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Online Professional Development for Teachers of Adult Education and Literacy*

*including English language learning, numeracy, basic and secondary level learning

Created October 22, 2005; revised most recently on June 8, 2012 by
David J. Rosen
djrosen123@gmail.com

Note: To learn how to add or change text in the ALE wiki, scroll to bottom of this page or go to directions.

Contents

Assessing Whether or Not Online Learning is Right For You

Virginia Tech's Self-Assessment Survey, Is eLearning Right for You? A quick, online assessment of technology/distance learning skills and attitudes, with immediate feedback. http://www.vto.vt.edu/survey.php

Introduction to Online Learning

An article in the World Education Spring 2013 newsletter that focuses on what World Education has learned since 2005 about online learning from experience offering online courses. http://professionalstudiesae.worlded.org/kbeall_may13.html


National Online Professional Development Courses and Web Sites

AE Pro Online Professional Development
http://www.aeprofessional.org/
This site is sponsored by the Center for Literacy Studies at the University of Tennessee and the Ohio Literacy Resource Center at Kent State University, and is specifically for adult education professional development. Courses include:

  • Adult Education - Teaching Tools.Course Outline (a PDF document). 6 week course ($950).Does NOT include a Facilitator
  • Adult Education - Teacher and Student.(a PDF document) 6 week course ($950). Does NOT include a Facilitator
  • Introduction to Learning Disabilities in Adults. Course Outline (a PDF document). 6 week course ($950) Does NOT include a Facilitator
  • Integrating Technology in the Classroom ~ A LINCS course. 5-6 weeks (cost to be arranged)
  • Using LINCS Online ~ A LINCS Course 5-6 weeks (cost to be arranged)

Community Partnerships for Adult Learning (C-PAL)
The C-PAL web site includes Basics for Adult Literacy Education: An Online Course for Adult Literacy Instructors. The course was developed by the Center for Literacy Studies at the University of Tennessee with support from the U.S. Department of Education's Office of Vocational and Adult Education. Here's a description of the course and the link to the course on the C-PAL website:

Basics of Adult Literacy Education: An Online Course for Adult Literacy Instructors
Designed especially for new adult literacy instructors, this course introduces some basic principles and practices in adult literacy education. Five modules cover the adult learner; orientation and assessment; curriculum; instructional techniques; and the adult literacy classroom. Pre- and post-surveys and worksheets are included to chart learning, with additional materials referenced in each module. http://www.c-pal.net/course/index.html

Other Professional Development resources on C-PAL are accessible via http://www.c-pal.net/build/profdev/index.asp (see especially the How-To's).

Equipped for the Future (EFF) at the UT Center for Literacy Studies
EFF offers a variety of online courses based in standards-based instruction and assessment as well as quality instructional and program practices. We currently offer two online course formats:

Mini-Courses: 8-10 hr courses designed to be completed independently within a two week period. Focus is on immediately applicable techniques for specific content topics (includes reading, writing, math/numeracy, and ESL). Participants are provided with subject-expert facilitator support and feedback, but have little interaction with peers. View mini-course catalog: http://eff.cls.utk.edu/products_services/online_courses-mini.htm

Discussion-Based Courses: 12-16 hour courses designed to be completed independently within a 4-6 week period. Focus is to investigate and deepen understanding in various EFF Standards, Performance Continua, the EFF Teaching/Learning Cycle, and Curriculum Frameworks. Participants are provided with support and feedback from both a subject-expert facilitator and their peers in the course cohort. View course catalog: http://eff.cls.utk.edu/products_services/online_courses-discussion.htm


For more information, contact EFF by email eff@utk.edu or phone 865-974-4109

EL/Civics Online
http://www.elcivicsonline.org

The Adult Learning Resource Center, through a sub grant to the Center for Applied Linguistics, with funding from OVAE and USCIS, has EL/Civics online professional development courses for adult ESL and EL/civics teachers, volunteers, and others.

EL/Civics Online is a professional development opportunity for ESL instructors and volunteers who wish to incorporate EL/Civics content into their adult ESL classrooms. This series of online courses will assist teachers in creating interesting, effective ESL lessons in these areas: U.S. History, U.S. Government, Civic engagement, and The Naturalization Process.

EL/Civics Online also includes tutorials on Lesson Planning and Adapting and Customizing Materials (in development).

This program is free of charge and will help you improve your students’ understanding of both English and EL/Civics.

