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From: djrosen@comcast.net
Subject: [Technology] Distance learning -- an option or a necessity?
Date: November 22, 2005 11:03:29 AM EST
To: technology@dev.nifl.gov

Technology Colleagues,

Indulge me. This post may seem a bit of a stretch, but that's what a discussion forum is for -- a place to try out ideas. It also follows from a discussion here earlier this year on adult education distance learning.

I have been thinking about Asian Bird Flu. I hope the predicted epidemic does not come to pass, or if it does, that its scope is tiny; but many experts claim that it is inevitable, and at a scale that could be between 5 and 50 million people afflicted. In earlier world epidemics, for safety reasons public gathering places were closed or limited to only those that were essential. Schools were closed.

Suppose schools in North America or in other parts of the world actually were all closed, including all adult education schools and programs. Suppose adult education could only take place by Internet, TV broadcast, radio broadcast, CDROM or DVD, and telephone. Those with experience in delivering adult education at a distance -- many of you on this list -- would be asked to step forward and think through how to organize this adult education distance learning delivery system.

I have been thinking about this, and would like to invite you to think about it, too. What would be needed to deliver all adult literacy education (including English language learning) by Internet? What would the issues be?

Access from home, including broadband access
Good content online in all areas, all levels: ELL, basic literacy, ABE, ASE, Transition to higher ed, etc.
Counseling
Online training for participants using online learning -- including technology skills
Online teachers/facilitators recruitment and initial training
Ongoing professional development and training for online facilitators
An online assessment system
An online MIS
How to provide services to low-literate adults and beginning level English language learners

What else?

How should this be organized? By community? By state? Nationally? Internationally? Some other way?

What pieces of such a distance learning system do we have now? Can some of the Project IDEAL states -- and Florida, California and other states which may be doing distance learning -- do some of this -- or all of it now? If so, tell us what is in place in these states. Could Alpha Plus or other Canadian models point the way? What about Australian and Irish (NALS) distance learning models?

Let's think together on this one, hoping we never have to use such as system under such calamitous conditions, but through the thinking and planning being prepared. It may also suggest some things we should be doing whether there is an epidemic or not.

David J. Rosen
djrosen@comcast.net

From: tommy.mcdonell@nyu.edu
Subject: Re: [Technology] Distance learning -- an option or a necessity?
Date: November 22, 2005 11:18:58 AM EST

David, finally a question I am really interested in--and finally someone who believes as I do that a listserv is to explore things.

I taught for many years in NYC at the public library and the thought of teaching people how to learn online--just at the bare roots of technology--scares me. Not the teaching so much, but it scares me the number of people who could be left out of the loop.

Do we really know how many people have access to technology of any kind?

I wonder if we really use the telephone enough in teaching. It was used more than 40 years ago in PA for distance ed, before we thought the computer was only way to teach.

Could we start a grass roots "something" that would prepare for something like this, while other "experts" are supposedly planning what to do?

Just thoughts.

while I hate the bird flu, I like the premise of this topic. Perhaps even if the flu does not come, we will learn more about educating people in a far reaching way.

Tommy

Tommy B. McDonell
Tommy.McDonell@nyu.edu
Adjunct, Steinhardt School of Education
tbr202@nyu.edu
Doctoral Candidate in TESOL at NYU

From: cchristensen@air.org
Subject: RE: [Technology] Distance learning -- an option or a necessity?
Date: November 22, 2005 11:37:33 AM EST

I also like this question and will respond in depth later. However, I'd like to add to Tommy's concern. When I read through David's posting, I stopped cold at "broadband access." If we (the field) do not offer the proposed distance education resources across a variety of new and old media, and attempt to move the learners into a technology/Internet environment only, wouldn't we further expand the divide by including tools that require high speed access?

I agree with Tommy that that access to education in a situation of dire necessity requires a broad sweep of inclusive thinking and planning.

Carol Christensen
Research Analyst

From: mariannf@lacnyc.org
Subject: Re: [Technology] Distance learning -- an option or a necessity?
Date: November 22, 2005 11:37:50 AM EST

Hello David and all,

David thank you for posting this, it is interesting and provocative to think about the delivery of distance learning (DL) services under such absolute conditions. It models the way much "hard science" is thought through, for example studying climactic change by tracking changes that take place at the Equator or North and South Poles, rather then in more temperate climates.

