Design Elements Introductions

From LiteracyTentWiki

Subject: [PD 3308] Your Goals / Questions for the Design Elements Discussion
From: Jackie A. Taylor jackie at jataylor.net
Date: Wed Jun 10 15:35:23 EDT 2009

Dear PD List Colleagues,

Welcome to the 75 new subscribers who have joined since the discussion announcement was posted on Tuesday! Since there seems to be a lot of interest in this topic (Design Elements for Training Adult Educators to Teach Online) I'd like to hear from you this week.

Please reply to this email; introduce yourself, your role and program, and share your interests in the topic. What are your goals for participating in next week's discussion? Or, what do you want to take away from this discussion?

Also, what questions do you have for our guests?

Your feedback now will help our guests to prepare.

Thanks so much, and I look forward to hearing from you,

Jackie Taylor, PD List Facilitator, jackie at jataylor.net

Subject: [PD 3310] Re: Your Goals / Questions for the Design Elements Discussion
From: Suzanne Smythe smythe02 at shaw.ca
Date: Wed Jun 10 16:21:06 EDT 2009

I am Suzanne and am interested in the concept of design elements because I am currently facilitating a professional development project for literacy educators and looking for training and design ideas for online learning. We are mounting the use of blogs, podcasts and movie clips to help in our online training so any ideas of how to put these new digital technologies to work would be much appreciated. Thanks and looking forward to the discussion!

Subject: [PD 3311] Oops! I sent the last email before I finished. Please read below.
From: Burger, Karen kburger at cville.k12.in.us
Date: Wed Jun 10 16:30:14 EDT 2009

Hello Jackie,

Below is my title and contact info. I am responsible, along with a small team, for providing training to adult educators, administrators and support staff in the state of Indiana. Our training covers a wide variety of topics such as assessment, state policy, recruitment strategies, best practices - research-based teaching strategies, to name a few. We are continuously seeking to use technology to enhance the stand-up training we typically provide and would like to develop some online training modules, synchronous or non-synchronous. My particular goals for participating in the discussion are to gather information and make some decisions about delivery options, techniques, to include in our training proposal for FY10.

I am particularly interested in learning about the best, most cost-effective online platforms to use for online training. Especially synchronous training. Would like to be able to view one anothers' documents, maybe use white board. I have participated in some online training, both synchronous and non-sychronous. I would like some suggestions on the best way to have a good flow: ice-breakers, presentation styles, material selection (is it best to have participants pre-print session materials or print as needed during the training?). I have many questions. Those are just a few.

I am really looking forward to the discussion.

Karen Burger
Professional Development Consultant
Adult Education Professional Development Project
John Beard Learning Center
1601 East College St.
Crawfordsville, IN 47933
(765) 362-8158
(866) 977-9902
kburger at cville.k12.in.us

Subject: [PD 3312] Re: Your Goals / Questions for the Design Elements Discussion
From: Murphy, Mary Agnes MMurphy at doe.mass.edu
Date: Thu Jun 11 08:33:33 EDT 2009

Good Morning,

My name is Meg and I work as a Program Specialist for the Massachusetts Department of Elementary and Secondary Education in the Adult and Community Learning Unit. Our state has been working with and exploring Distance Learning for adult GED and ESOL for several years now. With today's technologies it seems a given that instruction from a distance is a most viable means of providing for the educational needs of the large number of adults currently in need of services. However, it seems that programs throughout our state with DL programs struggle more with enrollments, retention and persistence than their traditional classroom peers. I do feel that teaching at a distance requires some additional skills or techniques than the face to face class, but how do we identify those skills? What training is needed for a teacher to transition from the traditional classroom to the virtual classroom? Do good DL teachers have a different learning/teaching style than traditional classroom teachers? As to what I hope to take away is something rather concrete that can be implemented to train individuals as effective DL teachers.

Meg Murphy

Program Specialist
Adult and Community Learning Services
Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148
781 338 3857

Subject: [PD 3314] Re: Your Goals / Questions for the Design Elements Discussion
From: Rebecca Avery rebecca at adultliteracyadvocates.org
Date: Thu Jun 11 11:06:14 EDT 2009

My Name is Rebecca Avery. I am currently the GED teacher at Adult Literacy Advocates in Baton Rouge Louisiana. Our Current focus is face to face teaching. I also see the need for long distant learning. Some of our students travel a long way to attent class. This travel is sometimes the reason for missing class. I am currently taking part in a pilot program through the University of Knoxville on professional development for teachers. I have enjoyed their set up that includes Adobe slides that explain the content of the lesson. Then we are asked to post a reflection on the material. I can see how this type of set up could work with my GED students.
My goal in this discussion is to learn more about the challenges of implementing an online GED course. What information do we need to start a program like this as well as some of the already posted questions from others. I look forward to the discussion.

Subject: [PD 3315] Re: Your Goals / Questions for the Design Elements Discussion
From: Hunter,Jayne Jayne.Hunter at nscc.ca
Date: Thu Jun 11 11:08:17 EDT 2009

My name is Jayne Hunter and I work for a provincial literacy coalition, Literacy Nova Scotia. I am the Project Manager for a 30 month project, Multimedia Approach to Training Adult Learning Practitioners, which we refer to as the Practitioner Training Project.

The current program is offered by the Department of Labour and Workforce Development and is delivered to tutors and instructors in a classroom setting over 10 sessions for a total of 30 hours. Approximately 700 tutors have participated in the program since 2000. Statistics indicate that more than 50% of Nova Scotia's tutors do not participate in this program. There are many reasons, access issues, administrative challenges including coordination and facilitation in a timely manner, and outdated curriculum content. Further, community-based networks face the constraints of isolation, staff attrition, and funding, and the ever-changing, complex learning needs of the adults in Nova Scotia's adult literacy programs.

The key feature of the new training program will be the varied vehicles of delivery. Taking into account the limited access to broadband Internet services in many parts of rural Nova Scotia (although by the end of this year we are promised 100% availability of hi-speed), several media will be explored, including face-to-face workshops, videoconferencing, study circles, on-line discussion groups, Elluminate sessions, as well as the Moodle classroom platform, both of which are not dependent on broadband access. The intent is that regular access to foundational training will be available to all literacy programs in the province in the manner that best fits their circumstances.

We are in the 11th month of the project and are beginning to review the training modules which will be piloted in the field in the fall. It has been decided that 9 of the 10 modules will be offered online using Moodle through our ecampus http://ecampus.ns.literacy.ca/ .