Sue Barauski
Adult Learning Resource Center
2626 S. Clearbrook Drive
Arlington Heights, IL 60005-4626
Phone: 224-366-8620 (Main Number 224-366-8500)
Fax: 847-378-6225
sbarauski@thecenterweb.org
www.thecenterweb.org

ESL Civics Link
http://civicslink.ket.org/login.xml
An online professional development program for adult education ESL/ESOL teachers. (See PBS ESL Civics Link below.)

ESL Instructor Fast Track Teacher Training
http://cce.cpcc.edu/leadership-management/esl-instructor-fast-track-training

ESL Instructor Fast Track Training is an online professional development that came about in 2008 through a grassroots, collaborative effort between community college Adult ESL instructors and English language teaching university faculty. The course was designed for novice and experienced adult educators who lack formal ESL teacher training and need an overview on learning and teaching English to adults. Actively facilitated, participatory, and enhanced with state-of-the-art media technology, ESL Instructor Fast Track is designed to give participants a perspective on practices, research, and theory in the field of Adult ESL so that they will be able to: 1) explore personal beliefs about learning and teaching, 2) gain an understanding of how adults learn and acquire languages, 3) build an awareness for ESL pedagogy and an appreciation for lesson planning, and 4) discover tools and resources to continue self- directed, professional development. Cost: $263. Participants receive a Certificate of Completion and 3 continuing education units (CEUs) upon completion. For more information or to find out about enrollment, please contact the program coordinator:

Rebeca Fernandez
Central Piedmont Community College
Phone: 704-330-4693
Email: rebeca.fernandez@cpcc.edu

GED 2002
http://www.ket.org/ged2002 (free)
KET, Kentucky Educational Television
GED 2002 Online provides information on the GED 2002 Series Tests, as well as strategies that teachers can implement in their classrooms. GED 2002 provides information on the GED Tests or strategies in such areas as problem solving, calculator use, graphic literacy, essay writing, or critical thinking skills.

Margaret Townsley
mtownsley@ket.org
859-258-7214


i-Pathways: An Online Adult Education and GED Test Preparation Curriculum
http://www.i-pathways.org

i-Pathways is an interactive, online adult education and GED Test Preparation curriculum that is available for use in the adult education classroom, at a distance, in a hybrid form, and computer lab setting. Program Level Information can also be found at http://www.i-pathways.org/info OR by contacting i-Pathways Support at i-pathsupport@cait.org. Your request for information will be sent to Crystal Hack, i-Pathways Project Director.


The i-Pathways Project is a nationally recognized curriculum currently being used throughout the country. i-Pathways has been successfully used by programs in Illinois since its original deployment in 2002.

OPD i-Pathways Offers:

The i-Pathways Project has worked with adult education administrators, instructors, and support staff to fine-tune the professional development offerings that support i-Pathways use. When the project was launched in 2002, the majority of the trainings were offered in a traditional face-to-face venue. However, it was discovered that in order to meet the growing and changing needs of professional in the field, trainings needed to be adapted while still maintaining the integrity and quality of the content. i-Pathways currently has a presence on Facebook, Twitter, YouTube, and will have a WordPress Blog beginning in Summer 2012.i-Pathways professional development leadership practices emphasize learning communities, job embedded learning, and mentoring.

Admin/Instructor/Coordinators/Support Staff Offerings:

  • Online chats
  • Hot topic discussions
  • Online courses
  • Email courses
  • Self-paced online modules Email mentoring
  • Videoconferencing
  • Conference call PD

Student Offerings:

  • Online curriculum for student GED test preparation

The i-Pathways system has over 220 learning checks which help direct student progress, allows students to interact with the content, and enables students to receive additional instruction. There are lessons across the content areas in the system. Each of these lessons offers an additional supplemental lesson that can be used to remediate learning. The Math module has an additional level of instruction with printable worksheets for each learning activity that reinforce the content. There are 23 unit reviews, presented in a multiple-choice format reflective of the GED exam. Combined with the pre- and post-surveys for each module, these unit reviews provide comprehensive practice for taking multiple choice exams similar to the GED test. The math curriculum was expanded in 2011 to include a multiple unit Pre-GED math module that is written at a 6th grade reading level and addresses a 3rd - 8th grade skill set. Future curriculum plans include common core alignment and enhanced Social Studies and Science content. In addition to Pre-GED reading and writing curricular options coming in the late Fall of 2013. The curriculum growth and common core alignment ensure that the i-Pathways is ready to address the needs of learners preparing for the GED Test and beyond.