I'll throw my hat in the ring first and encourage others to do so also. Given our current state of internet access DL services would have to be delivered through a variety of modalities (TV, telephone, mail correspondence, internet).

If we want to think about what it would take to have an internet only delivery system... First, a number of municipalities are considering free and low-cost citywide wireless access. Cities like Philadelphia have taken this on as a government initiative rather then waiting for it to be led by the private sector. I believe under the conditions of a widespread public health hazard prevailed then Wi-Fi would come to be seen a a necessary public service funded nationally and provided for at a state-wide level. This service would be accessible through personal computer, cellphone or P.D.A. There is getting these tools to people in need of the DL education services ofcourse (something that would need to be subsidized), and then providing not only content-area instructional services (the language, literacy, GED content) but also instruction on learning using that tool and at a distance. Instructor professional development would be vitally important in insuring a high quality service.

I'd be really interested in hearing from folks from around the country involved in Project IDEAL on these questions and from others on the list.

Regards,

Mariann

From: BENNETT@cotr.bc.ca
Subject: RE: [Technology] Distance learning -- an option or a necessity?
Date: November 22, 2005 11:48:23 AM EST

Wow, David; you present an interesting (& not too far-fetched!) scenario. I had not considered that distance education could become an essential part of dealing with some kinds of emergency & emergency recovery.

I live & work in a rural part of Canada, where I support distance education at the literacy & postsecondary levels. I have had quite a bit of experience working with AlphaPlus (AlphaRoute delivery) so perhaps I can speak to that... AlphaRoute is an incredible collection of online literacy learning resources and learning objects, but it makes no claims about being a full literacy 'curriculum'. The literacy learner still requires, in most cases, a tutor/mentor who can put the online activities into some sort of context that makes sense to the learner. The system is well-designed so that the mentor can communicate with the learner online (there is an embedded, simple-to-use email program) but if we were physically isolated (e.g. by quarantine) for more than a week or two, I expect the learning experience would suffer.

So in answer to your question: what's missing in our current systems? I would respond: a strong virtual community that can sustain the learner through periods of physical separation, or at least until the learner develops a sense of virtual identity & of 'being' online. I would LOVE to do some research on this: what kinds of activities create a sense of community online? There's been quite a bit done in this area for postsecondary learners, but what's effective for literacy learners? I think we need to go beyond the notion of just creating an "online learning community" (lots on that) -- we need to research strategies that will bring the literacy learner's existing community (maybe just the family during a quarantine) into the fold. Stream of conciousness here: I think we need to find ways to overlap the learner's current community with their learning community. This, of course, is not just true for distance learning modalities but for any kind of literacy learning venture. But we will have to think outside the box to make this work for distance education.

I agree with some of the other posters on this topic that we can't rely on internet alone (certainly not just broadband) although a scenario like this certainly adds some meat to the argument that internet access is quickly becoming an 'essential service'...

Gina Bennett
eLearning Support & Coordination
College of the Rockies
Box 8500
Cranbrook, BC V1C 5L7
250.489.8287

From: EJacobson@air.org
Subject: RE: [Technology] Distance learning -- an option or a necessity?
Date: November 22, 2005 12:00:11 PM EST

I share other posters concerns about access to up-to-date internet technologies, and I think that radio should be integrated into the outreach/delivery process. This is for several reasons (and not just because I think radio is just about the coolest technology ever).

1) For people who do not have internet access at all, the radio is still a common way of getting information. In advance of, or in the midst of, an epidemic it would probably be easier to develop radio specific content than to identify and distribute computers to people that don't have them, presuming you already have wifi everywhere (which is a big assumption).

2) Even if they have a computer and internet access, you may have people unaccustomed to going online for education. They would not be regularly checking the net, and phone calls to let them know about courses might be too time consuming. Broadcasts on the radio about when and where things will be available online might be more productive, and could include some helpful hints about how to get started.

3) English language learners listen to ethnic radio stations in a wide variety of languages. For example, rather than trying to find somebody who speaks Kurdish to make phone calls, broadcasts on Kurdish community radio programs would cover much of the community. In addition, materials could be adapted for radio lessons for that community - this would probably be cheaper than trying to retrofit websites or web lessons (say, in Kurdish). It would also help students whose English literacy skills might make internet-based courses difficult.

