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 j6LFpAG25693; Thu, 21 Jul 2005 11:51:10 -0400 (EDT) Date: Thu, 21 Jul 2005 11:51:10 -0400 (EDT) Message-Id: <006601c58e0a$c9315dc0$0302a8c0@domainnotset.invalid> 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: "Bonnie Odiorne" <bonniesophia@adelphia.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3695] Re: Distance Learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook CWS, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3905 Lines: 118 Colleagues, My anecdotal evidence backs David on the use of paper by distance learners. In my own modified distance learning environment of a few years back, many students insisted on printouts of the online material in Workplace Essential Skills, and wanted to compose on paper before entering materials electronically. So rather than a seamless integration, one had a constant transfer of media. In regard to videos, some English learners needed more repeat time, and real-time vocab development in class was often a must. Best, Bonnie Odiorne, Ph.D. formerly of Working Smart Waterbury, CT currently Writing Center, Post University Waterbury, CT -----Original Message----- From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov]On Behalf Of David Rosen Sent: Wednesday, July 20, 2005 4:44 PM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:3688] Re: Distance Learning Hell Renata, On Jul 20, 2005, at 9:37 AM, Renata Russo wrote: > Roughly, what is the percentage of video and other paper materials > that are part of Distance Learning programs as opposed to online > instruction? Are programs using both? If so, what has proven to be > more successful? I think this varies from DL program to program. In the DL Research project I was part of in Massachusetts in 2003-2004, we were surprised by how much students said they used print materials in their DL learning. One might think that in pure DL all the instruction now is on computer or video (tape, CD-ROM, DVD etc.) I don't think that's necessarily the case. Paper materials are still an important component. Jere, does Project IDEAL have any research data on use of paper materials vs. video vs other kinds of instruction from its other sites? Jere -- and others : Does anyone know if the Adult Literacy Media Alliance has data on this from TV411 users? Or Intellicom from Crossoads Cafe users? Do California researchers or developers have this information for English For All? Do any of the other DL product creators have this kind of information about how their products are used? Are data on this question available from Canada, Australia, Ireland, or other countries which are using DL. David J. Rosen djrosen@comcast.net > Renata Russo > > -----Original Message----- > From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov]On > Behalf Of Ujwala Samant > Sent: Wednesday, July 20, 2005 8:22 AM > To: Multiple recipients of list > Subject: [NIFL-TECHNOLOGY:3683] Re: Distance Learning > > > Dear David, > > Firstly I think that we need to clarify distance > learning for whom, by whom and for what purpose. In my > experience of distance learning (having worked for > ALMA and done an evaluation of Crossroads Cafe amongst > other things), these three issues are crucial to any > discussion about distance learning. > > In the case of Crossroads Cafe, all the learners I > interviewed said very clearly that whilst it was a > nice enough show, they needed language practice to > really speak English, which is what they all wanted to > do and I spoke with people who had Ph.Ds and no > education at all. > > As you mentioned: > > >> 1. Pure Distance Learning< >> > > People who do this are indpendent learners, and often > already have some education. > > >> >> 2. Hybrid or blended learning<< >> > > In the case of TV 411 and Crossroads Cafe, this > approach seemed to be used the most and was better > liked than approach 1. > > In India, from what I've researched, learning groups > in front of a telly (especially in the case of women) > is not uncommon at all. In all three slums I studied, > women said they preferred learning in groups, whilst > using the television as the 'medium' or instruction. > > Regards, > Ujwala > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com >
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