Crystal Hack
i-Pathways Project Director
chack@cait.org
217.494.5515 OR 309.298.1804

International Literacy for Social Change Training Project
http://www.proliteracy.org/page.aspx?pid=420

This is ProLiteracy’s International Literacy for Social Change Training Project. By providing access to over 100 online resource, including two online courses, this Web site will help you explore the role adult literacy plays in social change efforts worldwide. You can learn how to support literacy and social change initiatives around the world, in your region, and in your community. This project is made possible through generous funding from Verizon Foundation and Towers Perrin.

Jane Greiner
jgreiner@proliteracy.org
315-422-9121

Media Library of Teaching Skills (MLoTS)
http://mlots.org
This is a free, online library of short classroom and tutoring videos designed to be used in online professional development. Think of this as either a set of videos that could be included in online (or face-to-face) PD courses or as a resource for teachers who want a "video window" into other teachers' classrom to see how they teach.

PBS ESL Civics Link
http://civicslink.ket.org/login.xml (for a fee)

From PBS, this online system provides a compendium of resources — projects, activities, Q&A — designed exclusively for adult education ESL practitioners. Teachers collect resources in an online portfolio where they can save lesson plans and project work they create in the units.

Margaret Townsley
mtownsley@ket.org
859-258-7214

PBS TeacherLine
http://teacherline.pbs.org/teacherline/
Funded by the U.S. Department of Education, PBS TeacherLine provides online professional development in mathematics and technology integration. In collaboration with the International Society for Technology in Education (ISTE) and the National Council of Teachers of Mathematics (NCTM) and leading educational producers, TeacherLine has developed online facilitated modules and self-paced learning opportunities that teachers can access anytime, anywhere. There are charges for these course.

PDK -- Professional Development Kit
http://literacy.org/projects
"a multimedia resource for adult educators who want to explore and develop their teaching practices. PDK consists of a CD-ROM and a website.

  • The CD-ROM contains video clips, featuring five adult educators and their students. These videos enable users to observe real classes, get to know real teachers, and consider the decisions that these teachers make everyday in their unique instructional settings.
  • The complementary website encourages users to explore themes and issues that appear in the videos. It contains structured activities for teachers; a forum for public and private discussions; and a collection of articles, professional development resources, and lesson plans."

Pennsylvania State University Online M.Ed. program in Adult Education and Online Family Literacy Certificate
“Penn State's Adult Education Program has been doing credit-based distance education (M.Ed.) for at least 15 years, starting with audioconferencing, then videoconferencing, and now online through Penn State's World Campus http://www.worldcampus.psu.edu. We now offer the M.Ed. in Adult Ed. http://www.worldcampus.psu.edu/MasterinAdultEducation.shtml as well as the Certificate in Family Literacy http://www.worldcampus.psu.edu/wc/FamilyLiteracyCertificate.shtml or http://www.worldcampus.psu.edu/FamilyLiteracyCertificate_Admissions.shtml , both completely online. In this unique kind of professional development, because many people want the courses to apply to a master's or bachelor's degree, retention has not been a problem. In other words, they have a clear purpose in registering for the courses. Our discussion boards are lively, centered around the issues in the courses. About half of our assignments are done as group projects so that online "learning communities" truly do develop. As an instructor, it has been very rewarding for me to have been teaching online since January 2000. I feel that I know my online students just as well (if not better) than my face-to-face students.”

Eunice N. Askov
Distinguished Professor of Education
Penn State University
http://wiki.literacytent.org/index.php/OnlinePDFullDiscussion

ProfessionalStudiesAE.org
http://www.professionalstudiesae.org

ProfessionalStudiesAE.org is a portal for online professional development maintained by ProLiteracy and World Education. The site hosts facilitated and self-paced courses related to ABE/Literacy, adult multiple intelligences, adult student persistence, authentic contexts, college transitions, English language learning, general educational development, health literacy, managing the learning environment, numeracy, program assessment, program management, student assessment, tutor training, and volunteer management.

Jane Greiner
Director of Professional Development, ProLiteracy
315.422.9121
jgreiner@proliteracy.org

Kaye Beall
Project Director, World Education
765.717.3942
kbeall@worldeducation.org

ProLiteracy

http://www.newreaderspress.com – click on “Professional Development”,

ProLiteracy offers a wide range of facilitated and self-paced online courses for adult education teachers, tutors, and program managers. Topics include adult student persistence, program assessment, student assessment, tutor training, and volunteer management. ProLiteracy members receive a 15% discount on all courses.

