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 h6HMhc728436; Thu, 17 Jul 2003 18:43:38 -0400 (EDT) Date: Thu, 17 Jul 2003 18:43:38 -0400 (EDT) Message-Id: <fc.004c56fb017294573b9aca009ad1678d.17294d6@scoe.net> 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: "Marian Thacher" <mthacher@otan.us> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2942] RE: supported vs. magic bullet DL X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 1170 Lines: 24 Fran Keenan writes: >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? Well, that's the magic question. If anybody has an answer, I want to hear it! Assessment for DL is the big issue. I know here in Sacramento in San Juan Unified they have an extensive TV broadcast DL program. They track the equivalent of "seat time" by a formula of so many minutes for each lesson completed, so many for coming to orientation, so many for a phone call, and email etc. A similar formula is being used for the online students. But as far as measuring learning gain, the only way they have right now is mailed in student work and portfolio assessment. The students are learning via TV because they can't come to school, and they can't come for testing either. Some will come in if invited, and offered an incentive such as a bus pass, but many won't. What's the solution? Marian Thacher, OTAN www.otan.us
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