<head><style>body{font-family: Geneva,Arial,Helvetica,sans-serif;font-size:9pt;background-color: #ffffff;color: black;}</style></head><body id="compText">While the work and talent that has gone into developing the modules looks impressive -- Quite frankly the set up for the Learner Web sounds like an administrative headache -- especially the part about having tutors or helpers available online -- is there a pilot program that actually has this model set up -- what are the costs of managing the program? <br><br>Thank you.<br><br>Gail Bundy<br><br><br><blockquote style="border-left: 2px solid rgb(0, 0, 255); padding-left: 5px; margin-left: 0px;">-----Original Message-----
<br>From: Steve Reder <reders@pdx.edu>
<br>Sent: Nov 17, 2008 11:43 AM
<br>To: specialtopics@nifl.gov
<br>Subject: [SpecialTopics 1090] Re: initial response to questions aboutLearner Web
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<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;">Good question, David. The Learner Web (LW)
has a number of user roles. The most important, of course, is the Learner.
There are also roles for a number of assistants – individuals who use the
LW to interact with Learners in ways specified by particular learning plans. There
are various types of assistants – Teachers, Tutors, Helpers, Counselors. Helpers
are telephone-based volunteers who are matched to Learner’s real-time
requests and connected via a toll-free telephone application that is closely
integrated into LW. They can provide help with use of the LW software as well
as with particular topics or steps in Learning Plans. Helpers have profiles
within the LW that indicate the kinds of topics they have expertise/training to
assist with – e.g., math, writing, etc. When Learners request help with
a special topic, they can be are matched with Helpers having that expertise who
are currently online. With the Learner’s permission, the Helper can view
their screen. The system connects the learner and helper in a way that hides
the each other’s phone number. One part of the screen capture demo you
mentioned illustrates how this happens.<o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;">Helper volunteers are recruited, trained
and managed by programs, organizations or coalitions implementing the Learner
Web. We have training materials available that can be used in training for
helper volunteers. Helpers can work from any phone – whether at home, at
work, in a homework hotline-like calling center, a community-based organization
calling center, etc. Helpers log in via the phone system and declare their
availability for a certain period of time. The way the LW maintains confidentiality
of the phone numbers being used makes this very portable. <o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;">I hope this answers some of the questions
people may have about Helpers.<o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;">-Steve<o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;"> <o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size: 10pt; font-family: Arial; color: navy;"><o:p> </o:p></span></font></p>
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<p class="MsoNormal"><b><font size="2" face="Tahoma"><span style="font-size: 10pt; font-family: Tahoma; font-weight: bold;">From:</span></font></b><font size="2" face="Tahoma"><span style="font-size: 10pt; font-family: Tahoma;">
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <b><span style="font-weight: bold;">On Behalf Of </span></b>David J. Rosen<br>
<b><span style="font-weight: bold;">Sent:</span></b> Monday, November 17, 2008
2:28 AM<br>
<b><span style="font-weight: bold;">To:</span></b> specialtopics@nifl.gov<br>
<b><span style="font-weight: bold;">Subject:</span></b> [SpecialTopics 1077] Re:
initial response to questions aboutLearner Web</span></font><o:p></o:p></p>
</div>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
<div>
<p class="MsoNormal"><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;">Thanks, Steve, for this thorough introduction. Those who
would like to see a screen capture video showing what the Learner Web looks
like from a learner or from an administrator point of view, could go to <a href="http://learnerweb.org">http://learnerweb.org</a> (Select "View
Demonstration" to request a password to view the video.)</span></font><o:p></o:p></p>
</div>
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<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"> <o:p></o:p></span></font></p>
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<div>
<p class="MsoNormal"><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;">One series of questions that I am sure many people
have concerns telephone helpers. Who are they, what kinds of help do they
provide, how are they recruited, how often do they do telephone helping, how do
they differ from (face-to-face or online) tutors, and how is the privacy of the
learner and the online helper protected?</span></font><o:p></o:p></p>