I recently participated in the nationally funded Getting Online Project "Introduction to Online Learning" course where I had the opportunity to.

develop online learning skills

participate in the creation of an online learning community among literacy practitioners

explore several distance learning delivery/communications/support platforms

be informed about the potential application of distance learning to the literacy field

In recent conversations with practitioners, I have become aware of tutoring happening online, ie using Elluminate to teach math at a distance, and see this as a trend for the future. As we move to facilitated online professional development, the need for trained facilitators will be increased. As these online facilitators will be role models for new practitioners, it is crucial that we hire exemplars...and know what expertise we need in these facilitators.

Jayne Hunter

Literacy Nova Scotia
1-800-255-5203
902-897-2444

Subject: [PD 3316] (no subject)
From: Linda Morris lindagmorris at hotmail.com
Date: Thu Jun 11 12:08:12 EDT 2009

My name is Linda Morris. I'm a GED online administrator for Gadsden State Community College. I'm most interested in retention of learners on the online program. Typically, the students I deal with are low-income, high school dropouts. Some of the issues for them are just keeping their internet connection due to financial struggles resulting from job loss. Learners with these obstacles are often directed to public facilities, like libraries and Career Centers for use of the program.

Linda Morris

Subject: [PD 3317] Re: Your Goals / Questions for the Design Elements Discussion
From: Kathy Petz Petzk at hutchcc.edu
Date: Thu Jun 11 12:13:04 EDT 2009

I'm Kathy Petz. I am the ABE program coordinator for Hutchinson Community College in Hutchinson KS.

Our program serves a community of 65000 and several small (<2000) communities. There is no public transportation available outside Hutchinson. In order to provide services to the outlying areas, we are exploring alternative offerings. We have made several attempts at implementing distance education, but find we are coming up short on quality.

I am looking for ideas for delivery. We are using KeyTrain for content.

Kathy Petz
Adult Basic Education Coordinator
Hutchinson Community College
1300 North Plum
Hutchinson KS 67501
620-694-2480

Subject: [PD 3318] Re: Your Goals / Questions for the Design Elements Discussion
From: Elaine Frampton frampton.elaine at gmail.com
Date: Thu Jun 11 12:20:46 EDT 2009

Hello Everyone,

My name is Elaine Frampton. I am an IT Specialist and I'm working with Jayne Hunter on Literacy Nova Scotia's Practitioner Training Project. I am a certified Literacy Practitioner and my background is graphic and web design. My primary role in the project is to help incorporate multimedia (video, slide presentations, audio, graphics and text) into the course content, and to find appropriate and accessible means to do this, besides providing technical support to all participants.

I have a keen interest in all areas of this discussion. There has been much debate recently in our Work and Advisory groups about what course content should always be delivered face-to-face as opposed to online, and I'm especially interested in hearing folks' opinions on this subject.

We've heard from people who felt strongly that online learning did not suit their particular learning styles. In the course of our project, we hope to find creative ways (through technology and multimedia) to address the learning needs of all participants. It would be great to hear about your experiences with online delivery.

Subject: [PD 3319] Re: ProfessionalDevelopment Digest, Vol 45, Issue 5
From: shirley Lawrence shirleyfaith at frontiernet.net
Date: Thu Jun 11 12:56:09 EDT 2009

Hi Karen, My name is Shirley Lawrence. I am establishing a professional development consulting agency and have many of the same interest that you do in regards to online training techniques.

I have some experience online, not teaching but I received my Masters in Adult Education with a Specialty in Adult Literacy online through University of New York Buffalo State College. My experience through the "Angel" program was very exciting , interesting, and educational. But one warning, it takes time to learn the system as I'm sure that teachers will have to be patient with themselves to learn to teach on line.

Our training presentation style was primarily based in discussions, through the discussion board. The instructor would present questions pertaining to the lesson content, and the students would answer those questions. We would also answer the students questions or respond to each other's comments. This made for a much more interesting and educational format. The students usually printed out materials as given vs. in advance. Or sometimes I would wait until the class discussion was complete and then print out what I thought I needed. There was also much online documents to read and then discuss. I usually printed those out in advance ( if they weren't too lengthy) for my own later reference. I use much of the material in my trainings now.

My suggestions for a teacher presenting online courses is not to answer their own questions too soon in advance of the students. I found this to be not conducive to student learning, as it is important to allow adult learners to have their own voices be heard in advance of the teachers comments. This allows online learning and teaching to be learner-centered.

Karen, I would be so interested in seeing some of your training materials in the areas you mentioned e.g. assessment, recruitment strategies, best practices and research-based teaching strategies. Or, If you could e-mail the websites. I would really appreciate this. Thank You.

Shirley A. Lawrence, M.S.
Education Relevance
Adult Education Professional Development Services
shirleyfaith at frontiernet.net
585-328-3072

Subject: [PD 3320] Re: Your Goals / Questions for the Design Elements Discussion
From: Lobaccaro Gina (DOC) Gina.Lobaccaro at state.de.us
Date: Thu Jun 11 13:45:53 EDT 2009

Hello,

I am Gina Lobaccaro. I am a Media & Technology Specialist/teacher at a Prison Education program in a prison in southern Delaware. I am also nearly completed my coursework in Educational Technology at the University of Delaware. I am also taking online courses learning Online Course Design and Online Course Facilitator Training through ETLO (ED Tech Leaders Online) http://www.edtechleaders.org/ I manage the Correctional Education page on the ALE Wiki.... and in my free time.... (free time???? what's that?) I am something of a workaholic as you can see... I call myself a schoolaholic.

I am 56 years old and preparing myself for my "second career" hopefully - in some area of teacher preparation/training online. I hope to teach online/train teachers to use technology and the Internet and Communities of Practice to the very best of their potential for learning resources.... and I recognize that there is alot "out there" to sift through - to find the "good stuff".

I am a good teacher... face-to- face...and I hope to become a good online teacher/facilitator... I want to learn to do it well - to help teachers connect with others and understand that they themselves are all experts at something and have something to share with others.

I am very much looking forward to this discussion.

Gina Lobaccaro
Media Technology
Sussex Correctional Institution
PO Box 500
Georgetown, DE 19947
302-856-5282 x 6204

Subject: [PD 3321] Re: Your Goals / Questions for the Design Elements Discussion
From: Deb Bomaster deb_bomaster at maranacook.org
Date: Thu Jun 11 13:50:59 EDT 2009

Hi I am Deb Bomaster, I am the Adult Education Director in Readfield, Me. We are a small program and I very interested in on line learning.