Erik

From: bmoon@teachertech.us
Subject: RE: [Technology] Distance learning -- an option or a necessity?
Date: November 23, 2005 1:51:36 AM EST

While I am partial to computers, the cell phone may be the platform that has the most potential for delivering lessons to the masses. It's portable, now often includes a color screen, and the same chips that drive onboard games can be used to deliver content with interaction as well. The cell phone seems much more pervasive in the society than the personal computer. You can use plug-ins with web design software like Adobe GoLive and Dreamweaver to design webpages for the cell phone platform.

When you spoke of the bird flu, I recalled something I read last year during the SARS outbreak where teachers in Hong Kong delivered web-based lessons. As I read about it at http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2003/04/21/BU190788.DTL I see that part of their system involved using a special phone. Video on demand, TIVO, mp3 players, PDA's and other technologies are poised to enable access to content that people want 24/7. They're primarily being used for entertainment now, but imaginative teachers may be able to seize the opportunity to extend education beyond the four walls and make learning accessible to everyone. I think a key element is getting us as educators to think outside of the box and imagine how we can make learning more like the entertainment that is attracting people to use these technologies. Personally, I am educating myself using podcasts that I capture on the web and content I've ripped off CD's. Coupled with the traditional books, pen and paper, I think there's a lot of potential in these technologies for education, and there's not much of a learning curve involved if we deal with what people already know and do.

Bruce Moon
Adult ESL instructor
Sacramento, CA

From: djrosen@comcast.net
Subject: Re: [Technology] Distance learning -- an option or a necessity?
Date: November 23, 2005 7:52:33 AM EST

Hi Tommy and others,

On Nov 22, 2005, at 11:18 AM, Tommy B McDonell wrote:

Do we really know how many people have access to technology of any kind?

Yes, we do, and the percentage of people in the U.S. who have access to computers, to the Internet, and even broadband has increased significantly.

"On a typical day at the end of 2004, some 70 million American adults logged onto the Internet to use email, get news, access government information, check out health and medical information, participate in auctions, book travel reservations, research their genealogy, gamble, seek out romantic partners, and engage in countless other activities. That represents a 37 percent increase from the 51 million Americans who were online on an average day in 2000 when the Pew Internet & American Life Project began its study of online life."

"The Web has become the “new normal” in the American way of life; those who don’t go online constitute an ever-shrinking minority. And as the online population has grown rapidly, its composition has changed rapidly. At the infant stage, the Internet’s user population was dominated by young, white men who had high incomes and plenty of education. As it passed into its childhood years in 1999 and 2000, the population went mainstream; women reached parity and then overtook men online, lots more minority families joined the party, and more people with modest levels of income and education came online."

Pew internet and American life Project, Reports: Internet Evolution http://www.pewinternet.org/PPF/r/148/report_display.asp

I wonder if we really use the telephone enough in teaching. It was used more than 40 years ago in PA for distance ed, before we thought the computer was only way to teach.

In addition to the ubiquitous cell phone, Internet telephony (Skype and Gizmoproject, for example) make free or very low-cost long distance telephoning a reality now. Although it's better with broadband, it can be used with dial-up. This means that it would be possible to have a 24/7/365 worldwide telephone tutoring service which accompanied CD or DVD, online or TV broadcast curriculum and instruction products. For example, with internet telephony and an online English language learning program an ELL(ESL/ESOL) intermediate level student could have real-time telephone group language learning (a class by telephone) and tutorials (by telephone, e-mail, and/or instant message) while pursuing video-driven lessons. All from home or work. Is this futuristic? No. It can be done (maybe is being done) now. Using (free) English For All, Crossroads Cafe, or Connect with English, for example, and an online tutoring service (note real teachers and tutors are required, not natural language databases!), if there were sufficient demand telephone ELL classes could be offered by currriculum level several times a day and students could log in to a convenient class or change to a different class schedule as needed. Teachers (from all continents) could teach 24 hours a day. a student in the U.S. who wanted a class at 2:00 A.M. could ahve a wide-awake teacher online or by phone from the Philippines or Australia, for example.

ELL students -- to an even greater degree than ABE students -- have (and increasingly are getting) broadband access because free telephony means they can save on long distance phone calls to family and friends back home. Internet telephony and desktop videoconferencing are "killer applications" for those with family and friends overseas. In some cases the investment in a computer and Web access pays for itself in months. (ELL teachers -- have you asked your students how many have access to the web at home? What do they say?)

