc. Although there are some overlaps between LW and other such systems, and indeed LW could be used as just a platform for an online course, it is really designed for supporting a range of self-study and blended learning models, working hand-in-hand with and coordinating collaboration among community resources, programs and services to support learners. LW can also be used to add functionality and enhance other online products; for example, a Learning Plan could wrap around an online product and add telephone-based volunteers who help learners working with the other online product. Another example: using telephone-based volunteers as conversation partners in an ESOL Learning Plan. We see the LW as enhancing and supplementing rather than replacing live teachers and classroom interaction. Tutors – either online or face-to-face – have roles in LW and where available are easily integrated into Learning Plans. Relatively little social networking functionality is built directly into LW but it is straightforward to add social networking sites/software as Resources in Learning Plans.
Assessment of progress in LW is measured directly in terms of learners’ completion of key steps and goals within particular Learning Plans. Learning Plans may be designed so that the completion of some steps is determined by learners themselves, whereas other steps require a teacher or tutor using the LW to determine whether the step is completed by looking at an assessment or assignment submitted by the learner. Steps have workspace items associated with them, which may be automatically scored tests or assessments or assignments that must be graded by a teacher or other LW user who views the learner’s work. If programs negotiate proxy hour equivalents with their states for completion of key steps or goals in a Learning Plan, those equivalents can be directly entered into the Learning Plan design and automatically reported for NRS purposes.
We’ll stop here. We weren’t able to respond here to all of the questions initially posed, but I’m sure they’ll come up as we continue the discussion this week. We’re looking forward to it.
From: DJRosen@theworld.com
Subject: [SpecialTopics 1077] Re: initial response to questions about Learner Web
Date: November 17, 2008 5:27:43 AM EST
Thanks, Steve, for this thorough introduction. Those who would like to see a screen capture video showing what the Learner Web looks like from a learner or from an administrator point of view, could go to http://learnerweb.org (Select "View Demonstration" to request a password to view the video.)
One series of questions that I am sure many people have concerns telephone helpers. Who are they, what kinds of help do they provide, how are they recruited, how often do they do telephone helping, how do they differ from (face-to-face or online) tutors, and how is the privacy of the learner and the online helper protected?
Now would be a good time for others to post their questions about the Learner Web, too. What would you like to know?
From: katherine.gotthardt@gmail.com
Subject: [SpecialTopics 1078] Re: New Designs in Online and Distance Learning -- your questions
Date: November 2, 2008 5:26:49 PM EST
Hi David --
1. It looks like these programs will be open source. How do they differ from other programs that are NOT open source? For example, I worked with a program called Project Connect which provided lessons in English language, culture and civics. Schools using the program must purchase a license. Hence, the program is run through the school where there are designated contacts who can also meet with students and provide a certain amount of tech support. Are these programs similar? If so, has there been any feedback from subscription-only program providers?
2. Are these programs meant to be used in tandem with live courses? My experience has been that pure distance education programs do not adequately serve this community for a variety of reasons, including technological barriers, students' inability to communicate problems, feelings of being overwhelmed or intimidated, etc. Thank you! I look forward to the discussion and appreciate the reminder to ask questions early!
From: belinda.omenitsch@dc.gov
Subject: [SpecialTopics 1079] Re: New Designs in Online and Distance Learning --your questions
Date: November 2, 2008 6:55:22 PM EST
Hi,
I would like to know how I could get the information to the parents of the students at school? I am at an elementary school in DC and I am sure that we have parents who could benefit from this. Is this program set up for the individual or is it based on a model to augment formal programs? If it is available for the individual then I might be able to arrange for parents to take the course during the school day at our school.
Thanks.
Belinda Omenitsch
From: dingram@Appalachiantech.edu
Subject: [SpecialTopics 1080] Re: initial response to questions about Learner Web
Date: November 17, 2008 9:37:20 AM EST
The website mentions “650 resources’ currently in the LW database. What are some of these resources, and can you give a scenario of how they might be used?
Thanks,
Diane
From: gbundy@rmi.net
Subject: [SpecialTopics 1081] Re: New Designs in Online and Distance Learning --your questions
Date: November 2, 2008 8:39:00 PM EST
About ten years ago, I conducted a thorough review of secondary literature on online learning specifically asking questions related to the use of online learning for the pre-GED adult learner. At that time the research seemed to indicate that online learning was most successful for people who were already successful readers and linear learners -- that the use of online learning courses added an additional burden to learners who were visual or kinesthetic or social learners -- and /or who had difficulty with reading. I wonder if the guests would speak directly to how their systems address those issues of learning modality -- and reading levels. Thank you.