Deb Bomaster, Director
RSU No 38 Maranacook Adult & Community Education
2250 Millard Harrison Dr.
Readfield, ME 04355
685-4923 x317
www.maranacook.maineadulted.org

Subject: [PD 3322] Re: Your Goals / Questions for the Design Elements Discussion
From: Arvizu, Norma NArvizu at MontereyPark.ca.gov
Date: Thu Jun 11 13:58:21 EDT 2009

HI Jackie,

My name is Norma Arvizu and I am the Literacy Administrator for a very large and comprehensive ESL program in the city of Monterey Park Bruggemeyer Library in California. As an adult educator with extensive experience in teaching adults and staff, I am interested in learning the challenges that long distance learning teachers encounter. For example, retention strategies, invigorating curriculum that is relevant to the lives of learners, teaching modalities used in distance learning and most importantly, how academic growth is tracked. How receptive are teachers to this new style of teaching and what are the most viable complaints they disclose.

Norma A. Arvizu, MA.Ed

LAMP Literacy Program Administrator
Monterey Park Bruggemeyer Library
Monterey Park, CA 91754
(626) 307-1251
narvizu at montereypark.ca.gov
LAMP at montereypark.ca.gov

Subject: [PD 3323] Re: Your Goals / Questions for the Design Elements Discussion
From: Brathovde, Jennifer jenniferbrathovde at bigbend.edu
Date: Thu Jun 11 14:47:15 EDT 2009

My name is Jenn and I work for a migrant education program in rural Washington state. I coordinate the adult education and distance learning portions of our program. Part of what we are tasked with doing in our program is providing distance learning opportunities for our migrant students when they travel to another town, county, state or country for work. Even if students stay in one location for some time, it is often difficult for them to attend ESL classes when their seasonal work begins.

Our program is currently providing three online ESL classes and one online parent education class. I have taught all three levels of the ESL classes at some point in time throughout the last two and a half years. I am currently teaching two of the ESL courses. Some of the responsibilities with my position are to help train other instructors within our program to teach online, as well as to help other programs similar to ours engage their students (and teachers!) in distance learning.

I am looking forward to this discussion and the many facets that may be presented regarding distance learning and preparing teachers to teach online.

Jenn :)

Jennifer Brathovde
Adult Literacy Technology Coordinator
Migrant Education Even Start
Big Bend Community College
(509) 793-2312 office
(509) 762-2696 fax

Subject: [PD 3324] Re: Your Goals / Questions for the Design Elements Discussion
From: Dorn, Phyllis pdorn at centralgatech.edu
Date: Thu Jun 11 14:21:39 EDT 2009

Hello,
I am Phyllis Dorn in Macon, Georgia. I am the VISTA Grant Supervisor for Central Georgia Technical College's Adult Learning Center. We are currently pilotting a local program involving home study, and next year we will also be adding a pilot for the state system on long-distance learning. We have structured our first pilot around the use of home study coaches-virtual volunteers, if you will. They are making a real difference in our retention of students and volunteers. I am a retired high school and college teacher with 2 years' experience in adult education, and I am very interested in online and distance learning, especially for our adult students who have problems with childcare and transportation. I do believe that online learning will reach so many more of our students who otherwise would drop out totally. Issues we are finding involve collecting data and working on interventions that our students need during their home study. Coaching may be the "missing link" to retaining adult students. We also face the usual resistance from those who have never done anything new in adult education. How do you deal with the dinosaurs?
Phyllis Dorn

Subject: [PD 3325] Re: Your Goals / Questions for the Design Elements Discussion
From: Michael S. Curry mcurry at newriver.edu
Date: Thu Jun 11 15:31:56 EDT 2009

Hello from the beautiful hills of West Virginia! I'm Michael Curry, assistant dean at the New River CTC and a novice at online teaching. I'm wanting to explore ways we can do online adult work with low income students who are mostly nontraditional and facing significant technology barriers. How, for example, can we identify adults who do not own a computer but have access to one in a public library and have educational needs that online courses could serve but in a public arena? Are there significant privacy concerns that these students will face and what are the relevant instructional approaches for teachers working within these limitations? I'm eager to learn everything I can...

Subject: [PD 3326] Re: Your Goals / Questions for the Design Elements
From: Kristy Leigh Hamm Forell kleigh at gcflearnfree.org
Date: Thu Jun 11 15:51:43 EDT 2009

Hi
My name is K. Leigh and I am the Literacy Projects Coordinator for the Goodwill Community Foundation/Goodwill Industries of Eastern NC at www.gcflearnfree.org. We are a nonprofit developing a brand new online reading program for adults, and I am struggling to design activities for a largely anonymous audience, particularly because all of my research has focused on sociocultural influences on learning and differentiated instruction. I am working to develop modules that will appeal to a broad and increasingly global audience, all the while trying to consciously avoid the pitfalls of making sweeping assumptions about our learners. One specific example is using media to convey ideas. Take the word "family". If I were to use a picture or video to illustrate this word, what would it look like? How do I know the concept wouldn't be "lost in translation" or, perhaps more accurately, "lost in transmission"? In a face-to-face classroom there is room for exploration, discussion, and clarification. This is just one illustrative example of what I believe to be a the whole new "can of worms" that accompanies online literacy instruction. I look forward to hearing how others are approaching these types of issues. Thanks

K. Leigh Hamm Forell, Ph.D.
Literacy Projects Coordinator/ Adult Literacy Curriculum Specialist
kleigh at gcflearnfree.org
919.828.7490 ext. 116

Subject: [PD 3327] Re: Your Goals / Questions for the Design Elements Discussion
From: Stuart, Maggie mstuart at lcc.ctc.edu
Date: Thu Jun 11 15:59:45 EDT 2009

Hello, I am Maggie Stuart, Manager of Transitional Studies at Lower Columbia College. I am currently working on a project that aims to provide professional development to teachers interested in teaching basic skills courses online. I am interested in any topic that would apply to that task. There is much good reading in this discussion. I'm glad to now be a part of it.