Could we start a grass roots "something" that would prepare for something like this, while other "experts" are supposedly planning what to do?

Yes -- what I have described above could be done to some extent on a smaller scale in a city or state. For example, Portland State University, as follow up to an adult education longitudinal study (Reder and Strawn), is designing a Web portal that does some of this -- anyone have more information on that? And how about Alpha Plus/Alpha Route -- to what extent does is that an example of this? What else is there?

The National Adult Literacy Agency in Ireland (NALA) has TV ABE programs (with free accompanying print materials) which are so popular that they have better ratings than some soap operas, and they are broadcast in prime time. They did some research a year or two ago to find out if participants wanted to enroll in programs (they call them "schemes") and learned that participants did not -- because they had been in programs and found TV learning more suitable, or because they didn't want anyone in their village to know they couldn't read. When asked if they wanted a telephone tutor -- once it was explained what that meant -- most were interested. I wonder if NALA are offering telephone tutoring now. Does anyone know if telephone tutoring is being offered in adult education anywhere? If so, please let us know.

David J. Rosen
djrosen@comcast.net

From: djrosen@comcast.net
Subject: Re: [Technology] Distance learning -- an option or a necessity?
Date: November 23, 2005 7:58:40 AM EST

Hello Gina,

Thanks for this informative reply about AlphaPlus/AlphaRoute. I have some questions about this (in italics below):

David J. Rosen
djrosen@comcast.net

On Nov 22, 2005, at 11:48 AM, Bennett, Gina wrote:

Tell us more about how this works. Where do the mentors come from? How are they trained? Are they paid? What services do they provide? Does a student have one mentor or many?

The system is well-designed so that the mentor can communicate with the learner online (there is an embedded, simple-to-use email program) but if we were physically isolated (e.g. by quarantine) for more than a week or two, I expect the learning experience would suffer.

Why would it suffer? What else would it need?

Why couldn't this happen now? Why couldn't friends and families of learners enroll together?

From: djrosen@comcast.net
Subject: Re: [Technology] Distance learning -- an option or a necessity?
Date: November 23, 2005 8:04:15 AM EST

Hello Erik and others,

On Nov 22, 2005, at 12:00 PM, Jacobson, Erik wrote:

I love radio too -- it's a warm medium -- the hearth in our household. How do you see radio being used in this context? Here's one example -- from Southern Mindanao in the Philippines: The Notre Dame Foundation/Women in Economic development program has a project that supports community radio stations in Mindanao (broadcasting in a variety of languages.) With the proliferation of cell phones -- even in the very poorest communities -- there are community education call-in programs. Using this medium and format one could -- on a larger scale have a daily or weekly radio show around a particular curricuum (on CD-ROM on broadcast on TV or on the Web)

Other ideas?

David J. Rosen
djrosen@comcast.net

From: klayton@northampton.edu
Subject: [Technology] Distance Learning . . . option or necessity/ ACCESS issues
Date: November 23, 2005 8:26:59 AM EST

David:

So now you have taken me out of my comfortable position of lurker, smack into what will become, no doubt, a lively exchange of ideas, opinions, and experiences. Thanks David, for inspiring me to get out of my zone.

For the past five years, I have been working with distance GED students. The majority of these students participate in what would be considered a correspondence course. Most of the contact is through mail or by phone, with an occasional drop-in tutoring session. Few students request an online course. Even those whose initial request for course information is via online registration, later explain that they do not have computer access and had used a friend's or family member's computer to register online.

This experience leads me to believe that the best distance avenue for the adult literacy population is through the most accessible technologies- mail, phone, tv/video or radio. Of course, each of these has its particular strengths, and matching those to the content areas is key. But this is a given. What is really important is the accessibility issue- it does no good to develop an online course, when no one can "virtually" get there. I've learned this from experience. There are students who may never own a computer- and I just can't see leaving them behind because of the lack thereof. There will be discussion about doing these students a disservice by not forcing them to use technology, but many will be exposed to computers in their jobs, and the options for those jobs will broaden once they complete the GED. I don't mean to imply that the correspondence-type course is the only means to be offered. We offer the student online instruction as well, and it is largely the student's choice of medium.

You've provided for quite a broad discussion here. There is much to discuss here, but I wanted to dwell on the access issue as a first response.