Jane Greiner
jgreiner@proliteracy.org
315-422-9121


ProLiteracy Education Network (EdNet), formerly known as Thinkfinity Literacy Network

http://www.proliteracyednet.org

This is ProLiteracy’s site for free online professional development. EdNet offers short courses for tutors, teachers, and program managers who provide literacy, basic education, and ESOL to adult learners. Courses cover a wide range of topics such as how to work with adults; components of effective reading; how to teach citizenship, and how to collect, analyze and use data. EdNet also contains podcasts, videos, sample lesson plans, and tip sheets for instructors. Adult learners who want to practice their skills outside class can find stories at different levels that have optional audio components to help them work more independently.

Linda Church
ProLiteracy
315.214.2498
lchurch@proliteracy.org


Project IDEAL

“IDEAL stands for Improving Distance Education for Adult Learners. Project IDEAL is a consortium of states working together to develop (and evaluate) distance education as an option to reach adult learners for whom time or distance make classroom learning an unworkable option (http://projectideal.org).

Offering a new program in distance education for adult learners is different than adding a new course to a literacy center's classroom offerings; it's akin to re-inventing the school. There is no way that teachers and administrators can attend a 1 to 2 day workshop and digest all the things they need to know, and then develop an effective plan for offering instruction at a distance. They need to spread their learning over many weeks, developing and refining the various elements of their plan (recruitment, orientation, teaching, and assessment). Online PD was the only way we could see to accomplish this goal.

The Support Center provides each member state with everything they need to offer online professional development to their teachers: a PD website, a curriculum, a "textbook", a study guide, and a guide for those who will facilitate the PD. The Center provides ongoing support to each state's trainer, ranging from training in the use of the website to mentoring each trainer while they facilitate the course. Every summer there is a workshop for trainers from all the member states where they can refine their techniques for building a virtual community of distance teachers.

DISTANCE LEARNING 101 is a 6-8 week "course" in planning to teach at a distance. Participants spend about two hours per week working on exercises designed to guide their planning for this new activity. The state's trainer/facilitator reads and reacts to each exercise and facilitates an asynchronous discussion of each week's topic among all the participants.

Example: one exercise asks each participant to develop a curriculum for a face-to-face orientation for prospective distance learners. After viewing all the exercises the trainer might post a discussion topic like this: "will you accept anyone that applies for your distance program or will you be selective and take only those students with the highest likelihood of succeeding? What indicators would you use to identify those most likely to succeed?" Staff from the same literacy center are encouraged to work on the exercises together.

The website looks different from Blackboard or WebCT which are built on an expert-novice model of instruction. The Project IDEAL PD model is one of community-building. We want teachers to feel they are professionals exploring a new area of skill development and getting assistance from fellow professionals, not guidance from a "sage on the stage." All the exercises ask participants to develop a plan--for recruitment, orientation, teaching and assessment of distance learners. The trainer's role is to get all of the participants in the course to provide constructive criticism of each other's plan. The textbook (Handbook of Distance Education for Adult Learners) is a handbook with the collected wisdom of teachers in many states on these very topics. The handbook is revised each year with new tips from participating teachers.

DISTANCE LEARNING 102: STUDY GROUPS. This second PD course is for teachers with one year experience teaching at a distance. Having mastered the mechanics of distance, teachers are ready to think in a more focused way about pedagogy. Each participant develops a case study of a difficult pedagogical problem. The essence of the study group is having the study group members examine the cases one at a time, practicing the art of asking questions that further probe the nature of the problem and developing strategies to deal with the learner's difficulties. Essence of a sample case study: "I have a student who is having a difficult time in ratios and wants to practice at home, and I'm having a hard time "talking" to him online to explain the procedures."

Jerome Johnston
Institute for Social Research - University of Michigan
Program on Teaching, Learning and Technology
734/763-3079
(734) 615-6638 (fax)
jerej_at_umich.edu

TESOL Online Education Programs
http://www.tesol.org/

TESOL CALL-IS Electronic Village Online Sessions
http://www.call-is.org/moodle/course/view.php?id=5


TV411 Webinars
http://www.tv411.org/teachers/webinars

Come join us at TV411.org, a free online pre-ged/ged resource, for a tour of the site and a conversation about how to integrate the materials into your adult education program. TV411.org offers literacy, math, and science content through hundreds of engaging videos and interactive web lessons and also includes our newest Nation Science Foundation series TV411 What's Cooking? The webinars are free and offered regularly.