Subject: [PD 3328] Re: Your Goals / Questions for the Design Elements Discussion
From: Melinda Hefner mhefner at cccti.edu
Date: Thu Jun 11 16:50:26 EDT 2009

I'm Melinda Hefner, Director of Literacy Support Services in the Basic Skills (adult literacy) Department at Caldwell Community College and Technical Institute in Hudson, North Carolina. Among my responsibilities are technology resources for instruction and teaching online classes for Adult High School students. I'm very interested in the authentic integration of technolgoy into instructional delivery especially in online teaching and learning environments, instructional design, etc.

Melinda M. Hefner
Director, Literacy Support Services

Basic Skills Department
Caldwell Community College and Technical Institute
2855 Hickory Blvd.
Hudson, North Carolina 28638
Office: (828) 726-2245
FAX: (828) 726-2266

Subject: [PD 3329] (no subject)
From: Pamela Cannon pcannon at butlercc.edu
Date: Thu Jun 11 16:47:32 EDT 2009

My name is Pam Cannon and I am a GED Instructor at Butler Community College's Adult Education Program. As well as teaching GED Preparation I also teach transitions classes for those students whom are continuing on to post secondary training. I am wanting to develop a structured online learning environment that students can use to supplement what is being taught in the classroom.

Subject: [PD 3330] Re: Your Goals / Questions for the Design Elements Discussion
From: Eunice Snay ESnay at qcc.mass.edu
Date: Thu Jun 11 16:41:56 EDT 2009

Hi All: My name is Eunice Snay I work for SABES - System for Adult Basic Education Support here in Massachusetts. Our organization does staff development for both DOE funded programs and those programs funded in other ways. I'm a regional technologist [ there are 5 of us across the state] and we all support our teachers needs to learn and use technology. For my own staff development I've used various online opportunities include a Virtual Conference, Webinars, tutorials just to name a few. I've worked with those teaching GED online here in the state. SABES also has been venturing in different modes of distance learning for teachers. Some of these include Moodle and Blackboard/WebCT courses. Wimba and Yugma Web conferencing for synchronous events. Phone conferencing as a simple way of doing distance learning with a group synchronously. Using tools such as Camtasia, Wink, some of the web 2.0 tools like Ning, Voice thread, and others that I've participated using. I'm particularly interested in ways others use to build participant collaborations and interactivity in distance learning. This is what I think makes or breaks a good online experience. I'm curious to hear of the findings from the "Adult Literacy Online Professional Development" (ALOPD) group. I find the introductions and interest of those that have posted previously have many of my same questions. I look forward to learning from the guest speakers and hopefully I'll be able to contribute as well from the experiences we have found in our practice.

Eunice Snay

Central SABES Regional Technologist
508-854-4514
esnay at qcc.mass.edu

Subject: [PD 3331] Introduction
From: Champ-Blackwell, Siobhan SiobhanChamp-Blackwell at creighton.edu
Date: Thu Jun 11 16:39:26 EDT 2009

I am Siobhan Champ-Blackwell and work for a regional medical library in the middle of the country. We provide outreach and training to librarians, health professionals and the general public in six states and can reach a much broader section of our region if we use online teaching tools. I feel I am a beginner at this and would love tips and tricks for making teaching at a distance interesting and interactive.

Siobhan

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine, MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region
siobhan at creighton.edu <mailto:siobhan at creighton.edu>

Subject: [PD 3332] Re: Your Goals / Questions for the Design Elements Discussion
From: TERRY THOMAS hj.thomas at shaw.ca
Date: Thu Jun 11 17:17:40 EDT 2009

Hi,
I'm Helen Thomas from the Victoria READ Society in Victoria, BC.

I'm a long time adult educator who is moving into workplace learning. We are at the beginning of a project with small businesses in the retail/wholesale/gocery and tourism/hospitality sectors. We are considering using online instruction as a part of our program now or in future programs.

My concerns and questions are similar to the others that I have read. I have taken online courses and used a few with students as a supplement to instruction, but that is my only experience.

I would like to know about any programs developed for the employment sectors I am working in. Some of my students may not have English as their first language, so this may also affect online teaching.

Helen Thomas
Workplace Educator
READ Society
www.readsociety.bc.ca

Subject: [PD 3333] Re: Your Goals / Questions for the Design Elements Discussion
From: Melina L. Gallo Melina at Illinois.edu
Date: Thu Jun 11 17:45:52 EDT 2009

Hi, I’m Melina Gallo and I teach workplace ESL and math for University of Illinois Business Innovation Services. We provide on-site customized training for workers. I’ve used podcasts and some web-based materials with my classes and I’m interested in learning more about online training. Many of our students have low literacy skills and limited computer experience, so I’d like to find out the best ways of creating accessible programs for them.

Melina L. Gallo, Ed.D.
Illinois BIS
University of Illinois
1100 E. Warrenville Road
Naperville, IL 60563
630-505-0500 x 367
Melina at Illinois.edu
www.bis.uiuc.edu

Subject: [PD 3334] Re: Discussion: Design Elements for Training Adult Educators to Teach Online
From: carolkubota at comcast.net carolkubota at comcast.net
Date: Thu Jun 11 19:29:33 EDT 2009

Hello,

My name is Carol Kubota and I am very interested in learning as much as I can in developing online professional development for teachers in my field of ESOL. I have been both a student and a past instructor and have experienced the good and the bad of online instruction. I hope to learn more from those of you who have much more experience than I do. I would really like someone to recommend a good program where I might me able to get an MA in instructional design.

I look forward to the comments and material that will be presented in this discussion.

Carol
Battle Creek Language and Culture Center
Director/ESL Language Specialist
7 Heritage Oak Lane #4
Battle Creek, Mi 49015
269-979-8432
http://www.bclanguageculture.com

Subject: [PD 3335] Re: Your Goals / Questions for the Design Elements Discussion
From: Katrina Hinson KHinson at almanid.com
Date: Thu Jun 11 20:09:15 EDT 2009

My name is Katrina Hinson. Up until July of last year, I was an adult educator /professional development trainer in the community college setting and been for about 12 years both part time and full time. I finished my Masters last May and started a doctoral program last fall. I moved into a position at a private college in which I now teach non-traditional students (students who are all over the age of 21) - and although my environment changed in terms of moving from a community college to a private 4 year college, the population pool (for the non traditional students) really did not and I find myself working with the same types of students just in a different setting but facing many of the same challenges. I still work with students in an online setting as well as face to face and I deal with students at multiple level entry points and I still assist at the community college in terms of technology development. My questions would be very similar to many of the questions, issues already posted: Retention strategies for online students; assessments of online students - including an initial assessment to help a students decide if an online environment is right for them; teacher training as it relates to online / digital technologies (distance education isn't being done just with an internet connection any longer but is also available through mobile technologies [cell phone technologies that connect students to classrooms]); addressing budget concerns for programs trying to start online programs as well as for students who are struggling to put gas in their cars but trying to return to school and don't have stable internet accss; internet access in rural areas; using online programs for multiple levels of learners (beginning to advanced ABE and ESL learners); integrating online technologies in a face to face environment; how to build an online program that's not dependent on a specific software package but more customizable to the program and students being taught. As I sit here I realize I have a ton of questions both as a teacher and as a professional developer. In terms of PD, I'd like to know what kinds of online professional development activites are already available to educators in 'budget' constrained states where cost is definitely a factor in terms of professional development opportunities teachers can participate in.

