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From: "Glenn Groulx" <glenng@softcom.biz>
To: Multiple recipients of list <nifl-technology@literacy.nifl.gov>
Subject: [NIFL-TECHNOLOGY:2927] RE: Tech21 Project
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Hello Marian,
I have done some English teaching via Internet to overseas adult
learners. They prefer something that will not freeze up their PCs and
demand too much time online. I think that a low-end affordable tool is
IRC. But the tool is best used with intermediate to advanced level
learners. I had worked with students at lower levels and the actual
learning was not as clear.
Regards,
Glenn
-----Original Message-----
From: Marian Thacher [mailto:mthacher@otan.us]
Sent: Wednesday, July 16, 2003 1:33 PM
To: Multiple recipients of list
Subject: [NIFL-TECHNOLOGY:2925] Tech21 Project
Thanks, David, good topic!
I've been involved in a project for the last year, the Tech21 Project,
which has provided us here in Sacramento with an opportunity to
experiment
with a particular curriculum, English for All, in a variety of delivery
models. English for All is a free online course for adult ESOL students,
low intermediate and above. It includes a lot of video, so it can be
done
in the traditional classroom, showing videos and doing the activities on
paper. We did this, as well has having the students do the online course
in a lab setting, and in an online model from their homes, as well as
showing the videos on a cable TV broadcast with wrap-around instruction.
The TV students were able to call in to the program to practice with the
teacher, and mail in their workbook pages.
One of the most interesting things, to me, was the popularity of the
online course. We thought it might be hard to recruit the students, but
when we visited the on-site classes to recruit, students were
enthusiastic
and we got so many applicants that we filled our class, 25 students, and
had more on a waiting list. The students were from quite a variety of
countries, but tended to be better educated, on average, than the
average
student at the school. Many, but not all, had professional backgrounds
and
professional goals in this country, but needed to improve their English
first. Their motivation was high, and many completed all or most of the
episodes in the time allotted.
One of the issues we are focusing on for next year are how to make the
online course more interactive. We had a bulletin board where the
students
posted their writing assignments, but they didn't really get into
discussions with one another. They did form relationships with each
other,
but this was partly observed by their onsite teachers, since they were
all
also attending face-to-face class in the morning.
We're looking at having a live chat class "meeting" once a week, or
something like that. Has anyone done this with ESOL students? And does
anyone have tips for making bulletin boards more "conversational"?
The other issue we're looking at is about assessment. This was
especially
problematic for the students in the TV course. They were mostly taking a
course on TV because they don't go out of their homes much, for a
variety
of reasons including having small children at home, illness, age or
physical disability. So it was problematic to get these students to come
in for testing, required by the school.
Is anyone else dealing with this assessment issue? We're looking for
creative solutions!
Marian Thacher, OTAN
www.otan.us
P.S. You can see the English for All course at www.myefa.org
nifl-technology@nifl.gov writes:
>Hello NIFL-Technology Colleagues,
>
>I am delighted to have this opportunity, while Emily is vacationing, to
>raise some issues I have been thinking about. Let's begin with
>(supported, mixed, or hybrid model) distance learning for
>ABE/ESL(ESOL) students.
>
>To begin, distance learning for basic skills adult students is now a
>reality in many states. At least fourteen states, for example, are
>part of a U.S. ED- and state-supported national research and
>development effort, Project IDEAL, led by Jerome Johnston and Shannon
>J. Young at the University of Michigan. [ http://projectideal.org/ ]
>In 2001-2002, in California alone, over 38,000 adult basic skills
>students were enrolled in distance learning courses. Over 35,000 of
>these were ESL students. (Source: CASAS, 2002 ).
>
>I would like distance learning, especially supported distance learning,
>to be a regular topic of discussion here. So, to begin, I have some
>questions for those who are operating distance learning programs:
>
>1) For whom are your programs intended?
> a) GED or other adult secondary education level students seeking
a
>diploma?
> b) Immigrants seeking to learn/improve English skills? If so at
what
>levels?
> c) Students already enrolled in face-to-face classes who want
extra
>practice or instruction ("video, TV, or computer-based homework")
> d) ??
>
>2) What kinds of people apply? Those you were expecting? Others? What
>have you learned about the demand for DL from those who have applied?
>
>3) What have you learned about marketing, recruiting, orientation,
>enrollment, and support of students who are enrolled?
>
>If you have operated a distance learning program for adult basic skills
>students, please let's hear from you. If you know others who are not
>yet subscribed to NIFL-Technology but who might enjoy -- and contribute
>to -- this discussion, please ask them to join by going to:
>http://www.nifl.gov/lincs/discussions/nifl-technology/
>technology_literacy.html
>
>If you are not operating a distance learning program, but are thinking
>about it and have some questions, what are your questions?
>
>David J. Rosen
>Guest Moderator, NIFL-Technology
>DJRosen@theworld.com
>
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