Gail Bundy
From: kgianninoto@msde.state.md.us
Subject: [SpecialTopics 1082] Re: New Designs in Online and Distance Learning --your questions
Date: November 3, 2008 9:25:11 AM EST
Good Morning,
I would like to know how the tool can be used with low level ESL and ABE learners and is this tool better suited for instructors, or intake/assessment specialists? (This is the person who provides orientation, gives the assessments, refers students to other resources, and tracks learner progress. Is the tool feasible to use with large numbers of learners? (those programs over 1000.)
In addition, I would like to know more about how state standards and local curriculum can be used/integrated with this program.
Thanks,
Karen Lisch Gianninoto
From: sdurman@jeffco.k12.co.us
Subject: [SpecialTopics 1083] Re: New Designs in Online and Distance Learning --your questions
Date: November 5, 2008 12:31:22 PM EST
Yes, I want to know how they differ from other online adult basic education and English language learning models? How does this work with adults? Will you be covering life-skills based topics?
Sherri
From: night-school@usa.net
Subject: [SpecialTopics 1085] Re: initial response to questions about Learner Web
Date: November 17, 2008 10:37:56 AM EST
Hello David, Steve, and other participants: I'd like, at this time, to request a definition of "proxy hour equivalents" if I could.
Thank you,
Terri Stone
From: DJRosen@theworld.com
Subject: [SpecialTopics 1086] Welcome, Your questions, and Posting Messages to the Discussion List
Date: November 17, 2008 11:09:47 AM EST
Colleagues,
Welcome to those who have just joined the discussion. You may wish to see the messages which were posted earlier today. They -- and all the discussion posts -- are archived at http://www.nifl.gov/pipermail/specialtopics/2008/date.html
Thank you to everyone who has sent questions so far. I have posted those that appear to pertain to the Learner Web and am holding those that appear to be focused on USA Learns until tomorrow.
There is plenty of opportunity for more questions and comments. When you send a message to the discussion list, please email it to specialtopics@nifl.gov Please choose for a subject line one that pertains to your question or comment unless it is a reply to a message in the same thread. Please do not attach files as some subscribers cannot open them or read them. Include your text within the body of the message.
I look forward to receiving more of your questions and comments.
David J. Rosen
Special Topics Discussion Moderator
djrosen@theworld.com
From: mreichardt@fruitportschools.net
Subject: how does this program align to state standards?
Date: November 17, 2008 11:21:04 AM EST
how does this program align to state standards? Is it content specific? Is it grade specific? Can all levels of adult learners use it? (non literate to 12.9+)
Marilyn Reichardt
mreichardt@fruitportschools.net
From: mlanen@ndecboston.org
Subject: [SpecialTopics 1087] Re: New Designs in Online and Distance Learning
Date: November 17, 2008 11:23:23 AM EST
The Learner Web is exciting with all its possibilities. It looks like a very valuable tool. This would be a great opportunity for independent learners with basic computer skills. Finding the learner’s needs from the student assessments and developing a learning plan with all the resources to help is a creative use of technology for education.
From: kathy_borgone@nbps.k12.nj.us
Subject: [SpecialTopics 1088] Logistics
Date: November 17, 2008 11:34:18 AM EST
Mr. Rosen
More a question on logistics for the moment - more content questions later!!! I am catching bits and pieces of the excellent questions being proposed, but am in the middle of my classes, so was wondering if I will be able to catch up and keep track of all of the info as the week progresses? I will be trying to jump in there in between classes and will try to view on my own time - but just wanted to make sure I can keep up as my schedule allows?
P.S. Was very impressed with my visit to USA Learns - can't wait to get some individuals hooked up with this!!!
Thanks
M. Kathy Borgone - Instructor
From: reders@pdx.edu
Subject: [SpecialTopics 1090] Re: initial response to questions about Learner Web
Date: November 17, 2008 11:43:57 AM EST
Good question, David. The Learner Web (LW) has a number of user roles. The most important, of course, is the Learner. There are also roles for a number of assistants – individuals who use the LW to interact with Learners in ways specified by particular learning plans. There are various types of assistants – Teachers, Tutors, Helpers, Counselors. Helpers are telephone-based volunteers who are matched to Learner’s real-time requests and connected via a toll-free telephone application that is closely integrated into LW. They can provide help with use of the LW software as well as with particular topics or steps in Learning Plans. Helpers have profiles within the LW that indicate the kinds of topics they have expertise/training to assist with – e.g., math, writing, etc. When Learners request help with a special topic, they can be are matched with Helpers having that expertise who are currently online. With the Learner’s permission, the Helper can view their screen. The system connects the learner and helper in a way that hides the each other’s phone number. One part of the screen capture demo you mentioned illustrates how this happens.