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<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"> <o:p></o:p></span></font></p>
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<div>
<p class="MsoNormal"><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;">Now would be a good time for others to post their questions
about the Learner Web, too. What would you like to know?</span></font><o:p></o:p></p>
</div>
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<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"> <o:p></o:p></span></font></p>
</div>
<div>
<p class="MsoNormal"><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;">David J. Rosen</span></font><o:p></o:p></p>
</div>
<div>
<p class="MsoNormal"><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;">Special Topics Discussion Moderator</span></font><o:p></o:p></p>
</div>
<div>
<p class="MsoNormal"><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;"><a target="_blank" href="mailto:djrosen@theworld.com">djrosen@theworld.com</a></span></font><o:p></o:p></p>
</div>
<div>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"> <o:p></o:p></span></font></p>
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<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"> <o:p></o:p></span></font></p>
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<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"> <o:p></o:p></span></font></p>
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<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"> <o:p></o:p></span></font></p>
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<p class="MsoNormal"><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;">----- Original Message ----- <o:p></o:p></span></font></p>
</div>
<div style="">
<p class="MsoNormal" style="background: rgb(228, 228, 228) none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;"><b><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial; font-weight: bold;">From:</span></font></b><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;"> <a href="mailto:reders@pdx.edu" title="reders@pdx.edu">Steve Reder</a> <o:p></o:p></span></font></p>
</div>
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<p class="MsoNormal"><b><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial; font-weight: bold;">To:</span></font></b><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;"> <a href="mailto:specialtopics@nifl.gov" title="specialtopics@nifl.gov">specialtopics@nifl.gov</a>
<o:p></o:p></span></font></p>
</div>
<div>
<p class="MsoNormal"><b><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial; font-weight: bold;">Sent:</span></font></b><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;"> Sunday, November
16, 2008 9:09 PM<o:p></o:p></span></font></p>
</div>
<div>
<p class="MsoNormal"><b><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial; font-weight: bold;">Subject:</span></font></b><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;"> [SpecialTopics
1076] initial response to questions about Learner Web<o:p></o:p></span></font></p>
</div>
<div>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
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<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">Hello, everyone. We’re delighted to have this opportunity
to discuss the Learner Web this week and to answer questions you have.
And, indeed, you’ve already posed some excellent questions. Before
turning to specific questions, however, let’s briefly review what the
Learner Web is, as it’s quite different in intent from other online or
distance learning systems. <o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">The Learner Web is a <i><span style="font-style: italic;">learning
support system</span></i> intended to help adults reach important learning
goals they may have, such as obtaining a GED, improving their English,
transitioning to college, preparing for a particular career, etc. A
learner can access the system through the Internet. In addition to on-line
resources, the Learner Web integrates support services from existing local
education programs, community based organizations, tutors, and telephone
helpers. The Learner Web consists of a Web-based software system that is
implemented regionally. The System is organized around Learning Plans. A
Learning Plan is a set of steps structured around achieving an identified goal.
For example, if the goal is to get a GED, the steps might include finding out
more about the tests, identifying what skills one needs to brush up on,
learning new skills and knowledge, taking practice tests, etc. Each step is
matched with online and community based resources and a workspace where
Learners can take assessments or save their work in an e-portfolio. The Learner
creates a personal profile, may take a short reading assessment and interest
inventory, chooses a goal from the available list and follows the learning plan
independently or with a tutor or a teacher. The Learning Plan is dynamically
matched by the software to both the learner profile and educational resources.
