June 4
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Questions for Day 4
Two streams of conversation are going on about infusing technology into adult learners' learning environments...
One is a conversation about the technologies students have access to (like in their pockets!) or don't (broadband subscriptions at home). Let's develop this part of the conversation -- the question for Day 4 is, What do students need to engage in independent or supplemental online learning? (Take the definition of independent from the NIFL report -- does NOT mean isolated.)
The second ongoing conversation is instructors' willingness and capabilities to use technology in learning environments.
An idea shared today was helping instructors learn to use technology through a distance learning course. Getting instructors more comfortable teaching w technology by having them learn through technology is a strategy that is working in K-12 education.
Recent national data shows that by 2008, 46% of teachers had taken an online course. Those who had were more likely to rank themselves as technically advanced, 56%, than the national average, 36% of teachers, and those who had taken distance course had 4-10 years of teaching experience but were less likely to have advanced degrees than teachers who hadn't taken a distance course (Henke, K. G. (2009). K-12 Learning in the 21st Century: A national report of online learning. Speak Up Day 2006 and BlackBoard, Inc.).
Ideas for helping instructors learn to use technology through a distance learning course:
- lsten to other practitioners talking about using technology in the AlphaPlus project, http://blog.alphaplus.ca/alphaplus-tech-podcasts/
- how to use computers and the Internet for supplemental learning
- how to use free or inexpensive (because they have been federally-funded) services like USA Learns and the Learner Web, as well as teacher-made web sites in English and other languages
- how to use basic computer and web tools such as word processing, search engines and email
- introducing assistive technology tools such as text readers to learners who might benefit from knowing how to use this software
- cell phones and iPhones as learning devices
- any other technologies learners bring to the fray
This may be another good question to pursue on the PD Listserv later this summer. It might also be worth discussing how this kind of learning may be part of an effort to professionalize the field/get us all ready to be 21st C teachers...
Heide Silver-Pacuilla
I think we need to define which students we are serving and also which adult ed class. My "constituency" is Spanish speaking, low-income, usually older adults who need ESL but are unable or unlikely to attend "live" non-credit classes. So, my program focuses on "community outreach" - demonstrating my website. showing how to access the computers at the library, and providing other materials for home study. And second hand stores usually have a few Windows 98s for sale at around $30. In addition, I advocate and support programs like Computers for Families, which provide low cost or free refurbished computers to low income families. These are not difficult to set up and run, and lots of grant money is available. Grantwriting is not difficult either.
Paul Rogers
Greetings. I'm part of a group of ABE teachers and administrators in St. Paul, MN working on implementing Learner Web http://www.learnerweb.org/infosite/. Early in the project I came across an interesting Wilder Foundation Paper focusing on conditions that support early childhood learning. It included a study of internet connections of low-income families in both north Minneapolis and east St. Paul. http://www.wilder.org/reportsummary.0.html?tx_ttnews[tt_news]=2060. Check out this screenshot for quick glimpse of the percentage of households with internet connections: http://screencast.com/t/Url54hboq
As you can see from the screenshot the numbers looked promising, yet we've still encountered significant challenges in implementing Learner Web and on-line resources like USALearns:
1- Reaching those folks who are connected to the internet at home & getting them into our programs. 2- Providing up-front computer literacy classes so that the resources are accessible.
In short, the problem is not just having a digital connection; it's knowing how to use it AND why it's important to use it.
Jen Vanek
One of the answers to the question "What do students need to engage in independent or supplemental online learning?" could be "they need one or more good reasons for wanting to do so."
Teachers can find ways to support students in the steps they take to solve problems or improve their lives by using technology. When the student and teacher both see there is a good reason for using technology this makes everything else more likely to succeed. The tendency to comply with a mandate like "we have to incorporate technology in our instruction" undermines the effort and misses the point.
