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 iA2M4Xd17204; Tue, 2 Nov 2004 17:04:33 -0500 (EST) Date: Tue, 2 Nov 2004 17:04:33 -0500 (EST) Message-Id: <s187bd75.095@mail.jsi.com> 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: "Steve Quann" <steve_quann@worlded.org> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3337] Re: Distance learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 10269 Lines: 300 Mariann and others, I'd like to respond to the questions,"What do you all think makes for a successful DL experience for learners? What learners are best served through DL?" Right now I am teaching," Reading for ESL" at a local community college. I am experimenting with WebCT, which is offered to all courses there, to see what features might be worthwhile for the class. I know some have commented that Blackboard has a better interface, but I wanted to see if I could use it by adapting my teaching methods. This is not an online course, but I am attempting to do geared down hybrid, using the interface with the class and giving them assignments so they can work on their own. In thinking about what makes the experience successful or not, I found myself starting to evaluate this method on my terms of success. However, I realized I need to also look at it from their perspectives and expectations. I would have said that it wasn't going all that well since we have had major problems getting all students by the college log in and then through the Web CT passwords. (By the time we passed the security hurdles on log ins/passwords, a good number had confused or lost their them. I knew I should have written them down, but I didn't want to treat them as children. I guess had I thought, I'd probably need someone to save my number just in case, too.) I often feel that computer comfort is essential to success, and I would have said that these experiences would make learners uncomfortable, but nevertheless, they asked to spend more time online. I am not sure that means success exactly, but it is a step in the right direction. What do learners need to be successful? Again I am leaning toward rating this on what I think is successful, not on what they think so much, since for me the ability to take advantage of all the features of the WebCT and complete the projects well, is "success." However, some students feel successful by clicking on a link and reading Web page. It seems that in this particular class there are, for the most, part two groups. Some that are able to do the work alone or at home and others that are struggling. Those experienced with computers, with academic backgrounds and my guess, higher socioeconomics levels have the "advantage" and are moving through activites well.These learners complete the work rapidly and with greater ease. Others do seem to get a lot out of the process,(as I said, wanting to stay longer) but are not able to take advantage of all aspects of this venture, even with a fair amount of scaffolding and assistance. (But I guess that defeats the purpose of DL.) We'll see if that changes as they gain more experience. Although I would definitely keep them working online, I think I will need to find new methods of delivery to accommodate the needs of the whole class appropriately. Perhaps others have suggestions or comments on how to do this? Steve Quann NCSALL and NELRC World Education 44 Farnsworth Street Boston, MA 617.482.9485 >>> mariannf@lacnyc.org 11/1/2004 1:44:01 PM >>> Thanks David Collings and David Rosen for bringing distance learning (DL) in to the conversation. DL is one of the ever expanding areas of adult literacy services delivery. There are many platforms (video series like Crossroads Cafe, web-based content delivery like Skillstutor, a combination of both like GED Connections) and many program models (asynchronous models that have learners working at their own pace, synchronous models that have learners engaged at regular intervals at the same time as others, and models that may include instructor feedback or may not). What do you all think makes for a successful DL experience for learners? What learners are best served through DL? Best, Mariann At 12:07 AM 10/28/2004 -0400, you wrote: >Mariann and others, > >In Delaware we have been using a number of tools for delivering distance >learning. Along with Web-based content, we have created slide presentations >and short video clips that we deliver to students on CDs. These multimedia >materials serve to orient students to the Web environment and to introduce >new concepts in a step-by-step fashion. > >One of the nifty multimedia development tools that we have discovered is >Camtasia. It's sold by TechSmith -- www.techsmith.com. Camtasia allows you >to demonstrate just about anything that you can do on a computer by >recording all screen activity to a video file (AVI). If you have a >microphone attached to your computer, you can talk your student through all >of your actions. After recording you can edit the video or audio portions >of your presentation. The recording controls are especially easy. Editing >is a little more complicated, but the programs controls are pretty simple. >The new version of the software also allows you to save your video to a >streaming format suitable for playing from a