U.S. Civics and Citizenship Online: Resource Center for Instructors
U.S. Citizenship and Immigration Services, U.S. Department of Homeland Security
http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/?vgnextoid=d70f9f9934741110VgnVCM1000000ecd190aRCRD&vgnextchannel=d70f9f9934741110VgnVCM1000000ecd190aRCRD
or for short, http://tinyurl.com/3ab6aa
Compiles information and resources on incorporating civics education into English language instruction and preparing adult students for naturalization. Includes links to educational curricula, lesson plans, teacher assessments, state ESL standards, and background resources.


VCU ADULT LITERACY CERTIFICATE PROGRAM

Virginia Commonwealth University—in partnership with the Virginia Department of Correctional Education (VDCE), which serves as registrar—has established a five course graduate level on-line course in adult literacy. The program covers foundations of literacy, adult learning theory, assessment and instruction, curriculum design. The five 3-credit hour courses focus are offered sequentially using the on-line Blackboard platform.

Because VDCE serves as registrar, we are able to offer these graduate level courses for approximately $500 per course, regardless of state or country of residence. Participants in possession of a Virginia State teacher’s license will earn an endorsement from the Virginia State Department of Education upon successful completion of the program. However, anyone with a bachelor’s degree or higher is eligible to take the courses, earn 15 graduate credits and a certificate from VCU.

Descriptions of the five courses and contact information follow:

ADLT 601 - The Adult Learner: This course provides a comprehensive overview of learning in adulthood, beginning with the historical development of the field and its philosophical underpinnings. Numerous theoretical perspectives of adult learning are examined, including: behavioral, cognitive, humanist, social, and constructivist, as well as critical theories as applied to feminism, social justice, and emancipatory learning. The psychological, social, and physical attributes of adult development are addressed, as well as how adults learn across the lifespan.

ADLT 602 - Curriculum Development for Adult Education: This course is designed to provide an overview of research and practice related to effective curriculum design. The course introduces models of program planning, management, and evaluation appropriate for a variety of adult learners including those requiring accommodations for disability, literacy, non-native English speaking ability, and multicultural backgrounds. Students can be expected to gain an appreciation for alternative voices and some practical ways of going about the business of program planning, management and evaluation. Participants will be introduced to these techniques through readings from various websites, online documents, and the required textbook, which can be purchased through online vendors.

READ 602 – Teaching Adult Literacy and Numeracy: Course participants will design and conduct a multi-dimensional assessment protocol. Drawing on this experience and on a range of primary source writings, the participants will reflect critically on advantages, disadvantages and general applicability of major learning stances (especially positivism, social-constructivism), and approaches to adult literacy. Educators will be able to articulate the attributes of a range of instructional models, programs, and materials, and to select, adopt, or design them prudently, based on the needs, strengths, and interests of their learners.

ADLT 607 - Teaching Writing to Adults: This course is designed to provide an overview of the practices, research, and application of instructional techniques for effectively working with adult learners in the writing classroom. Participants will be introduced to these techniques through readings from various websites, online documents, and the required textbook, which can be purchased through online vendors.

ADLT 608 - Adult Education Practicum: A 120-hour field-based experience in Adult Education, the Practicum is a capstone experience for Adult Education students. The field-based practicum is an integral component of the professional preparation of adult education educators. The practicum is supervised by a Field Supervisor in the adult education program in which the field-based experience is being conducted, under the guidance of an adult education advisor at the School of Education at Virginia Commonwealth University.

For more information, please contact: Bill Muth
Virginia Commonwealth University
wrmuth@vcu.edu or

Michael Salyer
Virginia Department of Correctional Education
Michael.Salyer@dce.virginia.gov

World Education Online Professional Development
http://professionalstudiesae.worlded.org/index.html

World Education offers online professional development opportunities that include free, self-paced tutorials and courses facilitated by prominent specialists in their field. We're excited about sharing our high-quality trainings in a new way with adult educators. We hope that you'll join us in exploring evidence-based practices that you can use in your programs and instruction. Topics include:

  • Adult Development
  • Adult Multiple Intelligences
  • Adult Student Persistence
  • Assessment
  • Authentic Contexts
  • College Transitions
  • ESOL and Technology
  • General Educational Development (GED)
  • Health Literacy
  • Numeracy
  • Reading

