DL with basic skills students
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This discussion took place in August, 2005 on the NIFL-FOBASICS electronic list, nifl-fobasics@literacy.nifl.gov, and simultaneously on the NIFL-AALPD electronic list, nifl-aalpd@literacy.nifl.gov
From: khinson@future-gate.com
Subject: [NIFL-FOBASICS:1454] Success with Distance Education
Date: August 20, 2005 8:48:10 AM EDT
I have a question - related to distance education in Continuing Education/Basic Skills. Has anyone had a lot of success with distance education in their program and does anyone have any ideas or suggestions for developing, implementing a distance education prorgram with basic skills students?
Any comments would be welcomed.
Regards
Katrina Hinson
From: l.cuttler@comcast.net
Subject: [NIFL-FOBASICS:1455] RE: Success with Distance Education
Date: August 20, 2005 10:51:34 AM EDT
Basic skills implies just that: direct explicit intruction in the structure of English from an experienced teacher. Consider it laying the foundation for a building.
Lucille Cuttler
From: jataylor@utk.edu
Subject: [NIFL-AALPD:2229] Fw: Distance Education
Date: August 20, 2005 10:01:23 PM EDT
Hi all -
What feedback do you have for Katrina Hinson regarding her question below? Additionally, in your professional development work, do you support teachers in developing distance ed programs for basic skills-learners? If so, then please share any successes and challenges with us. For learner leaders on the list, I look forward to your thoughts as to how distance education might work best with learners of basic skills. What kinds of supports does a distance education teacher need to provide?
Thanks, and I look forward to hearing from you ~
Jackie
Jackie Taylor
Facilitator, NIFL-AALPD
jataylor@utk.edu
---Original Message From Katrina Hinson <khinson@future-gate.com>---
I asked this question on another list (Focus on Basics) and I think it would be good here in terms of professional development:
I have a question - related to distance education in Continuing Education/Basic Skills. Has anyone had a lot of success with distance education in their program and does anyone have any ideas or suggestions for developing, implementing a distance education prorgram with basic skills students?
Any comments would be welcomed.
Regards
Katrina Hinson
From: msturm@alphaplus.ca
Subject: [NIFL-AALPD:2230] Re: Fw: Distance Education
Date: August 20, 2005 11:15:16 PM EDT
Hi all
Thanks for posting Katrina's question on this list. I'm the coordinator for a distance basic skills learning project in Ontario, Canada. We've been partnering with three community-based programs and a college that have been funded to explore what kind of delivery models work within Literacy and Basic Skills (LBS), the provincially funded ABE program, over the last two years. The programs had considerable success even in the initial stages of implementation of a program with adjustments made along the way trying to overcome the many challenges that offering basic skills upgrading in rural and remote regions come with. All programs employ blended and flexible learning approaches to one degree or another, depending on the needs of their target population and the resources available. With LBS being outcomes-based, learners establish an individual learning plan that addresses not only specific learning goals but also particular scheduling needs. At the moment, we anticipate a research report to be made available sometime in the fall, but I'm happy to discuss this in more detail. Don't hesitate to contact me.
Cheers,
Matthias
From: bryan_a_wilson@bellsouth.net
Subject: [NIFL-AALPD:2231] RE: Fw: Distance Education
Date: August 21, 2005 8:03:58 AM EDT
Katrina,
A population whose regular curriculum is primarily focused on building basic skills is definitely my population -- Severely emotionally disabled High Schoolers. My students range in age from 14 - 17 (sometimes an 18yo is thrown into the mix) and their reading comprehension levels range from 1.9th grade to about 7th according to the WJ III.
We just installed a complete curricular software system that is designed with plug-in curriculums for pre-GED, GED, HSAP prep, others (which I don't remember at this time) and a method for designing and "plugging" one's own unit - entire curriculum into the network to be used by any and all in your network. The district spent a whole bunch of money...but...the district has a 63K strong student body.
It may be a fairly valid idea to visit http://plato.com, review their site and software features, and, if interested, attend their Learning and Education Technology Conference in Las Vegas on the 12th-14th of September.