I look forward to the discussion next week.

Regards,

Katrina Hinson

Subject: [PD 3336] Re: Your Goals / Questions for the Design ElementsDiscussion
From: Carolyn May carolyn.may at maine.edu
Date: Thu Jun 11 17:58:32 EDT 2009

Hello, all,

I am Carolyn May from Portland, Maine. My organization is a statewide one, and we deliver training to individuals in the areas of building careers, starting small businesses, and managing money. We want to develop some ways to reach more people in the more remote areas of the state, as well a sharing staff time with groups of participants.

It sounds as though many of us have similar questions and concerns. I am looking forward to the discussion.

I am particularly interested in asking the presenters about how to engage participants and promote a sense of community without everyone's having to read many pages of emails to feel as though they belong.

Carolyn May
Workforce Development Coordinator
Women, Work, and Community
175 Main Street, South Portland, ME 04106
207-799-5025
www.womenworkandcommunity.org

Subject: [PD 3337] From the Shrinking Margins of Adult Literacy Education Down Under
From: Graeme Smith - ALEC Ltd graeme at alec.ac.nz
Date: Thu Jun 11 20:16:00 EDT 2009

Greetings

Graeme from NZ here... Down here underneath the rest of the world, we are facing recession-driven cutbacks in funding for all kinds of adult literacy education including professional development. The only options are: 1. Ignore the situation, 2. Do something else, 3. Embrace the new environment by doing more... more efficiently and for less $...

Which brings me to my interest in this list and the discussions around online and blended learning opportunities and innovations. Big changes are ahead for us, including a lack of trainers and tutors to facilitate this kind of online learning.

I look forward to learning from your experiences. One thing in our favour though... Kiwis are very good at being used as guinea pigs...

Best regards

Graeme Smith

Adult Literacy Education & Consulting (ALEC)
PO Box 861, Taupo 3351, New Zealand
Mobile ++64-21-857-786
<mailto:graeme at alec.ac.nz> graeme at alec.ac.nz

Subject: [PD 3338] Hello from the UK
From: Alison Wedgbury alisonwedgbury at yahoo.com
Date: Fri Jun 12 07:22:02 EDT 2009

I'm Alison Wedgbury, now working freelance and recently a development officer for 3 years at the National Research and Development Centre for adult literacy and numeracy (NRDC www.nrdc.org.uk) in the UK. NRDC has a number of publications (free to download) on the use of ICT with adult literacy, language and numeracy learners: http://www.nrdc.org.uk/publications_list.asp?Keywords=&CategoryID=&CategoryIDTheme=4&ContactID=&PubYear=&SearchSubmit=1&SearchSubmitButton=Search

Personally, I'm particularly interested in the way teacher-educators introduce new adult literacy teachers to a theoretical and practical awareness of multimodality in their thinking and teaching. Has anyone any experience of this?

Alison Wedgbury

Subject: [PD 3339] Re: Hello from the UK
From: Dave Middlebrook dmiddlebrook at textmapping.org
Date: Fri Jun 12 09:34:18 EDT 2009

Hi Alison,

I train K-College teachers to use scrolls. Scrolls enable a much broader range of sensory access to text than do bound books. Exposure to book-content in scroll form most definitely facilitates a very clear awareness -- both practical and theoretical -- of the benefits of differentiated, multimodal instruction.

The techniques that I teach are strongly visual, spatical, tactile, and kinesthetic. You can't do this stuff with bound books. And it makes a real difference. Formats -- whether bound books, screens, or unrolled books (scrolls) -- have a very powerful impact on our thinking. Format matters. Canadian historian Leslie Howsam writes that "The book is simultaneously a written text, a material object, and a cultural transaction." And he goes on to note that "[The] core idea, that the material form of a text affects (and to some extent effects) the meaning attached to it by the recipient, brings the historian up against the question of who endows the object with its form, and the extent to which the perpetrator (or perpetrators) intend the meaning (or meanings) which the recipients perceive." (2006, "Old Books and New Histories", University of Toronto Press).

So if you are looking for theoretical awareness, you might add (to what we already know about multimodal/multisensory instruction) the notion that format is about access and power. When you differentiate your instruction, you are acknowledging and celebrating our differences; you are providing access, and you are empowering your students to build on their strengths. That is a powerful message -- and it is effective instruction.

This is where I'd head if I were you. It is a good way to do what you say you want to do, which is to introduce new adult literacy teachers to a theoretical and practical awareness of multimodality in their thinking and teaching.

That's my diffabled perspective. I hope it's useful to you. If so, you can read more about my work with scrolls here: http://www.textmapping.org/whWorkshopNotes.html#introductionHead

- Dave

Dave Middlebrook
The Textmapping Project
A resource for teachers improving reading comprehension skills instruction.
www.textmapping.org | Please share this site with your colleagues!
USA: (609) 771-1781
dmiddlebrook at textmapping.org

Subject: [PD 3340] Re: Your Goals / Questions for the Design Elements Discussion
From: Susy Oldham SOldham at efcts.us
Date: Fri Jun 12 09:46:14 EDT 2009

Hello all,

I am an ESOL instructor, as well as, a GED Orientation Instructor at the Eastland Career Center in Columbus, OH. I am very interested in learning all I can about online learning. More and more of our students are inquiring about online learning. I'm curious how students will be assessed so that instructors can keep track of their progress. In particular, I would like to see opportunities for our ESOL students. How will this program be facilitated? It is my hope to see online learning expanded in our district.

