Hello Karen and others,

Access is important.  I agree that any system needs to provide  
options for those who don't have access to or don't want to use  
computers.  I think that Snail Mail and telephone, along with  
videotapes/DVDs and radio and/or TV broadcasts, should be the  
elements of a low-tech DL system.  Both the high tech and low-tech  
systems need a curriculum -- actually several curricula -- one for  
each level of ELL and ABE and ASE (including transition to college).   
We have national content standards now : EFF and SCANS, for example.   
And some of the DL products may be considered a curriculum (for one  
or two levels at least, but I think there is a great deal of work to  
be done in this area.

Let me try something, and see what you think:

Suppose we used the NRS levels for ELL and ABE (not because they are  
exemplary but because many people are familiar with them) and tried  
to identify existing online or other digital curricula for each of  
these.  What would work, and what would be the gaps.  I'll start by  
adding a few products for examples -- but please offer suggestions of  
other digital curricula which could be used -- and tell me if I  
misunderstood the range of the curriculum products I listed. I have  
only listed products which  might be considered a curriculum, not  
supplementary digital instruction or broadcast materials.

ELL/ESOL/ESL LEVELS

1. Beginning ESL Literacy
2. Beginning ESL
3. Low Intermediate ESL (English for All, Crossroads Cafe, Connect  
with English)
4. High Intermediate ESL  (English for All, Crossroads Cafe, Connect  
with English)
5. Low Advanced ESL
6. High Advanced ESL


ABE LEVELS

1. Beginning ABE Literacy
2. Beginning Basic Education  (PLATO, Skills Tutor)
3. Low Intermediate Basic Education  (PLATO, Skills Tutor)
4. High intermediate Basic education  (PLATO, Skills Tutor)
5. Low Adult Secondary education  (PLATO, Skills Tutor, GED Connection)
6. High Adult Secondary education  (PLATO, Skills Tutor, GED Connection)

WORKPLACE and WORKFORCE SKILLS

Workplace Essential Skills



David J. Rosen
djrosen at comcast.net


On Nov 23, 2005, at 8:26 AM, Karen Layton wrote:


> David:

>

> So now you have taken me out of my comfortable position of lurker,

> smack into what will become, no doubt, a lively exchange of ideas,

> opinions, and experiences. Thanks David, for inspiring me to get  

> out of

> my zone.

>

> For the past five years, I have been working with distance GED

> students. The majority of these students participate in what would be

> considered a correspondence course.  Most of the contact is through  

> mail

> or by phone, with an occasional drop-in tutoring session. Few students

> request an online course.  Even those whose initial request for course

> information is via online registration, later explain that they do not

> have computer access and had used a friend's or family member's

> computer to register online.

>

> This experience leads me to believe that the best distance avenue for

> the adult literacy population is through the most accessible

> technologies- mail, phone, tv/video or radio.  Of course, each of  

> these

> has its particular strengths, and matching those to the content  

> areas is

> key. But this is a given.  What is really important is the  

> accessibility

> issue- it does no good to develop an online course, when no one can

> "virtually" get there.  I've learned this from experience.

> There are students who may never own a computer- and I just can't see

> leaving them behind because of the lack thereof.  There will be

> discussion about doing these students a disservice by not forcing them

> to use technology, but many will be exposed to computers in their  

> jobs,

> and the options for those jobs will broaden once they complete the  

> GED.

> I don't mean to imply that the correspondence-type course is the only

> means to be offered.  We offer the student online instruction as well,

> and it is largely the student's choice of medium.

>

> You've provided for quite a broad discussion here.  There is much to

> discuss here, but I wanted to dwell on the access issue as a first

> response.

>

> Thanks again, David, for the inspiration.

>

>

>

> Karen Layton, M.Ed.

> Instructional Manager, Technology and Distance Education

> Center for Adult Literacy & Basic Workforce Development

> Northampton Community College

> 570-688-9173

> klayton at northampton.edu

>

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