Many students come to class and make statements like, "My kids showed me something on the computer that was really neat! "My kids are always on the computer and they won't tell me anything about what they are doing!" "I like to read the news about my country on the Internet." "I have a cousin that has a camera on his computer and he let me use it to talk to my family." "I was looking for jobs on the Internet." "My boss told me she is giving me a promotion to do computer work since I told her I use a computer at school."
The difference is in what we as teachers do when we hear statements like this. Melinda's statement yesterday, "The role of teachers as "sage on the stage" is changing to "guide on the side." really impressed me. When we as teachers can listen with alertness to students, and find ways to support the forward steps our students are already taking to learn for themselves, this can make such a difference. Just the fact that they made the choice to enter our classrooms means they are moving ahead.
As a teacher, our task can often be analogous to a chef or travel guide, who prepares treats and experiences that "keep them coming back." I was impressed with a statement that the head of Disney made the other day, that Disney didn't plan to incorporate a certain event in their parks because it didn't have a story line to accompany it. Evidently, Disney tries to make sure they are bringing people into a story with each of their theme park events.
Halona's post yesterday about the state providing real support to programs and students makes a very important point. Which state entity could do a better of "teaching" adult education students, the federal and state departments of education or departments of labor? Which one "gets it" with regard to knowing what adult education students are like and what would be an effective support for them, the DOE or do the DOL?
For me, things become more and more nuanced, as far as knowing who adult education students are, and what they seek for themselves. They are not one single homogeneous group; their demographics, their literacy skills and life experience attributes are amazingly diverse. One size will not fit all. An older immigrant that had little or no opportunity to go to school but now wants to read emails from family seeks something far different than a youth that barely missed the score cut off on state tests to graduate and now seeks to get that diploma to enter the military or a job.
Let me express my appreciation for this discussion. It has certainly expanded my own horizons, giving me a better understanding of different aspects of the topic. By forwarding the posts to colleagues around the state, it has helped to solidify connections and bring us together on the same page in our state too. Discussions like this have a big ripple effect that lasts long after the week or so that they run. We often pull up previous posts and talk about them, weeks or months later.
Phil Anderson
Thanks for the link to EnglishCafe. Very interesting and well done.
Steve Kaufman
I was associated with a Computers4Kids organization (no relation, I beieve) that finally had to disband due to reorganization, politrically motivated grants denials, and the battle of decreasing hardware costs when the replacement parts for upgrading older computers remained the same. We did some terrific programs from just getting computers into the schools in the early days, to family literacy, employability and ABE/ESL/technology programs, ESL Civics, and TANF training, with the "reward" being computers for students at the end of the program period. Yo this day I get "Oh, I got my first computer through them."
Bonnie Odiorne
Jen said: "As you can see from the screenshot the numbers looked promising, yet we've still encountered significant challenges in implementing Learner Web and on-line resources like USALearns: Reaching those folks who are connected to the internet at home & getting them into our programs."
I believe this is similar to adult literacy programs in general. In Nova Scotia (population about 900,000) we have 38% who have less than Level 3 literacy (IALSS) and just over 94,000 aged 25-65 who don't have a high school diploma. Yet, these potential adult literacy learners are not beating down the doors trying to get in a program. Numbers continue to dwindle for those enrolled in programs to attain a high school diploma. One promising practice was to entice potential learners by offering computer classes...it gets them hooked on learning, they realize they are doing literacy while learning computer skills and often it takes away the stigma perceived to be attached to literacy programming.
How do we create a culture that values all learning whether face to face or online?
Jayne Hunter
I agree that he cannot wait for the state/federal governments to implement technology, but there are systemic barriers to getting students to learn with technology that need to be addressed for those of us who teach in "borrowed" space and do not have our own facilities. We use laptops in a mobile lab format, but there is always the risk of theft and vandalism in locations where storage is increasingly difficult to secure. We are recommending that school districts build parent centers into their budgets so that we can have a stable location that students can use day or evening. We have also requested a "home" from local mayors so that we have a base for our operations that is locally funded.