It is an online program where the students and the course administrator do everything from the web browser. I see it as a perfect pre-designed program for what you are seeking. The "kink" would be in the purchasing the program before you know how many students you would need to serve.
Bryan
(the other Beach Boy)
From: Tina_Luffman@yc.edu
Subject: [NIFL-AALPD:2233] Re: Fw: Distance Education
Date: August 22, 2005 1:22:12 AM EDT
Hi to the NIFL,
Our Distance Education GED classes at Yavapai College in Arizona were quite successful. We had about ten students or about 20-25% pass the GED exam in our first semester of operation. We also had over 40% of the students make educational gains, which meant that many actually followed through with coming back for an exit TABE exam.
We had an extensive intake process where we had students come for both a TABE session in the morning and an online training session in the afternoon. These also were done on separate days for later intakes. We trained them how to use both MHC Online as well as Skills Tutor software. We also had the students give us their email account or helped them create one in Yahoo!
In addition we sent each student home with a Language packet entitled Basic Writing Skills. This booklet is okay for copying. Students were encouraged to buy a complete GED book if they felt the need to have a paper textbook.
We only took students who were at least seventh grade level in Reading and Math, with few exceptions who were as low as sixth grade in Math only. This screening process also included giving them some checksheets to see if online learning was right for them and what kind of technology background the students had.
We learned that offering our regular class times as open lab time for online students was really successful. In our second semester we are requiring that if students do not log in and work six hours per week in the software, that they will have to come to campus for lab time to make up hours.
Our greatest challenge was in getting students who stopped working in the software to respond to our emails, phone calls, and the message center. This situation is not new to Adult Education, and is all the more easy to lose them in an electronic environment. Having the time with the students the first day of orientation, and offering pizza and soda, gave us time to create a relationship with the students. This relationship made all the difference in keeping their loyalty to follow through with the correspondence, exit TABE, and other encouragements to perform in the class and to take the GED exam.
I hope these tips help.
Tina
Tina Luffman
Instructional Specialist, ABE-GED
Verde Valley Campus
634-6544
tina_luffman@yc.edu
From: Jennifer.Rafferty@umb.edu
Subject: [NIFL-AALPD:2235] Re: Fw: Distance Education
Date: August 22, 2005 9:18:16 AM EDT
Here in Massachusetts, we have been serving the ABE/ESOL population with blended learning since 1999. I suggest that you take a look at the following links to answer your questions about the supports learners need with this form of delivery.
1. Our project website http://www.anywhereanytimeabe.org/
2. Notes compiled from our yearly state dl conference http://www.anywhereanytimeabe.org/summit_2005.html
3.publication about dl supports WHAT MAKES DISTANCE LEARNING EFFECTIVE: Support Mechanisms to Maximize Distance Learning in ABE http://www.anywhereanytimeabe.org/publish.html
Feel free to contact me if you have further questions.
Jennifer
From: Jennifer.Rafferty@umb.edu
Subject: [NIFL-AALPD:2237] Re: Fw: Distance Education
Date: August 22, 2005 9:43:29 AM EDT
Katrina,
Project IDEAL may also be able to offer you some insight concerning DL. Our state is a member of the Project IDEAL consortium that provides training for teachers as well as a number of other supports. Check them out at www.projectideal.org .
Jennifer
From: khinson@future-gate.com
Subject: [NIFL-AALPD:2236] Re: Fw: Distance Education
Date: August 22, 2005 9:22:09 AM EDT
Thanks everyone for the information so far. So far we have software. We're using something called A+ Anywhere and Skills Tutor although we've had trouble getting the A+ up and running. We've also encountered resistance with teachers actually using the software, even as an enhancement to their classes. Our goal is to be able to offer classes online for the Adult High school diploma program. I would love to have the GED online as well because their has been interest from the community in having such a class but I've got to get the first part up and running in terms of the AHS program first.
Does anyone do an adult high school program online via distance education and if so, how has that worked?
Secondly, in regards to using technology in general, how have you addressed training needs with instructors? How have you addressed resistance to the internet and/or computers in general?
I'm creating this program from the ground up with only a state provided distance education manual at the moment so any feedback is greatly appreciated. I want to know what works and what doesn't for people and what kind of problems have been encountered and how you over came them. I need any thing I can get :).