Thanks again, David, for the inspiration.

Karen Layton, M.Ed.
Instructional Manager, Technology and Distance Education
Center for Adult Literacy & Basic Workforce Development
Northampton Community College
570-688-9173
klayton@northampton.edu

From: BENNETT@cotr.bc.ca
Subject: RE: [Technology] Distance learning -- an option or a necessity?
Date: November 23, 2005 11:39:56 AM EST

Hi David, let me see if I can respond to your questions re: AlphaRoute.

AlphaRoute has been, until fairly recently, an online literacy resource mostly limited to the province of Ontario. It is gradually being rolled out nationally & my college has been a bit of a pioneer, pilotting it in the province of BC. Our students have really enjoyed their AlphaRoute involvement. Our experience indicates that as long as the mentor has a positive attitude towards learning with the computer, the learner welcomes the computer as a learning tool.

The mentors for our project have all been volunteers. We provide a half-day training session (either in small groups or one-to-one) & then we support the mentors mostly by email or phone afterwards. Each learner is paired with one mentor, although occasionally a mentor will support more than one learner. The mentor usually tries to meet with the learner (in person) once a week, & then responds to messages, marks completed assignments, & gives feedback by email. Of course, they also provide that essential 'soft' support: encouragement, problem-solving, & modelling good learning behaviour. Sometimes they use the phone.

(In Ontario, it's my understanding that instructors in literacy programs provide the mentorship role to a group of their students, as a part of their paid work.)

You asked: what else does this system need in order to function well at a distance? I think if the learner already 'has a life' online (e.g. checks email regularly, uses a webcam perhaps, chats with friends), then they would be able to participate in a supportive relationship with their mentor online. But it takes a while for some learners to get that comfortable with the technology. The technology really has to become transparent for them (or for anybody!) before they can "feel" the support, encouragement etc. through/in spite of the medium. Just my opinion, of course -- but if the learners don't feel a support network, many of them will fail to persevere. That distance support network has to become tangible.

You also asked: Why couldn't friends and families of learners enroll together (i.e. to build & extend the learning community)? Well, of course they COULD! It's just... I think this is an area that's not researched well enough yet. How do we develop, promote, & extend online learning communities for literacy-level students? How do we create an online "sense of place" & provide an effective, warm online support system?

Gina

From: djrosen@comcast.net
Subject: Re: [Technology] Distance Learning . . . option or necessity/ ACCESS issues/Curriculum
Date: November 23, 2005 10:26:24 PM EST

Hello Karen and others,

Access is important. I agree that any system needs to provide options for those who don't have access to or don't want to use computers. I think that Snail Mail and telephone, along with videotapes/DVDs and radio and/or TV broadcasts, should be the elements of a low-tech DL system. Both the high tech and low-tech systems need a curriculum -- actually several curricula -- one for each level of ELL and ABE and ASE (including transition to college). We have national content standards now : EFF and SCANS, for example. And some of the DL products may be considered a curriculum (for one or two levels at least, but I think there is a great deal of work to be done in this area.

Let me try something, and see what you think:

Suppose we used the NRS levels for ELL and ABE (not because they are exemplary but because many people are familiar with them) and tried to identify existing online or other digital curricula for each of these. What would work, and what would be the gaps. I'll start by adding a few products for examples -- but please offer suggestions of other digital curricula which could be used -- and tell me if I misunderstood the range of the curriculum products I listed. I have only listed products which might be considered a curriculum, not supplementary digital instruction or broadcast materials.

ELL/ESOL/ESL LEVELS

1. Beginning ESL Literacy
2. Beginning ESL
3. Low Intermediate ESL (English for All, Crossroads Cafe, Connect with English)
4. High Intermediate ESL (English for All, Crossroads Cafe, Connect with English)
5. Low Advanced ESL
6. High Advanced ESL

ABE LEVELS

1. Beginning ABE Literacy
2. Beginning Basic Education (PLATO, Skills Tutor)
3. Low Intermediate Basic Education (PLATO, Skills Tutor)
4. High intermediate Basic education (PLATO, Skills Tutor)
5. Low Adult Secondary education (PLATO, Skills Tutor, GED Connection)
6. High Adult Secondary education (PLATO, Skills Tutor, GED Connection)

WORKPLACE and WORKFORCE SKILLS

Workplace Essential Skills

David J. Rosen
djrosen@comcast.net

From: djrosen@comcast.net
Subject: Re: [Technology] Distance learning -- an option or a necessity?
Date: November 26, 2005 10:53:06 AM EST

Hello Gina, and others,

Here are some thoughts about building community online using technology. In this scenario I am assuming that a potential adult learner has little or no experience with a computer and does not own one.