Thank you,
Susy Oldham

Subject: [PD 3341] Re: Hello from the UK
From: Waconda Clayworth wclayworth at yahoo.com
Date: Fri Jun 12 10:48:32 EDT 2009

Hi and before I mistake definition for technology...
please explain your definition of multimodality...
thanks,
wec

Peace in 2009

Subject: [PD 3343] Re: Your Goals / Questions for the Design Elements Discussion
From: Jan Potter jcpotter at gmail.com
Date: Fri Jun 12 11:08:39 EDT 2009

I guess I could be defined as a "lurker" on this group. I'm not specifically an adult literacy instructor. By night I am an online college professor as well as an ESL instructor. By day I work in health literacy as a medical communications specialist. As an online professor, I am more than aware of all the difficulties of transitioning to an online environment especially for students (and teachers for that matter). I would like to find out more about how an online environment can be better tailored to specific needs. Even my college students need an extensive amount of hand-holding to utilize the available (albeit needlessly complex) software that we are using. I would also like to look at better uses of my low literacy health education materials in an online environment.

Subject: [PD 3344] Re: Your Goals / Questions for the Design Elements Discussion
From: Steve Kaufmann steve at thelinguist.com
Date: Fri Jun 12 11:21:11 EDT 2009

I am also a lurker. My interest is adult online language learning. I have created an online language learning community and system which I believe has application for general literacy learning as well. Our approach is to introduce more structure to Krashen's "meaningful input" hypothesis as well as using output results to orient further input activities. We also provide support for e-learners through a "Web 2.0" community of learners and tutors. I will hold my questions until June 19. I am located in Vancouver, British Columbia

Subject: [PD 3346] Deaf Americans, Deaf Immigrants and Health Literacy
From: nancy meyers njmeyers at gmail.com
Date: Fri Jun 12 11:52:40 EDT 2009

My name is Nancy Meyers. I have worked with members of the Deaf Community for 12 years, primarily in the area of health literacy including development of picture-based educational materials. To this day, few "hearing" professionals do not understand that there is no connection between American Sign Language (ASL) (a visual, gestural language) and English. The grammar and syntax are completely different and the *average* reading level has remained at 3rd-4th grade level for decades. Interpreters, though obviously helpful, are not the solution to improved literacy or health literacy. Most interpreters are not native signers and the vast majority of interpreter training programs are limited to 3 year certificate programs. Three years ago, the first Deaf person completed a certificate program as a Community Health Worker. This person and the 3 other Deaf people who have now completed the same program, are invaluable in the healthcare setting. They essentially function as communication specialists and cultural brokers.

In my work, we face numerous challenges: 1) continued lack of knowledge on the part of doctors, nurses etc about the communication issues Deaf people face; 2) The lack of basic background knowledge caused by language deprivation (no access to any language until the start of school at the age of 6; 3) The lack of native signers in health professions. The CHW program provides an opportunity for Deaf people to enter the health field at an entry level position. However, attending the 11 credit CHW certificate program is not for everyone. First, Deaf people receive all information through an interpreter ---who may or may not be content literate. All three Deaf people struggled tremendously under the extra challenge of not getting the information straight from the instructor.

Recently, we also received a grant to provide CHW services to Deaf immigrants, Deaf refugees and their families. (95% of ALL Deaf people have hearing parents who never learned to sign using ASL). Whether this population arrives at the age of 5 or 35, they arrive with NO language in tact. They start at the bottom learning ASL. However, as many of you know, lack of access to a language (language deprivation), among other things, often results in permanent cognitive damage---particularly in the area of abstract concepts (math skills, medical concepts etc). Most immigrants do not have enough language skills to tell their life stories let alone medical histories. Some immigrants have been attending the same Adult Basic Education classes for over 20 years. According to interviews we recently conducted with 22 Deaf immigrants and 68 professionals (healthcare, social work, education and interpreting), very few adhieve even a functional level of English. All 22 Deaf immigrants (who were interviewed by a Deaf Communication specialist with 10 years experience working with this population) said it was VERY Important to have a DCHW go with them to doctor's appointments.

Our goals (which are at the planning stage) are:

1) Develop an on-line course using the Minnesota CHW curriculum that is taught by Deaf CHWs and Deaf doctors and Deaf nurses (There are a handful in the US, primarily in the Rochester New York area).

2) Develop picture-based resource materials for DCHW to use with clients

3) Implement a digital camera loan program so Deaf immigrants can take pictures of their questions as well as their family, homes, activities etc (Photo Novella).

We are fortunate to have worked closely with an excellent Communication/Design Specialist in developing materials as well as with a documentarian who is working with Deaf breast cancer survivors ("Pink Deafies"). (Film to be released in early 2010). We have a long ways to go to improve the literacy of all Deaf people through trained DCHW and volunteers. I look forward to learning from all of you.

Nancy J. Meyers MS
Program and Literacy Consultant
Deaf Community Health Work Project
njmeyers at gmail.com
612-702-9458

Subject: [PD 3347] Re: Hello from the UK
From: Catherine B. King cb.king at verizon.net
Date: Fri Jun 12 11:54:27 EDT 2009

Hello Dave:

I teach K-12 teachers online who are getting their masters degrees for National University in California. One course I teach is on performing action research at their schools. I have looked at your websites and wanted to say that I appreciate greatly having been acquainted with scrolling/text mapping and will pass this on to my teachers in my courses.

I also think it so ironic--that it's a recovery of a very old way of storing and communicating text.

Thank you,

Catherine King
Core Adjunct Instructor
Education Department
National University
San Diego, CA

Subject: [PD 3349] Re: Summary / Goals and Questions
From: Executive Director literacy_verobeach at hotmail.com
Date: Fri Jun 12 12:47:42 EDT 2009

Thank you for this discussion panel. We would like to expand our program to virtual learning so that we can reach more students faster and more effective. I am interested in learning about the following topics:

the top three to five online programs that are reasonably priced, effective, and have an ability for us to track the success of our students for (GED prep, basic literacy, and ESL)
how to best use online programs so that our volunteer tutors can still have that critical one-on-one interaction on an as needed basis
how can we keep our students who use the online programs to stay motivated
what programs are out there and how can our volunteer tutors access programs where a tutor and student can view lessons simultaneously

Mary Silva

Mary Silva, Executive Director
Literacy Services of Indian River County, Inc.
Nonprofit 501(c)(3) organization affiliated with the United Way
Helping adults improve literacy skills
Opening a world of possibilities through friends one page, one book, one life at a time
1600 21st St., VB, FL 32960 (IRC main library)
(772) 778-2223 fax: 2066
www.literacyservicesirc.org

Subject: [PD 3357] Re: Your Goals / Questions for the Design ElementsDiscussion
From: Flossie Benton Rogers Flossie.BentonRogers at citruslibraries.org
Date: Fri Jun 12 13:26:58 EDT 2009

I am director of a small public library system that started an adult literacy program about six months ago for basic and ESL learners. Although the program solely utilizes one-on-one instruction at this time, in preparation for future possibilities I would like to become more familiar with the online learning environment.