The Learner’s progress is saved and can be returned to at any time via
the internet. Learners can choose to share their workspace with a tutor or
teacher. <o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">The Learner Web is being demonstrated in a number of sites across the
country over the next two years. We plan to use the experiences of the
local communities and organizations involved in the demonstration to help us
design a sustainable national rollout starting in the fall of 2010. It may
be possible for interested programs, organization or communities to join the
project and begin using the Learner Web before that time. At the moment,
there are Learner Web implementations is <st1:city w:st="on">Portland</st1:city>
<st1:state w:st="on">OR</st1:state>, <st1:city w:st="on">St. Paul</st1:city> <st1:state w:st="on">MN</st1:state>, <st1:city w:st="on">Boston</st1:city> <st1:state w:st="on">MA</st1:state>, <st1:city w:st="on">Providence</st1:city> <st1:state w:st="on">RI</st1:state>, <st1:city w:st="on">Westchester</st1:city> <st1:state w:st="on">NY</st1:state>, <st1:placename w:st="on">Union</st1:placename> <st1:placetype w:st="on">County</st1:placetype> <st1:placename w:st="on">NJ</st1:placename>
and <st1:place w:st="on"><st1:city w:st="on">Washington</st1:city> <st1:state w:st="on">DC</st1:state></st1:place>. <o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">Now for some of your questions. A couple people asked if LW could
be used by free-standing adult learners, that is, by adults who are not
enrolled in formal programs. The answer to that depends on the Region
implementing it. During our demonstration project, some of our Regions
are limiting its use initially during the piloting period to students in their
classes. Other regions are allowing learners to create their own accounts
and use the system independently. Once Learners have accounts, they log
in to the system, select their goals, and start working on related Learning
Plans (which provide assessments and appropriate placements into Learning
Plans).<o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">Several questions asked about the reading, math, and computer skill
levels required to use the system. We will have good answers to those
questions after we complete the piloting period currently underway. For
now, I would say that we’ve seen adults with little previous education or
native language literacy struggle with the navigation within LW, while other
adult students find it relatively easy to use. The difficulty experienced
depends not just on the Learner Web software itself (which we frequently revise
to make friendlier to a broader range of adult learners) but on the content of
the Learning Plans and Resources developed for the system. Learning Plans
can be targeted to adults at different skill levels. It is
straightforward to incorporate multilingual and multimedia content, prompts and
assessments into Learning Plans.<o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">The LW design was based on research about adult learning that indicated
that adults with quite low levels of skill can and often do engage in
self-directed efforts to improve their basic skills. But this research
did not focus specifically on the self-directed use of online tools, so it is
important to wait for the experience of our pilot sites with a range of
learners before answering the question. We hope the integrated help
systems we have built into LW (including telephone based helpers) will scaffold
its use by low-skilled adults so that a broader skill range of adults may be
able to use the system than if they had to do it totally on their own. We
plan to use videos, podcasts and other multimedia to provide initial
orientation to users. A simple Learning Plan is being developed that will
teach users how to use the system.<o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">Several questions asked about specific features of the LW system and
how they relate to features of web-based classroom platforms such as Moodle,
WiZiQ, etc. Although there are some overlaps between LW and other such
systems, and indeed LW could be used as just a platform for an online course,
it is really designed for supporting a range of self-study and blended learning
models, working hand-in-hand with and coordinating collaboration among
community resources, programs and services to support learners. LW can
also be used to add functionality and enhance other online products; for
example, a Learning Plan could wrap around an online product and add
telephone-based volunteers who help learners working with the other online
product. Another example: using telephone-based volunteers as
conversation partners in an ESOL Learning Plan. We see the LW as
enhancing and supplementing rather than replacing live teachers and classroom
interaction. Tutors – either online or face-to-face – have
roles in LW and where available are easily integrated into Learning
Plans. Relatively little social networking functionality is built directly
into LW but it is straightforward to add social networking sites/software as
Resources in Learning Plans. <o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">Assessment of progress in LW is measured directly in terms of
learners’ completion of key steps and goals within particular Learning
Plans. Learning Plans may be designed so that the completion of some
steps is determined by learners themselves, whereas other steps require a
teacher or tutor using the LW to determine whether the step is completed by
looking at an assessment or assignment submitted by the learner. Steps
have workspace items associated with them, which may be automatically scored
tests or assessments or assignments that must be graded by a teacher or other
LW user who views the learner’s work. If programs negotiate proxy
hour equivalents with their states for completion of key steps or goals in a
Learning Plan, those equivalents can be directly entered into the Learning Plan
design and automatically reported for NRS purposes.<o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;"><o:p> </o:p></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">We’ll stop here. We weren’t able to respond here to
all of the questions initially posed, but I’m sure they’ll come up
as we continue the discussion this week. We’re looking forward to
it.<o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="2" face="Arial"><span style="font-size: 10pt; font-family: Arial;"><o:p> </o:p></span></font></p>
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<hr size="2" width="100%" align="center">
</span></font></div>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size: 12pt;">-------------------------------<br>
National Institute for Literacy<br>
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Email delivered to djrosen1@gmail.com<o:p></o:p></span></font></p>
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