Helper volunteers are recruited, trained and managed by programs, organizations or coalitions implementing the Learner Web. We have training materials available that can be used in training for helper volunteers. Helpers can work from any phone – whether at home, at work, in a homework hotline-like calling center, a community-based organization calling center, etc. Helpers log in via the phone system and declare their availability for a certain period of time. The way the LW maintains confidentiality of the phone numbers being used makes this very portable.
I hope this answers some of the questions people may have about Helpers.
-Steve
From: reders@pdx.edu
Subject: [SpecialTopics 1091] Re: New Designs in Online and Distance Learning -- your questions
Date: November 17, 2008 11:51:07 AM EST
Good questions, Katherine. During our demonstration project (through Sept 2010), Portland State university is hosting Learner Web for all users but it will be freely distributed as open source towards the end of the project so that others can host it as they wish. The implementing regions in our demonstration project are starting to discuss a planned national rollout process. Big issues will be deciding how best to provide needed training and technical assistance to organizational users of the LW – the external evaluation being conducted on the demonstration project will help us identify some of the issues to consider in scaling up such training and assistance. We are developing a whole online library of multimedia videos and manuals for training purposes.
Learning plans (remember, these are the structured units of content for the Learner Web platform) can be designed to blend the use of Learner Web with live courses in a rich variety of ways. We expect to have a number of working and evaluated models developed through our demonstration project.
Hope this helps. Thanks for your questions.
-Steve
From: Janet_Isserlis@brown.edu
Subject: [SpecialTopics 1095] Re: New Designs in Online and Distance Learning--your questions
Date: November 17, 2008 12:04:35 PM EST
Steve and all
If you can find this information, it would likely be of great interest to many – as there are numerous understandings of intergenerational literacy, parent involvement and community literacy initiatives that may be informed by such activity/interaction.
thanks
Janet
From: macdonaldt@mac.com
Subject: [SpecialTopics 1096] Learner Web and digital literacy
Date: November 17, 2008 3:34:27 PM EST
Hi Steve,
I hope these questions are clear and on topic -- if not, maybe we'll have the chance to talk some other time...
As near as I understand it, the Learner Web has two facets.
First, it acts as a central repository for resources (online and otherwise) which have been identified by teachers as useful learning opportunities. What's important about this is the potential to collect and publish local resources such as teacher-made, online learning activities, or local physical resources which offer learning activities or opportunities.
Second, it acts as a structure (or workspace) which scaffolds these resources by nesting them within a step-by-step, goal-oriented learning plan. Both physical and virtual resources provide the main content of the lesson plans in a Learning Plan.
My questions have to do with digital literacy generally and navigation specifically. Will the Learner Web help learners develop basic computer skills such as mouse manipulation, keyboarding, printing, web browsing, etc., or are these prerequisite skills? Can it help learners develop a more informed sense of what the internet is and what information and communication possibilities there are? (...or is the development of this "informed sense" even necessary to use the Learner Web effectively)?
The Learner Web as repository suggests a navigational structure of a simple directory of hyperlinks; the Learner Web as scaffold suggests a more complicated, pre-planned interplay of sites (the familiar Learner Web home from which the learner ventures out into the world of virtual or physical resources and to which the learner returns for further guidance). How important are the learner's navigational skills - not just cursor movement or double-clicking but having a sense of where in the virtual world they are and where they are going?
From: maureenh@azcallateen.k12.az.us
Subject: [SpecialTopics 1097] Re: initial response to questions about Learner Web
Date: November 17, 2008 12:27:50 PM EST
I imagine you might have many learners from other countries. This might lead to other literacy programs globally soliciting volunteers---
Maureen Hoyt
From: reders@pdx.edu
Subject: [SpecialTopics 1098] Re: New Designs in Online and Distance Learning -- your questions
Date: November 17, 2008 2:33:35 PM EST
Thanks for your good questions, Karen. Learning Plans can be developed for a range of skill levels. As I mentioned in my first response, we won't know what the lower limit on skill levels will prove to be until we have gotten farther into our piloting process. There are roles for individuals to do intake/assessment within Learner Web, and fairly powerful and flexible ways to build assessment & intake processes into Learning Plans. Completion of particular Steps and Goals can be given proxy hour equivalents so that data reported out by the Learner Web about student progress through Learning Plans can include proxy hour equivalents. But these correspondences, of course, must be negotiated by programs in advance with their state directors in order to be used for NRS accountability reporting.
-Steve
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