Flossie Benton Rogers

Director

Citrus County Library System
425 W. Roosevelt Blvd.
Beverly Hills, FL 34465
(352) 746-9077
www.citruslibraries.org <http://www.citruslibraries.org>
OPEN A BOOK ~ OPEN A MIND

Subject: [PD 3358] Re: Hello from the UK
From: Dave Middlebrook dmiddlebrook at textmapping.org
Date: Fri Jun 12 14:07:41 EDT 2009

Hi Catherine,

Yes, I've thought a lot about the historical connections and questions raised by using scrolls, and along the way I've read quite a bit about ancient readers. It is amazing how different books and reading were in the ancient world. The way that we read today is very different -- and it is different than it was 50 or 100 years ago. So much has changed. I'll connect this back to the original question of this strand in a moment, but first I'd like to stray a bit.

While I am fascinated by the historical connections, I think it's important to say that I use scrolls in very different ways than did ancient readers. Book historians seem to be pretty much unanimous on the point of unrolling: ancient readers only unrolled their scrolls to perhaps a shoulder's width. I unroll them fully, or as much as is practical. My guess is that unrolling the book fully, as I do, would not have benefitted ancient readers very much since their rolled books lacked the kinds of graphic conventions that make modern books so much more easy to skim, scan, and gut. Ancient readers typically read from manuscript books in scriptua continua (continuous script), which meant no word spacing and very little punctuation. Modern readers would find this very difficult to work from, and I suspect that, had they known the difference, they would have, as well. Furthermore, they didn't have all of the structural features that we have today, such as headings and subheadings, captions, and the like. Ancient books were essentially a single stream of continuous text. Unrolling these books would not have made them much easier to read (although had they known about textmapping, the situation would have been very different; in that case, they would have benefitted greatly).

On the other hand, a lot of my work revolves around reviving the social aspects of reading, which is a much more ancient concept. Ancient readers were, more often than not, listeners in a social setting. It was not unusual for wealthy individuals to be well grounded in the literature of the times, and yet to be illiterate in the modern sense of being able to decode the written word. (Decoding was apparently not as important to them as thinking and comprehending. Hmmmm. That's a message we should take more to heart.) Instead, their slaves read to them. They listened. Reading today, in contrast, is something that we do on our own. It is largely a solitary activity, and we do it silently.

All of this does take us back to the original question posted by Alison, which has to do with introducing new adult literacy teachers to a theoretical and practical awareness of multimodality in their thinking and teaching. When we learn about how books and reading and readers have all changed over the 5,500 years of written language, we can't help but find ourselves thinking about things like multimodal instruction. If we don't stray from our current conception of reading, we won't ever see these things. It's good to get out every now and then.

BTW: I'm assuming that since you are in San Diego, you know Barbara Gonzales. If not, look her up at Mt. San Antonio Community College. She's had a lot of success using scrolls and textmapping with her students in the reading and study skills center for a decade or so.

Nice to hear from you,

- Dave

Subject: [PD 3350] Re: Your Goals / Questions for the Design Elements Discussion
From: Waconda Clayworth wclayworth at yahoo.com
Date: Fri Jun 12 14:10:15 EDT 2009

Hi and I am very interested in what you wrote...I am a person who wishes to teach online, but with the simplest possible delivery system..(I have just added you to my mail list and got a multilingual delay notice and then only half of my contacts..to name just one of the snafus that is so upsetting...)

But, as simplistic as this may sound to the technically proficient.. is not the old fashioned- individual e-mail to each correspondent a way to communicate with the least frustration and the most communication??

I think Dr. Taylor has organized the varying requests into a good outline that addresses the participants issues..and if I am not reading my neophyte wannabe better at technology ideas into these messages, the messages often seem to be...what is a good, clear, foolproof way to deliver messages and receive them and to have students who need handholding feel they are not talkin' to the machine but whose individual academic needs are being met...and to do that with I would guess several hundred students several times a week or month??

One of the colleges in Texas is totally online..and several use Blackboard..if you don't mind another question...Is Backboard multisensory? Is the instructor viewed and the info sent as it is on the net?...

Mostly I am reading everything and trying not to get overwhelmed by the technology part..the advantage of this not being centralized, is that the messages remain individual..

hasta la vista,
waconda...

Peace in 2009

Subject: [PD 3352] Re: Your Goals / Questions for the Design Elements Discussion
From: Jim Williams jw at weallcanread.com
Date: Fri Jun 12 14:16:19 EDT 2009

I am the author of an online Orton-Gillingham-based remedial reading program for older students and adults called We All Can Read. Our online program combines text from our core book along with video and audio elements in 644 lessons. The online format allows students to work independently through the entire program and simultaneously trains teachers and tutors.

The ability to combine video, audio, and text in each lesson has been a miracle for me. I continually marvel at the magic of the Internet. I can think of no other tool that has so radically altered the field in terms of what is now possible for literacy instruction. I wouldn't have believed it possible for an adult to work independently and learn these basic, vital skills. I operated a reading clinic for eleven years and worked with many adults with low reading skills. They required so much intensive remediation and drill. They were capable of learning, but the time factor involved to master the information was formidable. At one or two hours a week, it would take them years to cover all of the material. But now with the Internet, students are not restricted to just a few hours of instruction a week. They work independently from home or a local library and are able to put in as much time as they so desire. And tutors can train online as well.

I am interested in learning everything I can about what makes an online program effective and accessible. I don't think there is any doubt that online instruction is fast becoming one of the primary means to deliver instruction for adults in any field.

Jim Williams
E-mail Address: jw at weallcanread.com
Web Address: www.weallcanread.com

Subject: [PD 3359] Re: Hello from the UK
From: Catherine B. King cb.king at verizon.net
Date: Fri Jun 12 14:27:55 EDT 2009

Hello Dave:

Thank you for your response. I have already shared you note and websites with another listserve where one math teacher suggested that he will use scrolling for his math teaching--probably not new, but new to him and to me. He sounds very excited about it.