Regards
Katrina Hinson
From: meyer_j@ccsdistrict.org
Subject: [NIFL-FOBASICS:1456] Re: Success with Distance Education
Date: August 22, 2005 9:25:42 AM EDT
Katrina Hinson wrote: Has anyone had a lot of success with distance education in their program and does anyone have any ideas or suggestions for developing, implementing a distance education prorgram with basic skills students?
Katrina, Canton City Schools ABLE (Canton, Ohio) has been using distance learning with our GED level students for 2 years and it has been a very positive experience. Distance learning is a way to reach students who couldn't otherwise attend due to transportation, health issues, childcare problems, etc. Also, some students learn better outside of the classroom setting due to social problems etc. Distance learning gives us flexibility to continue to serve students who might have otherwise had to drop out or to start students earlier than they can attend classes. Key to the success of our distance learning program has been support. We gave each distance teacher a phone line with voicemail. They can access messages from students from home. We also have a GED drop-in lab where distance learners (and other learners) can drop in to pick up supplementary materials or to get help from a teacher. Thinking outside the classroom walls helps students succeed when they might otherwise give-up.
Jane Meyer
Canton City Schools ABLE
meyer_j@ccsdistrict.org
From: hdooley@riral.org
Subject: [NIFL-FOBASICS:1457] Re: Success with Distance Education
Date: August 22, 2005 10:54:15 AM EDT
I agree with Jane Meyer. The key, probably obvious, is to consider distance ed one option for learners, and then identify the learners who are best suited for that option. That said, I notice that Katrina mentioned basic skills learners, and Jane mentioned GED learners. At my program, we have found that distance learning works best with the supports Jane mentioned. Also, when at all possible, we encourage learners to come in for an Orientation session before distance learning: they meet the instructor face-to-face, practice going on-line and using the software, complete an email or phone-in to the instructor, get immediate feedback on successes, and so on. This ensures that technical or little problems won't derail the experience and the learning. In some cases, learners begin in a class and then transition into distance learning when they can no longer attend or are "stopping out". This transition can be eased by using some of the distance learning items in the class (assumes the internet is available on site). For example, we use "My Skills Tutor" for ABE distance learning, and at our Learning Center the ABE instructor integrates using that program for skills practice, rather than providing paper worksheets or reviews. This is especially helpful for those learners who need multiple practice sessions before the skill or content is mastered.
Our experience is that the issues are not around basic skills levels, but around (1) independent learning experience, (2) study skills and (3) familiarity and ease-of-use with the technology. The three, in our experience, are correlated. To keep options open for learners, they are asked questions in these areas during our Orientation, so that when we discuss ed plans and options, the effectiveness of using distance learning in that plan can be assessed by the instructor and the learner.
Howard
From: jataylor@utk.edu
Subject: [NIFL-AALPD:2238] Re: Fw: Distance Education
Date: August 22, 2005 11:06:56 AM EDT
Hello Everyone,
I am enjoying reading your experiences with distance education -- apparently a very hot topic! As you share your experiences for Katrina, I ask you to also tell us, what supports, as teachers of distance education, do you need from your program and from professional development? I would also like to call attention to Katrina's question of training needs. What are ways you support teachers' professional development needs regarding technology use?
Additionally, here are more resources regarding technology and distance education:
NIFL-Technology discussion of Distance Learning, With Jerome Johnston, Director of Project IDEAL: http://wiki.literacytent.org/index.php/DistanceLearning
ALE Wiki Technology Area: http://wiki.literacytent.org/index.php/Technology
NIFL-Technology Discussion List: To subscribe, visit: http://www.nifl.gov/lincs/discussions/nifl-technology/subscribe_nifl-technology.html
To view the archives, visit: http://www.nifl.gov/nifl-technology/2005/
A similar discussion is currently under way on the NIFL-FOBASICS list. To subscribe, visit: http://www.nifl.gov/lincs/discussions/nifl-fobasics/subscribe_nifl-fobasics.html
cheers!