Let's assume we have a learner with intermediate level literacy skills in English who has a new (for her) computer and an interest in getting online to take a basic skills course, but has not purchased Internet service. She gets a one-page, easy-to-read notice with the computer (which she got inexpensively on a one-year or two-year lease/purchase agreement) which says "For help in setting up your computer, call this phone number." Online technical assistance is provided 24/7 by a pool of people who have been adult learners who now have their high school equivalencies. They have been trained to help new users set up their computers and to help them with basic computer operations. They are backed up by techies. When they talk with a new user for the first time, they:

1. Explain that they are there to help, that the service is free, that the new user can call as often as she wishes
2. Give their name and phone extension (or other identifier) so that the new user could ask for them by name
3. Ask the new user, if this hasn't been done yet, to take the computer (monitor, internal CD-ROM player, printer, hard copy manuals, software and surge protector) out of the box and choose a place for it to be set up (on a table, near a wall plug, and perhaps near a telephone outlet or cable modem outlet)
4. Walk the new user through setting up the computer, printer and modem, one step at a time, then through testing it out, and
5. Ask the new user if they want Internet access, and if so walk them through the options, and then ask them to call back once they have chosen one.

There is another set of steps for the ISP installation phone call.

Once the ISP is operational, there is another set of steps for opening a browser, for using e-mail, for using an online messenger (such as Instant Messenger),for using Internet telephony, and for using (free multi-tool office software program) Open Office. These are all described in plain English in the manual, but are also available by telephone. After e-mail is set up, the New user is asked to practice this by sending the online T.A. person questions by e-mail or Messenger. Gradually, e-mail and messaging are increased, but telephone is always an option.

Another set of steps -- and perhaps a different person -- for the software installation

Another set of steps for an introduction to installing and using the CD-ROM introduction to using the software.

A new person -- a mentor or tutor who is available to answer questions about the instruction software and/or the online learning environment. The student (no longer a "new person" is asked to enroll in an introductory online course on using Open Office ( and maybe internet telephony and other tools) while beginning a course or computer-assisted instruction module in an adult education or Literacy topic area/level. The student is increasingly connected through e-mail, internet telephony and messaging, to other students in the course or study area the student is interested in. Community begins to be built. A tutor and/or mentor is still always available, but now there are others who can help, too, people online who are: "study buddies", online learning group members, resource people, etc. At this point perhaps there is an environment like AlphaRoute (see free guided tour at http://english.alpharoute.org/) which by design helps to build community online. Also, at this point the learner is encouraged to consider talking about this online way of learning with friends and family to see if they want to enroll too.

From this point on, the lessons, the virtual learning environment, and the tutor/mentor all refer to other ways of learning: self-study, online research, online tutorials, online study diads, study groups, courses, online apprenticeships, internet telephone conferencing (maybe even video conferencing) etc. so that the student fully uses the online learning community as well as becoming a good information researcher and independent learner. The goal is to have the online community be as fully interactive as a good family, classroom, club, faith-based, or other community where one feels a sense of purpose, belonging and connectedness, caring and support.

What would you (anyone reading this) add to or change in this scenario? What's missing? What other ways (radio, or videocassettes, for example) could supplement some of these steps? Does anyone know of an existing model that looks something like this? Could anyone envision this happening with a handheld device -- a Blackberry or Ipod telephone -- instead of a desktop computer?

David J. Rosen
djrosen@comcast.net

From: smilin7@direcway.com
Subject: Re: [Technology] Distance learning -- an option or a necessity?
Date: November 27, 2005 3:51:34 PM EST

Hello David (you had a busy Thanksgiving weekend -- do you ever relax away from the computer? Hope so!) and all,

Interesting ponderings.... a few notes below:

1. Explain that they are there to help, that the service is free, that the new user can call as often as she wishes
2. Give their name and phone extension (or other identifier) so that the new user could ask for them by name
3. Ask the new user, if this hasn't been done yet, to take the computer (monitor, internal CD-ROM player, printer, hard copy manuals, software and surge protector) out of the box and choose a place for it to be set up (on a table, near a wall plug, and perhaps near a telephone outlet or cable modem outlet)
4. Walk the new user through setting up the computer, printer and modem, one step at a time, then through testing it out, and
5. Ask the new user if they want Internet access, and if so walk them through the options, and then ask them to call back once they have chosen one.