Kaye Beall
765.717.3942
kbeall@worldeducation.org

State Online Professional Development Courses and Web Sites

New Teacher Orientations online

Several states offer new teacher orientations online, among them: Indiana, Kentucky, Maine, Minnesota, Ohio, Tennessee, Vermont, Virginia and Washington State. For example, Beth Wheeler, ABE professional development coordinator for Washington State quotes program directors who say: “This course helps instructors new to the system understand more about relationships - with the state office, their individual campus, and with other instructors at their site." The course also includes some philosophy of adult education, lesson planning, etc. as some folks come to our system without the benefit of prior teaching experience.” http://wiki.literacytent.org/index.php/OnlinePDFullDiscussion


Florida TechNet
http://www.floridatechnet.org
Florida TechNet currently hosts over 35 online PD courses through Moodle. Courses are non-facilitated and are approximately 1 hour each. Course topics include GED, ABE, Adults with Disabilities, ESOL, Family Literacy, Adult Education Administration and others. The courses are free.

Debra L. Hargrove, Ed.D.
Program Director, Florida TechNet
6025 Audubon Manor Blvd. Lithia, Fl 335470 dhargrov@irsc.edu 813 657-0789

Illinois

“We tried one online workshop, The Brain, Memory, and Learning. It was offered three times. Each time, the workshop ran for six weeks. We found that, though there was a fair amount of interest in signing up for the workshop, the participants' ability and interest in keeping up with the tasks waned after about the third week. We are now in process of developing some shorter online trainings that would be combined with at least one on-site meeting.

More successfully, we have just completed a video and an accompanying text for ESL teachers called: A Framework Comes Alive: Experience an ESOL Classroom. It is an exciting, fun video featuring a great ESOL teacher and his class along with a panel of experienced ESOL instructors commenting on various aspects of teaching. The guide contains specific suggestions elaborating on the video and includes both activities for teachers to bring into the classroom and a Trainer's Guide for programs who want to use the video on-site. We are very excited about this whole project. It has received an enthusiastic welcome from teachers and programs. We will be showing the video and demonstrating training possibilities at COABE this year.”

Judith Diamond
Adult Learning Resource Center
Des Plaines, Illinois
http://wiki.literacytent.org/index.php/OnlinePDFullDiscussion

Maryland
Implementing the Maryland Content Standards for Adult ESL/ESOL: The process of taking learners where they are today to their learning destination.

Course Description
Instructors are provided the opportunity to learn about the ESL/ESOL standards and use them to develop class profiles, units of instruction, and lesson plans that will meet the needs of adult language learners. At the completion of the course instructors will be able to: Explain the purpose of the content standards and standards-based instruction Locate and use sections of the content standards document in developing a lesson plan Use needs assessments to identify learner goals and align the goals to the standards Complete a unit plan using the standards to meet learner needs Develop and implement lesson plans that integrate the content standards This 7-week course consists of five sequential, instructor-facilitated online modules. Instructors will have one week to complete each modules. Each module includes both online and offline activities.

Karen Lisch Gianninoto
Professional Development Specialist
MSDE
200 W. Baltimore St.
Baltimore, MD
410-767-4150
410-479-4542
410-924-1529

Massachusetts
The System for Adult Basic Education Support (SABES) is a state-funded staff development system composed of five regional centers and a central resource center. On average, we offer more than 300 staff development activities per year--e.g., workshops, multi-session courses, sharing groups--to Massachusetts practitioners in state-funded programs. Several years ago in response to practitioner needs assessments, we took formal steps to increase the number of our online offerings as well as to assess and enhance our capacity for providing them. These steps included:

  • offering significantly more online workshops and courses to practitioners than we had in the past
  • supplementing face-to-face staff development activities with distance learning (DL) elements, such as follow-up conference calls
  • assessing SABES staff capacity to provide DL activities and addressing knowledge and skill gaps through annual staff development plans
  • using DL technologies such as videoconferencing and webconferencing with inter-SABES meetings and other activities
  • enrolling in academic online courses.

By FY06, SABES was offering at least one 45-hour online course per year (e.g., Adult Learning Theories); several shorter courses of 15 or 20 hours in length (e.g., Strategies for ESOL Writing); and more face-to-face courses with DL components, such as conference calls. Over subsequent years, we also began to provide online tutorials using Moodle, webconferencing using Yugma or Webex, and screen-captures using Camtasia. Increasingly, these new technologies were used for technical assistance or program-based activities.