Terry Shearer
People need to know where to go to get information on a variety of issues, not just classes: how to use the libraries, where to find used computers, etc. Immigrants who know no or little English also need help in navigating sometimes hostile waters.
Paul Rogers
Heidi said: An idea shared today was helping instructors learn to use technology through a distance learning course. Getting instructors more comfortable teaching w technology by having them learn through technology
I agree. In Nova Scotia, we are revamping and redesigning the foundational training for all practitioners to be offered on-line. There are other PD opportunities which be offered face to face but the certificate program will be offered on-line. This will make it more accessible to folks and many of the newer tutors and instructors are requesting an on-line version. One of the nine modules offered through the training is how to integrate technology.
By offering the training online, it is hoped that practitioners will feel more confident in using technology in the classroom. Learners definitely value learning these skills as they see the need to have them for work, family and community.
Jayne Hunter
Thanks for all the lively posts this morning and last night.
Many have written that the diversity in adult ed programs prompts the question, Which students??
This is fantastic, we have one of the most diverse student bodies an educational institution could hope for. Of COURSE there are many different needs. Let's discuss and figure out what the range is.
Let's dig deeper in response to the question to see if different demographics need different levels, types, quantities, etc. of support to engage in independent and supplemental online learning.
Tell us about the student pop's you work with: Who are they and what do they need to be successful learning with technology??
Heidi Silver-Pacuilla
I think that learners need time to explore and have fun on the computer in a comfortable environment where others are exploring too. Everyone brings expertise and experience, could be from another learner or from the teacher. As people learn new skills or discover interesting sites, they share with the others in the group. Everyone is learning and teaching. I feel this is very empowering. We've had very successful programs called IT for women, so successful in fact that the men demanded a similar program...the acronym was CATS but I can't remember what it stood for. This was also a wonderful program where the men went on field trips, took pictures with digital cameras, made movies, learned basic computer skills, etc.
One of the barriers I've encountered with computer courses is the perception of the learner, "if it's fun and games it can't really be learning." Has anyone else run into this?
Jayne Hunter
I've got some folks who fit into categories and then the really individual folks (I'm lookin' at one now).
Most of the students I see have had limited opportunities for development. In school systems, they were shuffled on through or spewed right out for any of a number of reasons; academic expectations have been low.
Some have medical issues such as drug abuse or medical malpractice that interfere with their ability to read and write;
Some struggle with anything abstract but can figure out the words reasonably well
- Lots* of them have limited vocabularies and have learned to skip stuff they don't understand and do their best to get the gist.
A few are classic "bright dyslexics" who have academic strengths that are masked by specific difficulties.
Some are second language learners with widely varying levels of literacy in native language and culture.
My setting has different filters than many of yours since I'm in a college with mandatory placement testing, so I don't see the folks going to Adult Ed. However, Adult Ed doesn't work with folks with a high school diploma, and of course we have lots of folks with the piece of paper but without the literacy skills they need.
Susan Jones
Heidi's question: "Tell us about the student pop's you work with: Who are they and what do they need to be successful learning with technology??"
I'm not sure the needs of learners vary that much from the needs of educators (literacy level aside). In both cases they are adults and androgogical principals should apply across the spectrum. We all need: -motivation -access -time -support -ability or systems/rubric/curriculum to show our progress
Adam Kieffer
Heidi and others, I like Phil's analogy, “ As a teacher, our task can often be analogous to a chef or travel guide, who prepares treats and experiences that "keep them coming back." I think that is true. Though, as we offer these experiences as self-study it is a bit harder to sense what a learner needs at a particular time and so some learners struggle.
A colleague who was monitoring a pilot course noticed that there were four basic obstacles that lent themselves to learners dropping off. Bascially; - language level was too high - not enough time, - more computer skills were needed - affective factors such as not enough interest in material or lack of self-discipline etc.
It was felt that generally when two or more were lacking that students tended not to persist. Of course if any one of the above was particularly strong it was “curtains.”
