David and all --
 
First of all, I've been quiet today because I've been participating in an all-day retreat with EDC's Global Learning Group.  The issues under discussion with colleagues from around the world (Ghana, Mali, Palestine, the Philippines, Haiti and more) are issues that will resonate with literacy and basic skills programs here in the US:  access to learning opportunities; quality of instruction and instructional materials; relevance of the content - to name a few.
 
I would like to ask a question back to the participants in this discussion:  If you've had time to skim Part II of the Oxfam book (http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164 <http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164> ),  which approach to developing and implementing literacy programs do you use?  which approach do you think predominates here in the US? 
 
Brenda
 
 
 
 
 
 

________________________________

From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
Sent: Wed 9/12/2007 8:58 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 602] Using mobile phone technology for adultliteracy and basic skills


Colleagues, 

Juliet has pointed to an area where I believe other countries have much to offer adult education programs in the U.S. 

In the U.K., Australia, and South Africa there have been projects for young adults which deliver (some) instruction by mobile phone. http://www.m-learning.org/demos/demo.htm

In the Philippines, through the SEAMEO INNOTECH Text to Teach program, teachers of science in remote areas get a library of top-quality, Philippines-made instructional videos delivered to them by mobile phone that they then transfer to the computers in their classrooms. This is for K-12, but I hope it will also some day be offered to adults.

I don't see much experimenting with mobile phones in adult education the U.S. For those interested in exploring mobile learning (m-learning) here's a place to start: 

http://alri.org/litlist/mlearning.html

I wonder if other guests -- or subscribers -- have examples of the use of mobile (cell) phones for delivering adult literacy education instruction. 

David J. Rosen
Special Topics Discussion Leader
djrosen at comcast.net

On Sep 12, 2007, at 3:06 AM, Juliet Merrifield wrote:


	Re. technology:  there is, of course, a lot of experimenting with e-learning in the UK, but it's probably not very different from what's going on in the US.  More intriguing is an example from the Gambia (it's in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people.  This was incorporated into a programme of sign language and literacy.  I hadn't really thought about the importance of texting versus voice phone, and of course it is a very particular literacy.  Anyone else know something similar/

	 

	Juliet

	 

	Juliet Merrifield

	-----Original Message-----
	From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
	Sent: 11 September 2007 22:27
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 594] Community Literacy

	 

	John, Pamela, Juliet, Barbara, and other guests,

	 

	I wonder if you might address some of these questions, based on your experience in Asia, Africa, Europe or elsewhere:

	 

	1. What can U.S. adult education programs learn from other countries?

	 

	2. What content areas are integrated into other countries' adult or nonformal education programs - reading, writing, numeracy, science, social sciences. health, civics education, livelihoods development, entrepreneur skills, values, education, certification or credential preparation? Other content? What kinds of topics are discussed? What kinds of activities are incorporated?

	 

	3. How do the programs in the countries you are familiar with integrate "real life" learning opportunities for participants?

	 

	4. Can this be transferred from an international setting to the US? If so, how?

	 

	5. How are what participants learn transferred to family and community members? 

	 

	and these two new questions:

	 

	6. Have you seen interesting uses of technology (defined broadly, not just computers but also portable keyboards, mobile phones, battery-operated video projectors, and other appropriate technologies) in other countries that programs in the U.S. might consider?

	 

	7. Have you seen programs or projects in which literacy activity in a community is increased through local or community publishing? If so, are there models  for adult literacy educators in the U.S. to emulate? I am thinking of the extraordinary influence on practice that Jane Mace and Ruth Lesirge had in Massachusetts in the 1980's when they came to talk with us about community publishing in England.  ( http://wiki.literacytent.org/index.php/Jane_Mace ) 

	 

	David J. Rosen

	Special Topics Discussion Leader

	djrosen at comcast.net

	 

	 

	 

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David J. Rosen
djrosen at comcast.net



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