In 2008, we assessed the effectiveness of our distance learning activities by analyzing enrollment and persistence data and by surveying our own staff members directly. This assessment led us to provide more real-time sharing opportunities among enrollees, such as conference calls or webconferences, even when using full-blown learning management systems, such as WebCT. By the same token, we are adding more direct forms of real-time contact (e.g., webconferencing vs. chat rooms) to face-to-face activities, stand-alone tutorials, and screen-capture technical assistance. This new strategy of always augmenting online offerings with direct, real-time contact appears to be boosting participation and persistence, though it is too early to tell for sure.

Carey Reid, SABES Staff Developer for Licensure, Curriculum, & Assessment
creid@worlded.org
617.385.3637

New York
http://www.hvcp.org
HVCP, Hudson Valley Catskill Partnership: Regional Adult Education Network, is funded by the New York State Education department and is a regional professional development and technical assistance network. HVCP currently serves 10 counties in New York state, roughly the area north of New York City and somewhat south of the Albany or the capital region.

HVCP offers a variety of IT-based staff development opportunities, including webinars, discussion forums/blogs, and they will soon add Moodle capability. Please note that HVCP’s work has been targeted to the teachers in the region served by the RAEN.

Some examples of OPD:

Asynchronous courses for adult literacy education teachers, pure distance learning or a blended online and face-to-face model. They could be a group model or a self-study model. They could be a state online teacher orientation, a for-credit course, a non-credit short course.

HVCP offers a several professional development work groups (PDGs) that incorporate IT-based staff development, as well as in-person workshops and trainings, classroom visits (coaching), and mentoring from master teachers. PDGs are multi-year projects with the expectation that teachers will participate actively for at least two years. PDGs are led by national consultants, such as Robin Schwarz, ESOL PDG, and Susan McShane, Adult Reading, with the assistance and support of HVCP director and a local coordinator.

The consultants present two to three in-person workshops for PDG participants. Teachers in a PDG, in consultation with program administrators, select an individual project as the focus of their work during their term of participation. This project becomes the basis of their interaction with the national consultant.

Participating teachers record their activities, comments, questions, etc at least monthly at hvcp.org using project blogs or discussion forums. The consultants read and respond to posted work weekly to guide their efforts, make suggestions, provide resources, etc. The most powerful aspect of these exchanges is that the teachers learn as much from one another as they do from the national consultant. Another advantage is that the blogs and posts provide documentation of teacher learning and change in practice over time. The exchanges that take place determine content of upcoming in-person workshops, coaching (site visits), or other on-going activities.

In the 2009 program year webinars have been integrated into the work of the PDGs. The webinars occur one or two times each month depending on need. The content of the webinars is also determined by the content and quality of the work posted in project blogs and discussion forums.

The result has been real teacher-driven learning. The ESOL PDG with Robin Schwarz has produced the most active engagement, documented change in practice and qualitative data on improved student performance.

Real-time online PD courses, possibly with asynchronous components.

Webinars on specific topics such as health literacy and NYS adult education policy and procedures.

hvcp.org makes information and resources available to professionals in the region. HVCP makes access to information and resources easier by organizing the site according various constituent groups, or members' groups. In addition, the site hosts a resource library that stores articles, power point presentations, web links, etc.

HVCP’s online conferencing service, Conference IQ, offers storage of video, power point, flash, images, as well live chat, screen share and file-share. In addition, HVCP will have the capability to record webinars for future viewing by individuals who cannot be present at the scheduled day and time.

HVCP’s goal is to adapt the IT tools of social networking and communication to make hvcp.org a regional hub for learning among both adult educators and students. We do not intend to duplicate services offered by national groups but to link to them and to integrate them into HVCP’s professional development initiatives. We are working toward staff development that is learner-driven, community-based, and responds to a teacher’s need to know, when they need to know it and using a mode of delivery that is easily accessible. HVCP is far from that goal, but that is direction we are headed, and we believe that IT is essential to getting there.

Kate Hymes, Director
HVCP, Hudson Valley Catskill Partnership: Regional Adult Education Network
khymes@hvcp.org
845-295-4022/23 (W)

Ohio ABLE Resource Center Network's alternative PD delivery options.
http://www.ohioable.org/

The ABLE Resource Center Network (1 state resource center and 4 regional ones) collaborate on this statewide OPD calendar. As of March 2009, they offer 58 options.

Cheryl L. Brueggeman
University System of Ohio
Board of Regents
State Leadership Manager
ABLE Professional Development
30 East Broad Street, 36th Floor
Columbus, OH 43215
Phone 614.644.6661
Fax 614.466.5866
http://www.ohiohighered.org/
http://www.ohioable.org/

Pennsylvania

Pennsylvania's statewide adult literacy professional development system is taking an exciting new path and we will provide more information here in the near future. In the meantime, check out our site at http://www.paadultedresources.org/.