Yet, affective factors can carry the day and translate into incredible persistence to overcome all the others. I have seen learners with very low computer skill and language levels struggle immensely but ultimately succeed. So I think it important for students to be engaged by us as far as course material, but I am not so sure how to address the need in self-study for external motivation that an instructor can offer. I have seen email and phone calls help in moderated courses but if it is purely self-study...?
Steve Quann
I think there should be a review of the needs that various kinds or groups of students have, especially focusing on the differences. In ESL, for example, students in a class of 25 have differnet needs than those in a class of 6. Young adults in their 20s are very different from older adults. For one thing, they learn a little faster. Many of them may already have studied English in high school and college. And they may be better off financially than others. They are more likely to already know how to use computers, etc. Older students who work 6 days a week and have families and are poor have very specific needs - and resources - not the least of which, in many cases, is living in a hostile environment. Those who know little or no English need bilingual materials and a teacher who can communicate in their language. Many of these older students not only do not know how to use computers but have more difficulty than younger students. Women are discriminated against because they need child care. This group is usually defined in terms of being the most underserved, and I would add the most deserving.
Paul Rogers
Yes!
I have had students who felt they weren't in "real school" if they weren't bored and unhappy. Some actually left!
There is a grammar series called "Power English" - a series of nine books that have incremental steps with lots of review. The biggest complaint I get is that it's too easy.
Learning should be enjoyable - fun actually.
Gail Troy
I do not think that computer learning need be just games, digital cameras, creating youtube videoss, twittering and the like. For many learners, the availability of interesting meaningful content at their level, to listen to and read, is already of major benefit. There are a number of support functions and activities that can be built around that, online or face to face, but the main benefit is providing easy access to meaningful content, in audio and text format.
Of course this still assumes a certain knowledge of the computer and that needs to be provided if the learner lacks these skills.
Steve Kaufman
Agreed on motivation, access, time, support. As for measurement of activity and progress,and recognition, this is very important. Our learners have asked for a certificate even though most are self-learners, and LingQ is not in any way a certificate granting institution.
Here <http://lingqcentral.lingq.com/2009/06/a-lingq-certificate.html> is an example of the kind of certificate that we are developing with our learners. It displays the cumulative activities of each learner, and an evaluation by a tutor.
The idea is that a learner who wants a certificate after a certain period of study, whether study with a tutor or self study, will have to sign up for a 4 week course, or request his/her tutor to offer a 4 week course in order to be evaluated. The cost of a course is exclusively for the writing correction and online interaction with the tutor. The lessons, (content items) are, in fact, free. We need to make sure that a learner has at least 4 online discussions and 4 writing submissions in order to enable the tutor to evaluate the learner, after reviewing the learner's activity at LingQ.
The certificate shows the total cumulative achievements of the learner, and the learners level as evaluated by the tutor.
The certificate can be emailed by the tutor, or for a handling fee we could print it at our head office and mail it to the learner.
Steve Kaufman
Hello all - This has been another generative day of ideas about how we can support students and what it take to support students in online learning. Thank you to all who have shared and the many more who have been readers this week. I've compiled excerpts and will send an email w all of them. I want to point out two main, interwoven take-aways.
One, a couple comments moved us to the research/next steps focus for day 5 (how do you guys do that? Did someone get ahold of my notes about what to cover this week??? Everything has been nicely foreshadowed!!). I'm going to put up that post later this evening to kick that off.
Second, a few comments came in that focused on how projects continue to ripple well past the event. I want to dwell on this just a bit because it is one of my big passions even though it is not tech focused. Teaching is so much about MAKING OPPORTUNITIES for others. I am regularly inspired by how much and how far students (any age!) can go once given the opportunities and supports to do so. There are many elements to making opportunities: giving permission, arranging the environment, setting up for safe risk taking, encouragement, stepping back so students can take responsibility, scaffolding practice and growth, arranging showcases, and many many others. This is where teaching is so wonderfully like community organizing and development.
