Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h6HJZ5721207; Thu, 17 Jul 2003 15:35:05 -0400 (EDT) Date: Thu, 17 Jul 2003 15:35:05 -0400 (EDT) Message-Id: <EE81FC4A94703A46976D9DF51EF101863461C2@2kexmb.hq.corp.pbs.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Frances Keenan" <fkeenan@pbs.org> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2941] RE: supported vs. magic bullet DL X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 8248 Lines: 216 I like the term "supported distance learning" and thanks David for articulating the point about DL increasing the intensity of instruction. I think there is a common misconception that DL will reach more people more effectively (ideally, for less money) than classroom instruction---that it will be a magic bullet so to speak. In the case of ESL, where the great majority of distance learners to date have been people who have watched videoseries such Crossroads Cafe, most studies have shown that the supported (or hybrid) model of classroom instruction combined with independent work is the model that results in learning gains. Now with new web-based projects such as English for All and PBS Project CONNECT (still in development), researchers will have to examine closely what works and why. (Project CONNECT, funded by US Dept. of ED/ FIPSE, does include an external evaluation conducted by SRI). I'm interested in whether anyone has ideas for how the NRS can take DL into account. If adult learners are doing all or some of their learning outside of the classroom, how is it getting tracked? What do these states who are investing in DL for adult education do? How are peope measuring the effect of distance learning? Fran Keenan PBS Project CONNECT www.pbs.org/literacy/esl -----Original Message----- From: Melanie Daniels [mailto:melanie.daniels@sri.com] Sent: Thursday, July 17, 2003 12:44 PM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:2939] Re: what is Internet Literacy? Readers of this list may be interested in Project CONNECT, an online resource for intermediate ESL learners that is under development by PBS and will undergo a summative evaluation by SRI International this fall. Project CONNECT is designed to offer supplemental web-based instruction through themes of work, education, and civic participation; it also includes a basic Internet tutorial and an online community space. This latter feature proved quite popular with learners in formative testing earlier this year. Even novice computer users were completely engaged in communicating with other CONNECT users by exchanging email messages and posting messages on the discussion board. It certainly underscored the motivational power of using language skills through interaction with fellow learners. More information about Project CONNECT is available at the PBS website: http://www.pbs.org/literacy/esl/. Melanie Glenn Groulx wrote: > Hello, > > I think that Internet Literacy consists mainly of the following areas: > > Use of the Browser > Online Resources > Using Applications (Synchronous and Asynchronous) > Online Services > Online Communities > Understanding Terms and Concepts > Social Issues: netiquette, safety, privacy > > Students find the following resources useful: > > Itools.com > Searchenginewatch.com > Webopedia.com > Mapquest.com > Download.com > > Most students proceed through a process of getting used to various > tools, and their range of activity is limited at first, gradually > increasing as they gain confidence. Most people do not go further than > search engines when searching the web for resources, even though > search engines cover less than 10% of the world's online resources. > > Aside from technical skills development, the need to have learners > interact in English brings up a need to support these learners. > > I think that we need to take a look more at low-tech alternatives to > delivery of instruction for a global EFL audience. IRC is quite good > for this. As is a mailing list for students to discuss ideas, in > conjunction with resources that guide learners to compose their ideas. > > The crucial thing in any case is dialog, trust and presence. Learners > need to fell they are interacting with someone who can provide them > with more than a grade, and have a dialog in a safe, respectful > manner. I can immediately think of ways in which most internet tools, > used incorrectly, would be counterproductive, even destructive. > > I am interested in the idea of project-based learning, but am > concerned that traditional-minded learners may resist it and the > effects may be less than satisfactory. I love the idea of using > virtual buddies that help one another, for example. An international > classroom visit between two classes would be quite interesting! EFL > learners can interact with other leaners (internet literacy class) and > a framework can be set between the facilitators and participant in > advance of the online encounter. > > The issue of scaffolding is an interesting topic that I am working on > implementing more, as the learning extends itself out of the > classroom. > > Research strategies, expressing opinions in online debates, > maintaining personal privacy, useful resources, personal publishing > (blogging jumps to mind) are all tools that can be used to help > learners become more confident. > > Regards, > Glenn > > -----Original Message----- > From: David J. Rosen [mailto:DJRosen@theworld.com] > Sent: Wednesday, July 16, 2003 1:05 PM > To: Multiple recipients of list > Subject: [NIFL-TECHNOLOGY:2924] RE: Supported Distance Learning > > Hello Glenn, > > Can you say a bit more? What does "Internet Literacy" consist of, as > you use the term? What online learning (Web sites?) do your students > use > > -- and which ones do they find especially helpful? Is their main goal > English language learning? Have you found particular software (free > or commercial, Web-based or locally-run) which helps them in learning > English? > > Since you are interested in engaging your learners more, do you know > about and use project-based learning? For example, do your students > have e-mail addresses, and pen pals? Do you have a group of learners > that would be interested in matching up with another group or class, > in another country, to do an international classroom virtual visit? > > Tell us what kinds of "scaffolding" you think your students need to be > more confident in using technology. Mouse skills practice? > Introduction > > to basic tools such as word processing? A basic introduction to how to > use the Internet? A portal of Web pages with useful adult-oriented > information, but reviewed and selected for adults who need to improve > their English reading skills? Something else? > > Looking forward to hearing more. > > David J. Rosen > Guest Moderator > NIFL Technology > > DJRosen@theworld.com > > Glenn Groulx wrote: > > >Hello, my name is Glenn Groulx. > > > >I am teaching Internet Literacy in a mixed mode (both online learning > >and F2F teaching occurs) and I teach a wide number of different > >learners: men and women of different social/cultural backgrounds; > >newcomers to Canada with limited English; those who are retired and > want > >to learn new things, university and college-educated, net-savvy as > >well as complete beginners. > > > >Each class has its own unique challenges, and I would like to engage > >my learners more and provide scaffolding when required to help them > >build confidence with using technology, and the Internet in > >particular. > > > >The key is for me is to be flexible, and try accommodating different > >learners as much as is possible. > > > >Regards, > >Glenn Groulx > > > > -- Melanie Daniels Center for Education Policy SRI International 333 Ravenswood Avenue BS123 Menlo Park, California 94025 (650) 859-5805 (650) 859-3375 fax melanie.daniels@sri.com __________________________________________________________________ PBS Program Clubs-like book clubs, but for TV. 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