Web server. > >If you are interested in creating any sort of on-screen instruction, I think >this program is worth a look. > >David > >David Collings >Technology Coordinator >Delaware Adult and Community Education >david@collings.com > >-----Original Message----- >From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov] On Behalf >Of Mariann Fedele >Sent: Tuesday, October 26, 2004 10:48 AM >To: Multiple recipients of list >Subject: [NIFL-TECHNOLOGY:3328] Re: The tech we use > >Thanks Marian and David. How about others of us? > >What is one use of technology in adult literacy/basic education/ESOL that >you are very excited about? It could be something cutting edge, or >something that has been around for awhile but which you have figured out how >to make especially useful in your program(s). Please describe your >population of learners and under what circumstances you have used it with >them and had success. > >Best, >Mariann > > >At 05:23 PM 10/25/2004 -0400, you wrote: >>Hello Mariann and others, >> >>I recently did a workshop with a group of teachers in New Jersey. They >>picked out software from my Recommended Software list >> >> http://home.comcast.net/%7Edjrosen/software.html >> >> and, in pairs, reviewed one piece and reported on it to their >>colleagues. Much of the software they reviewed was free, and available >>online. >> >>A couple of groups reviewed _The Office_ and they loved it. I confess >>that it is one of my favorites, too. >> >>Created by Mike Hillinger, a software developer in Vermont, with a >>grant from the U.S. Department of Education's Office of Vocational and >>Adult Education, this free online basic skills simulation places you in >>an office setting. To your left is your computer with "review customer >>accounts," "new mail" and "spreadsheet" icons. In front of you is a >>phone, rolodex, calculator and in-basket. To your right are job aids >>and company information books. Everything is interactive. Pick up the >>phone, click on the calculator to compute or the rolodex to open an >>address database. Send e-mail to your boss or a client. Research >>information in the reference books. >> >>But this is not a job skills training program. Its purpose is not to >>teach secretarial skills, but rather to teach reading, writing and >>numeracy in the context of an office. >> >>You can set the pace -- from "beginner" to "hits the fan" (I recommend >>beginner) . >> >>Here are some tips for trying it out: >> >>Go to >> >> http://www.workingsimulations.com/theOffice.html >> >>1) there is an icon on this page which reads "The Offi..." Click this. >> If you have Shockwave installed, the program loads. If not, you are >>sent to a Web page to download Shockwave (free.) If you have high-speed >>access this is quick. If you have dial-up it's slower. >>2) Click "start" (You may have to hit start again.) >>3) After you enter a name (and hit next) you can choose "welcome" to >>see a demo or "settings" to get going. (I recommend "settings.") >>4) Although you can mess with the settings, I recommend just leaving >>the slider at the bottom of the page on "beginner," and hitting "start" >>5) You should now be in your office. From here, move around, look at >>and play with things -- it's intuitive. After awhile your boss sends >>you a note with some work to do. He whistles first, and then there's a >>red "new" work order in your "in" basket. >> >>Warning: Some students love this. It's a game. They may not want to >>quit at the end of class. >> >>Take a look and tell me (us) what you think. >> >>All the best, >> >>David >> >>David J. Rosen >> >> >> >>On Monday, October 25, 2004, at 04:23 PM, Mariann Fedele wrote: >> >>> Good day all, >>> >>> Some of you have shared some wonderful tech resources related to >>> voter and civic participation in the last couple of weeks. Since we >>> are only days a way from the election you are encouraged to keep them >>> coming. >>> >>> In that spirit what are some other ways you are using technology with >>> learners that other practitioners might gain from? >>> What is one use of technology in adult literacy/basic education/ESOL >>> that you are very excited about? It could be something cutting edge, >>> or something that has been around for awhile but which you have >>> figured out how to make especially useful in your program(s). Please >>> describe your population of learners and under what circumstances you >>> have used it with them and had success. >>> >>> Best regards, >>> Mariann >>> >>> Mariann Fedele >>> Coordinator of Professional Development, Literacy Assistance Center >>> Interim Moderator, NIFL Technology and Literacy Discussion List >>> 32 Broadway 10th Floor >>> New York, New York 10004 >>> 212-803-3325 >>> mariannf@lacnyc.org >>> www.lacnyc.org >>> >> >> >> >Mariann Fedele >Coordinator of Professional Development, Literacy Assistance Center Interim >Moderator, NIFL Technology and Literacy Discussion List >32 Broadway 10th Floor >New York, New York 10004 >212-803-3325 >mariannf@lacnyc.org >www.lacnyc.org > > > Mariann Fedele Coordinator of Professional Development, Literacy Assistance Center Interim Moderator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf@lacnyc.org www.lacnyc.org
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:48:06 EST