But also, in the pondering vein, first, scrolling also has reminiscences with families who keep pictures all around the living room, of past events and persons; or even cave writings or the pyramids where whole stories are "told" in surround-view and in present tactile form. Teachers who keep and change relevant pictures and phrases, etc., on the walls all around in their classroom also resonate remotely with this way of learning.

Second, though I don't see it mentioned in my brief perusal of your websites, (out of Harvard) Howard Gardner's theory of "multiple intelligences" (unfinished by his own account, but about different "styles" of learning and correlative teaching methods) resonates with what you say about different sensory access and "multimodal instruction." You probably know this, but I thought I'd mention it anyway. My own interest is in reading theory and behind the scenes philosophical implications.

I'm looking forward to my next class where I can relate this information to my students in an action research context.

Regards,

Catherine

Subject: [PD 3355] Intro. & Questions/Reflections
From: Richard E. Mitchell rmitchell at mchenry.edu
Date: Fri Jun 12 21:04:20 EDT 2009

To one and all!

I am an adjunct instructor at McHenry County College in Crystal Lake, Illinois, which is approximately 60 miles (100 km.) northwest of Chicago. I teach adult basic education and adult secondary education (ABE/ASE, in adult education circles in the USA) at the county jail, and I also teach an online ASE course, through a program known as GED-i, which is overseen by the great people at Western Illinois University (Crystal Hack is one of the many great people at WIU who "run" it!). I received my training for this program online and at conferences I've attended in my role as an instructor. One thing I've found is that the more one does it, the better it gets! Online learning is a great tool and it does have the ability to work as a "stand alone" method, or in a hybrid form, with class instruction or class follow-up. Personally, I've taken courses online and they are as difficult and as challenging as anything I've encountered in the classroom/lecture format.

I am always interested in learning to use as many tools as possible, which are available in the online environment. The internet is such as powerful and useful tool for learning. I always demonstrate "YouTube" to my online students in our orientation session... that is the learning elements available there. (Most people know of the negative items, but not the positive items!) I feel there is a great future in online learning, especially for working adults, full-time moms, those who are unable to travel to classes, etc.

I don't feel the transition to the online environment is that difficult; I grew up in the era before computers, handheld calculators, cell phones, etc. Electric typewriters were really "high tech" at one point! I tell my students that some of the greatest engineering marvels (the Empire State building in New York, the Golden Gate bridge in San Francisco, etc.) were done before computers and calculators.

I want to learn better ways of managing an online class and tips and suggestions that other instructors have found useful in their online classes. It's a great group already, really a national and multinational forum!

Richard E. Mitchell
McHenry County College
Crystal Lake, IL 60012

Subject: [PD 3356] Goals and Questions
From: Richard E. Mitchell rmitchell at mchenry.edu
Date: Fri Jun 12 22:00:30 EDT 2009

Jackie,

Your list of questions and observations was very good and complete!

I find, as an instructor, that I have to make it very clear to my ASE students that online learning is no "shortcut" to obtaining a GED certificate. There is no such thing as an online GED test, which some students think there is. Sometimes, I feel students think an online course for GED preparation is somehow "easier," than a traditional class. The online program we use, GED-i, is very good, and I feel it is very user friendly. The lessons are very good, but, they do take work and one may not understand everything all at once. I always tell my students that they may need to supplement this program with outside reading and other materials. At my college, we require that students attend an orientation before they can enroll in the online class. This is usually my best chance to make my points and clear up any misunderstandings.

Retention is always an issue. I don't have an accurate comparison of retention rates for traditional, as compared to online, ASE classes. For my online classes, it seems about 50% drop out before completing, or attempting to do, their GED testing. This is definitely an issue I hope to hear more about in this forum.

I feel that computerized learning should be integrated into as many learning environments as possible, it is a great supplementary learning tool in the traditional classroom. I feel all's fair in the quest for knowledge!

Richard E. Mitchell
McHenry County College
Crystal Lake, IL 60012

Subject: My Thoughts
From: mvanderkam@hotmail.com
Date: June 13, 2009

Jackie, I'll just send this to you directly. I teach a Family Literacy class in South Bend, Indiana. Our computers are not always consistent in connections and we don't have technical help easily available. Our students come in needing to learn how to learn so it is not easy for them to use onine instruction independently. Very few of them have access to computers at home.

However, just in this week, other subscribers in their introductions have sent me to various websites that could be helpful even to students with Level 2 and 3 skills. So I am eager to see what else is out there for us to try.

I have taken two online courses in order to maintain my certification in the state of Indiana. Both were from the same company and through the same graduate school. I learned from both because I brought my own questions and experience to the courses and took from them what I wanted and needed. However, the experiences were totally different because of the capabilities and initiative of the online instructors--one was very involved and one rarely responded.

I have much to learn about online instruction and am coming to this discussion with much less expertise than many of your subscribers. However, I am not a "dinosaur" and am eager to learn!

Mary Vanderkam

Subject: Introductions
From: Regina Harrison
Date: June 12, 2009

Hello, my name is Regina and I work in the Continuing Ed. Dept. at GCC. I work in the ABE/GED/ESL classroom and instruct students on basic literacy skills and basic computer skills. I also coordinate an online GED preparation course. My interest in this course has to do with motivating students to complete the online class. Many sign on for the class, but only a small percentage actually finish the program. Improving my presentation techniques and possibly adding a face-to-face component are equally important for me to learn how to incorporate. Looking forward to the discussion.

Sincerely,

Regina Harrison
Department of Continuing Education
Gloucester County College

Subject: [PD 3460] Re: Your Goals / Questions for the Design Elements Discussion
From: Ora Clark-Lewis ojlewis47 at sbcglobal.net
Date: Wed Jun 17 13:49:58 EDT 2009

Sorry it has taken me so long to respond, however, I was at the MAACCE conference in Kansas City during the week before you started this, and I am just getting caught to my email. I really am looking forward to participating in this discussion. My name is Ora Clark-Lewis. I taught GED in St. Lous Public Schools, system, but have since moved on to other literacy and hopefully college teaching classes. My interest is firmly in teaching adults and the professional development of Adult Educators. Since I am aleady behind, I will try to catch up by reading what others are doing. I plan to pursue a doctorate in Adult Education and hope that this forum will enhance my learning and hopefully answer some questions that I may have. After I have caught up, I will, of course chime in. Be patient with me, as I wade my way through what you all have already started.

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