Some people are just determined to try things themselves -- and succeed partially -- or get so frustrated they give up -- and let someone else use the machine, or try again days/weeks later -- I think an oft-times crucial step is to have someone at the GET-GO -- for many folks, a real live person is needed at this step -- more than a phone call -- this is the group of people I'd like to reach more of! So, although there are possibilities with this outline, it is still not enough for a certain target population -- BUT... if we reach one group, and expand the knowledge base, these folks might BE the human connect for their neighbors, friends, etc... SO -- they make the first phone call and... it works! Hooray! [I've actually been at this point -- more times than I like to confess -- when I'll postpone weeks/months to make the phone call (hating to sound stupid, to admit I can't figure it out myself, afraid I'll be hours on the phone with no results -- like what used to happen... but the past several experiences have been wonderful! Fast, competent, pleasant service -- I do believe things are improving!]

There is a another set of steps for the ISP installation phone call.

I still think some sort of intervention on a f2f level is necessary. One program in our area, Computers4Kids, www.computers4kids.net has a great program -- I've seen its benefits spread from the children to the families/adults/friends within the smaller community networks -- I think this type of grassroots effort, although slower, has stronger positive effects... building community awareness and goodwill along the way, uncovering and encouraging chidren's talents, more.

I think the community building needs to start sooner.

I like the breadth of ideas you suggest -- and the ideas they'll give others --

Again, I'll plead the case for Moodles -- http://www.moodle.org -- I love the community aspect they build, the ease of maintenance,

Re: Could anyone envision this happening with a handheld device -- a Blackberry or Ipod telephone -- instead of a desktop computer? ...or newer advanced cellphones, even?

yes! I believe this could happen -- and that the next few years will see amazing changes in the use of computers by a greater majority of people -- as folks use them at work in many different ways, it will ease their familiarity with other products at home... as schools, including community schools and adult ed programs, expand their knowledge base, it will burgeon -- but I FEAR that funding changes could 'force'/coerce people into losing the options of the vital f2f piece -- and I believe that human real connect is still crucial!

I don't want to see technology do it all...

Holly

Charlottesville City Schools Adult Education Program
Charlottesville VA

From: djrosen@comcast.net
Subject: Re: [Technology] Distance learning -- an option or a necessity?
Date: November 27, 2005 9:08:27 PM EST

Hello Holly and others,

I agree that a blended model (FL plus F2F) would, in most cases, be preferred, and that face-to-face is especially valuable at the beginning in working with those who have little or no computer experience and who may also be new to adult literacy education/English language learning) . However,when I launched this discussion I set out some ground rules -- which you might have missed -- that no face-to-face was possible. The situation we are responding to is one where -- because of an epidemic like Asian Bird Flu -- face-to-face instruction would not be possible, and all learning, for a time, would rely on pure distance learning options. The idea is 1) to prepare for this possibility, hoping against hope that we never have to implement this, and 2) in exploring a pure DL-only model to think together about how to use online and other technology possibilities that we have not thought of or given much attention to before.

I would like to hear from those who see possibilities for the use of radio and TV for distance learning, and from those who have ideas about how telephone could be better used, in combination with radio, TV, CD-ROM, DVD, videotape and/or online instruction.

Also, what about snail mail? When I was a kid I subscribed to something called "Things of Science" which mailed me a box of science experiments each month. This was fun, and I also learned science. Would something like this be useful for GED prep or adult diploma students? If so, what should it look like for adults? What else could snail mail be used for? Delivery of CD-ROMs and DVDs? Anything else?

David J. Rosen
djrosen@comcast.net

From: BENNETT@cotr.bc.ca
Subject: RE: [Technology] Distance learning -- an option or a necessity?
Date: November 28, 2005 11:12:21 AM EST

Hi David (& others)

I think your proposed model sounds pretty good! My comments are more in the line of 'tweaks':

-- the telephone support you describe for a brand-new computer user sounds thorough, friendly, & realistic. The system may need a bit of adaptation to work well in a rural environment (perhaps just by adding a toll-free number which could be rotated among volunteers). We may also have to work harder to promote the service since there is less likelihood of the availability of a standard, one-to-two year inexpensive lease arrangement (such as you describe).