Most of you have described projects in which you have invested a lot of personal time and energy. These efforts to make opportunities for others to learn with technology enrich all of our communities and we thank you and appreciate your work! Don't forget as you do this to share the wonderful feeling that making opportunities provides -- bring other organizations into the effort so they can share the glow. Partner! Ask! Insist! Individuals can do a lot, which is the point of this off-topic ramble, but it takes a concerted effort and team work to move systems.
Three comments tell of how this discussion which we are all squeezing into our already-busy lives is impacting distant others:
-Yet this day I get "Oh, I got my first computer through them." (of a long-defunct project that gave away computers to families)
-By forwarding the posts to colleagues around the state, it has helped to solidify connections and bring us together on the same page in our state too. Discussions like this have a big ripple effect that lasts long after the week or so that they run. We often pull up previous posts and talk about them, weeks or months later.
-So, again, THANK YOU for this discussion, for other discussions, for exemplary guidance -- and thank you to all who make the time to contribute (whether or not I agree with what you say). I have gained professionally and personally from this and other online CoPs.
Thanks for asking me to participate in the listserv so I can get some of your glow!
Heidi Silver-Pacuilla
Ideas shared today about What Do Students Need ? (minus a few that will lead into the Day 5 topic of research)
[It] takes more than the system/state/institution support è takes lots of time from teachers making opportunities happen.
When the student and teacher both see there is a good reason for using technology this makes everything else more likely to succeed.
It is far more important to help learners learn how to learn, than to teach them details of the language that they may have trouble understanding, remembering or using.
what kind of platform could integrate these [radically] different populations [that are represented in adult ed], because I remain convinced that at least some education-oriented platforms need to address the education of human beings, regardless of age.
-Some have medical issues such as drug abuse or medical malpractice that interfere with their ability to read and write;
-Some struggle with anything abstract but can figure out the words reasonably well
-*Lots* of them have limited vocabularies and have learned to skip stuff they don't understand and do their best to get the gist
-A few are classic "bright dyslexics" who have academic strengths that are masked by specific difficulties.
Some are second language learners with widely varying levels of literacy in native language and culture.
One of the barriers I've encountered with computer courses is the perception of the learner, "if it's fun and games it can't really be learning." Has anyone else run into this?
In ESL, for example, students in a class of 25 have different needs than those in a class of 6. Young adults in their 20s are very different from older adults.
One promising practice was to entice potential learners by offering computer classes...it gets them hooked on learning, they realize they are doing literacy while learning computer skills and often it takes away the stigma perceived to be attached to literacy programming.
Access, Awareness, Support
...less than it used to! ...a willingness to be a "guide on the side" ...a willingness to learn with...a willingness to deal with "glitches" in a non-panicky, 'plan B', use a little humor, way.
Heidi Silver-Pacuilla
These comments from day 4 lead us perfectly into day 5: (scroll down for the question of the day)
A colleague who was monitoring a pilot course noticed that there were four basic obstacles that lent themselves to learners dropping off. Basically:
- language level was too high
- not enough time
- more computer skills were needed
- affective factors such as not enough interest in material or lack of self-discipline etc.
When two or more were lacking that students tended not to persist.
We've still encountered significant challenges in implementing Learner Web and on-line resources like USA Learns: 1- Reaching those folks who are connected to the internet at home & getting them into our programs. 2- Providing up-front computer literacy classes so that the resources are accessible. In short, the problem is not just having a digital connection; it's knowing how to use it AND why it's important to use it.
We need more research, data collection, and shared knowledge such as the above lessons learned to understand how and how much learners learn in different online environments. We need such research to:
- compile practice guides,
- offer best practice examples to share,
- inform technical assistance,
- collect user data and progress monitoring from adult learning sites,
- inform programs' use of new accessible technologies,
- inform developers' use of digital support mechanism,
- guide future investments and policy, etc.
Please weigh in on the burning questions that research could address in terms of all we've discussed this week. Another "what would it take" question...
Heidi Silver-Pacuilla