Vermont
Vermont's online new staff orientation course is required for staff within six months of hire. It is available at no cost to participants, is self-paced, and will take approximately 6 hours. All VT adult education and literacy staff are welcome to take the course. Vermont staff can contact their supervisors or the VT DOE (802-828-5144) for access to the course.

The Virginia Adult Learning Resource Center
www.valrc.org
http://www.valrc.org/trainings/onlinecourses.html

We offer two new teacher online courses. Both are 32 hours and have a fee of $175 for out-of-state participants:

  • Adults as Learners: An Orientation
  • ESOL Basics

We offer two Beyond Basics ESOL online courses. Both are 18 hours and have a fee of $125 for out-of-state participants:

  • Multilevel ESOL Classes
  • ESOL Beginning Literacy

We offer four in-depth courses. All are 40 hours and have a fee of $200 for out-of-state participants:

  • Adults and Learning Disabilities
  • Developing Writing Skills in Adults
  • Numeracy in Adult Education
  • Reading in Adult Education

We also offer one course that is appropriate for both ABE/GED and ESOL. It is 24 hours and has a fee of $150 for out-of-state participants:

  • Effective Lesson Planning for All


Washington State
Washington provides a 5-week New Teacher Orientation for ABE teachers in the Washington community and technical college system and a year-long modular New Administrator Training Series for directors of ABE programs in the same system. Their PD offerings are specific to WA SBCTC-funded ABE programs, so are not open to those from outside our system.

KC Andrew
Washington State Board for Community and Technical Colleges
Adult Basic Education - Professional Development Services
kandrew@sbctc.edu - 360.485.2338


Other Online Professional Development

Marketing your language or literacy program -- 10 free recorded webinars http://drsaraheaton.wordpress.com/2012/05/31/marketing-your-language-or-literacy-program-10-webinars-recorded/

The Capitol Region Professional Development Collaborative on Adult Literacy On-Line Professional Development Resources
http://www.crec.org/cetes/adult_literacy/index.php

The collection of resources accessed from this page merges an information rich website with a highly interactive social network function through the discussion list format. It is an integral aspect of the expansion of the Capital Region’s entire adult literacy professional development enhancement project currently underway. The site is housed at the Capitol Region Education Council (http://www.crec.org) serving 35 Greater Hartford public school districts. This collection of online resources is designed to be comprehensive in meeting the diverse needs of students, teachers, and support staff of adult literacy programs, including:

  • Community-based volunteer tutoring programs
  • Town-based Adult Basic Education programs
  • Community College courses in ESL and reading and writing development.
  • Workplace literacy and job readiness programs
  • Family literacy programs
  • Health literacy and citizen preparation courses and initiatives

The online resources, including links to Capital region agencies and to field-wide professional development resources in adult literacy, offer many opportunities to enhance staff and professional development. There is much to draw from whether you are:

  • Seeking additional information for teaching a class;
  • Offering a workshop, or;
  • Interested in exploring issues in greater depth

The web site houses two discussion listservs: Adultliteracy@creclsrv.org and the Adultsupports@creclsrv.org. Subscription and description information can be accessed here http://lists.creclsrv.org/cgi-bin/mailman/listinfo/adultliteracy and here http://lists.creclsrv.org/cgi-bin/mailman/listinfo/adultsupports Contact George Demetrion ( gdemetrion@msn.com ) for additional information.


Discussion Lists (Listservs) as PD: LINCS Lists, TESL Lists, AAACE-NLA

http://lincs.ed.gov/lincs/discussions/discussions.html
http://lists.literacytent.org/mailman/listinfo


Wikis

The Adult Literacy Education (ALE) Wiki http://wiki.literacytent.org

Adult Literacy Resource (Australia) http://www.adultliteracyresource.edu.au/


Online Articles and Books about Distance Learning for Adult literacy/basic/secondary education, including English Language Learning

Online Professional Development for Adult ESL Educators. by Wil Hawk http://www.cal.org/caela/esl%5Fresources/digests/pdQA.html


Web-based resources for Online Educators

Multimedia Educational Resource for Learning and Online Teaching (MERLOT) is a free resource designed primarily for post-secondary education faculty and students. It includes links to online learning materials.

http://www.merlot.org/


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