-- the telephone-mediated 'walk through' to get the new user up & running would be very challenging. I know, because I do this kind of work on a regular basis (as part of my paid position & as a volunteer). Of course, it becomes more & more challenging as the literacy level, spoken/understood English level, & comfort level with technology decreases. One of the main contributing factors to the difficulty is that (it seems) everybody has such wildly differing configurations! In my community, at least, some new users will have IBM-type clones, some will have Macs, & many will have acquired older, recycled computers. Operating systems will differ. Setting up a dial-up connection can be highly variable (depending on ISP) while setting up a broadband connection can be more straightforward. Wireless connection can be easy or complicated depending on all of the above factors.

How could this be addressed? As the volunteer base grows, helpers could specialize... A 'specialist' could be called, for example, if a Mac needs to be set up or if the second-hand computer has already been badly infected with viruses.

-- Software setups also vary an awful lot. I like your idea of starting with one application (e.g. a CD-ROM or DVD learning guide), leading to working on specific tasks (e.g. starting an online module about Open Office). However, most learners will probably use Internet Explorer to start using the internet & they will almost immediately be infected with some scumware or malware bug. Similar problems arise if the learner uses a well-known email client (e.g. Outlook).

What can be done about this? I'd like to see (at least) one other commonality added to the plan. Ideally, some kind of highly customized 'Live CD' (e.g. Ubuntu Live - http://www.ubuntulinux.org/) could be produced. All the learner would have to do is to start up the computer with the CD or DVD & everything -- the operating system, the office program, the internet browser, the email client -- would be right there & running. If something went wrong (e.g. virus infection), the learner could just pop in the CD & start over, fresh.

Holly mentions Moodle & I think that could also be a good start: I've used Moodle with VERY new users & have found it to be a friendly, easy-to-use, hard-to-get-lost learning environment. For those who are unfamiliar: Moodle is an online learning environment that includes chat, instant messaging, a discussion board, & a way to connect learners with documents & outside websites -- all contained within the learning environment. Best of all from my perspective, when a learner has problems, I can go in as instructor/administrator & I can easily check the logs to see exactly what the learner tried or did when the problem occurred. It sure makes it easier to troubleshoot issues when we are (literally) all on the same page!

Another possibility would be an easy-to-use desktop sharing application (e.g. Shinkuro http://www.shinkuro.com/products.php). This would enable me, as the volunteer or instructor, to see exactly what the learner sees when something goes wrong. Shinkuro also includes some very nice, super easy-to-use chat/messaging tools.

The whole thing is about building a sense of community online. Once the learner is comfortable & feels connected, the technology 'disappears' & it becomes just people talking to people. I don't think it is ever a matter of 'technology doing it all'!

Gina

From: maureenh@azcallateen.k12.az.us
Subject: RE: [Technology] Distance Learning . . . option or necessity/ ACCESSissues/Curriculum
Date: November 28, 2005 5:05:44 PM EST

For low and high secondary, I'd recommend GED Interactive by McGraw Hill. The McGraw Hill site also has chapter review lessons and quizzes on line free.

From: mthacher@otan.us
Subject: Re: [Technology] Distance learning -- an option or a necessity?
Date: November 29, 2005 10:02:16 AM EST

Hi Gina and Everyone,

I'm responding to the question of how to build online community. I think the biggest ingredient is motivation. I'm thinking of some teen-agers in my neighborhood. For a while they were online all the time, day and night, sneaking online at 3 a.m. to the despair of their parents, because they had an intense form of community in their chatrooms that included kids from all over the world. (Of course, there was a big motivator here - hormones!) As these kids got driver's licences, things changed. They didn't need the online community as much, because they weren't as isolated.

My point is, our learners don't need to have online communities, or cell phone communities, or whatever, right now if they can go to school. If the bird flu scenario David describes occurs, we will be a lot more isolated than we are right now, and our motivation to find other modes of community will be heightened. That motivation might help overcome resistance to the potentially embarrassing tech support phone call, plus, you might have the sense that others around you are doing the same thing, which is reassuring.

Marian Thacher
Outreach & Technical ASsistance Network
Sacramento, CA

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