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 j98IlwG13656; Sat, 8 Oct 2005 14:47:58 -0400 (EDT) Date: Sat, 8 Oct 2005 14:47:58 -0400 (EDT) Message-Id: <3c9f7733c9adad.3c9adad3c9f773@direcway.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: smilin7@direcway.com To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3801] Re: reading digital vs. print materilas X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=us-ascii X-Mailer: iPlanet Messenger Express 5.2 HotFix 1.25 (built Mar 3 2004) Status: O Content-Length: 2572 Lines: 26 Hello all, I've found that many students get sidetracked easily when reading anything on the internet, that it can lead to discussions about 'pop-ups' and whether or not you should purchase items/trust offers on the pop-ups, viruses, and all sorts of other worthwhile lessons -- BUT it's distracting from the original purpose -- hmmm... If a monitor is available, or if everyone is in the lab, it seems to work better at keeping everyone focused. I'm experimenting with a Moodle (see http://moodle.org; a CMS -- Course Management System for more info) for GED and other classes that I'm currently teaching -- all very basic at the moment, and difficult because it's not a mandatory part of the course, and NOT everyone in the groups are interested in participating -- so it's growing slowly, and a VERY different dynamic than the first moodles I created and used with such positive results -- those classes were structured so that the Moodle WAS a part of the required curriculum. In my limited experience and informal research, internet applications, use of computer technology works well to motivate and further the learning of 60% to 70%+ of student groups, REGARDLESS of literacy level (low beginner to advanced in my pools of students so far) and REGARDLESS of age -- one of my most successful groups was of older students (30 to 72). There was a general noticeable difference in groups with strong(er) peer support and with more initial comfort level (groups with more email/internet experience generally, but not always, had an easier time/faster time acclimating to the Moodle CMS). [http://theHsmile.org is the site hosting moodles I've created -- to visit as a guest, please send me a separate (off listserv) email to hollydg@direcway.com Thanks! ] Back on track closer to the issue of digital vs print materials -- I've begun using more and more screenshots (pictures of the image on a computer monitor at various given points of time -- for example, to show students how to use the Moodle sites, I take different pictures of what they'll see on their monitor; for math practice sites, test practice sites, I do the same -- and then can show them where they'll click, etc. REALLY helps to adjust the eyes to what to scan for, and to make the process less intimidating -- a bridge, so to speak, between the two medias). Hope this isn't too much of a tangent -- I love the way these listservs generate ideas and timesavers, Holly GED/ESL Instructor, Volunteer Coordinator Charlottesville City Schools Adult Learning Center Charlottesville, VA
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