Jackie
Jackie Taylor
Facilitator, NIFL-AALPD
jataylor@utk.edu
From: Tina_Luffman@yc.edu
Subject: [NIFL-AALPD:2239] Re: Fw: Distance Education
Date: August 22, 2005 5:01:42 PM EDT
Hi NIFL list,
Yes, we had good support in Arizona last year when we launched our Adult Basic Education GED Online classes. Sheryl Hart and the state office staff created a pilot program group of instructors from seven sites who had to apply and get chosen for this program.
We met in Phoenix for three days for onsite instruction from MIT, McGraw Hill, and state support personnel. After that we had a distance learning course to complete where we covered such topics as recruitment, orientation of students, assessment, and so on. This course ran through mid-March and gave all site instructors a place to share ideas and questions.
We are having a follow up meeting in Phoenix late in September to share what worked, what didn't, and how we plan to improve this coming fiscal year. Having a team of sites and instructors as well as state representatives to support us was a big help.
If anyone would like to contact me, please send me an email to tina_luffman@yc.edu. I do not have a phone in my classroom, so most people who call merely get my message machine.
Tina
Tina Luffman
Instructional Specialist, ABE-GED
Verde Valley Campus
634-6544
tina_luffman@yc.edu
From: eileeneckert@hotmail.com
Subject: [NIFL-AALPD:2240] Distance Education
Date: August 22, 2005 6:22:38 PM EDT
Hi all,
I'd add another resource, the discussion of online professional development on this list in April 2004. Go to: http://www.nifl.gov/lincs/discussions/nifl-aalpd/aalpd.html. Though it's about PD rather than student learning, the discussion crossed boundaries and some may find it useful.
I've used online courses and hybrid (online/classroom) instruction since 2000, mostly with adult students returning to college, many of whom are not prepared for college-level work (from experience, I'd say many were functioning much like intermediate to advanced ABE and GED Prep students). By chance, a colleague and I hit upon a method that worked really well, but I'm not sure how you'd apply it if you're using distance ed. to address problems of students dispersed across a large and remote area.
We incorporated online learning into a regular class, with sessions on Blackboard as part of almost every regular class. The teacher was available to provide hands-on demonstrations and technical assistance in the lab. Online discussion was <the> most important part of the course; I developed guidelines for online discussion back in 2000/2001 and shared and reinforced their use with students. Regular feedback and support in writing effective postings for the course discussion site was important too. And students had to interact with each other, not just with the teacher. After 3 or 4 weeks students were ready to be more independent and work more from home. (I did a survey of their perceptions of the online component, got 50 responses, and can share results if anyone's interested; if not, I'm not going to take the time to type up a summary!)
We know that students' connection to the class, teacher, and other students is crucial in their persistence and retention. Pure content, in the form of a software package or whatever, is likely to be successful only with the best prepared and most highly motivated students, the ones who could probably just buy a GED book and work on their own anyway. So, not just Katrina, but all who are interested: using your own experiences in the classroom, what techniques contribute most to positive relationships and connections, and how could those be fostered online?
And using your online experiences, what features of online discussion help you to feel connected, make you want to continue to participate, and how can you incorporate those in a distance education program?
Eileen
From: mwestover@state.pa.us
Subject: [NIFL-FOBASICS:1465] RE: Success with Distance Education
Date: August 25, 2005 4:11:47 PM EDT
In Pennsylvania, we have been experimenting with distance learning for about 5 or 6 years. We spent a few years piloting different methods of delivery. The best model in PA seems to be blended. We fund a Distance Learning Project out of Tuscarora Intermediate Unit # 11. The Project uses Workplace Essential Skills and GED Connections in conjunction with a teacher who is available by phone, email, or mail.
If you would like more information about the Distance Learning Project in PA, you can contact Destiny Meyers at dmeyers@tiu11.org or Andy Simpson at asimpson@tiu11.org.
As an adult education advisor for the Commonwealth, I have had positive feedback from programs and learners in rural corners of the state about the Project and the service provided by the distance teachers.
Michael Westover
Regional Advisor
Bureau of Adult Basic & Literacy Education
Pennsylvania Department of Education
333 Market St., 12th Floor
Harrisburg, PA 17126-0333
Phone: 717-772-2113/ABLE 717-787-6344
FAX: 717-783-0583
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