Andrea, and others,

On Mar 18, 2006, at 9:38 PM, Andrea Wilder wrote to the Assessment  
discussion list:


> As a  believer  in performance based assessment, I am wondering  how

> this might work with your computer modules.


Modularized, online competency-based instruction, which I talked  
about as modules or learning objects in an earlier posting,  opens up  
a world of interesting new possibilities for adult learning and  
assessment, including, for example:

1) A video library of short demonstrations.  For example, in the  
numeracy and science context, instead of a written story problem,  
imagine a streamed video of two students discussing a real problem  
which requires mathematics to solve it.  Let's imagine, for example,  
room mates or partners who live in a northern clime whose landlord  
has agreed to pay for a storm door if they install it and if they can  
get a good price on the door.  They need to understand how a storm  
door works -- how, if it is properly installed, it creates an  
insulating cushion of air.  They need to know how to do linear  
measurement, and how precise the measurements need to be.  They may  
need to know how to comparison shop, possibly using online pricing  
information.

Such a video could present the problem in steps and invite the learner 
(s) to offer possible solutions before viewing each next step.

Some of these examples could be low-cost video logs (Vlogs) which  
could also easily be downloaded to a portable video player such as a  
video i-pod. (For examples of Vlogs, go to
http://www.seriousmagic.com/products/vlogit/sampleVideos.cfm   Anyone  
have better examples of Vlogs used for educational purposes?)

2) Simulations. I recently looked at some online instruction for  
occupational health and safety (OSHA) compliance. [ http:// 
www.osha.gov/dts/osta/oshasoft/index.html ] The Web site uses virtual  
reality simulations of  rooms in hospitals which have health and  
safety hazards to identify, and procedures to choose for addressing  
the hazard.  From your keyboard you can move around the virtual room,  
sometimes 360 degrees, to find the hazards.  Video game technology  
may offer a lot which we could use well in online adult learning.

3) Natural language databases.  It is possible to carry on a kind of  
discussion with a computer, particularly in a topic area where most  
of the responses can be anticipated.  Perhaps this could be used for  
instruction, possibly even assessment.

Some of these technologies, along with online adaptive assessments  
(where depending on the response to a question, the computer adapts  
and gives one an easier or harder next question) could be used in  
performance based assessments.
[ http://en.wikipedia.org/wiki/Computer-adaptive_test ]

Some of my favorite examples of assessments have been developed by  
adult reading specialist and interactive technology designer Mike  
Hillinger.
[ http://www.workingsimulations.com/ ] For example, several years ago  
Mike developed an online instruction and assessment application for  
manufacturing which involves the user choosing a tool (a micrometer,  
for example) and moving it to measure parts of machines.  It taught  
and assessed precise linear measurement -- actual measuring, not just  
answering questions about measuring. Mike is also the author of the  
(free) online basic skills simulation called The Office. [ http:// 
www.workingsimulations.com/main_site/basicskillHome.html ]

Some of these applications would not be expensive (teacher-made  
Vlogs, for example) and some (like Mike Hillinger's high quality  
work) might only be affordable in a business or military context  or  
with investments by the U.S. Department of Education (which paid for  
the development of The Office).  This is an exciting arena for  
creative development for adult educators who are interested in  
technology.

None of these examples, I would caution, is intended as a replacement  
for face-to-face learning or assessment.  However, online learning  
opens up new possibilities for students who  are limited in the  
amount of time they can attend class but who have more time available  
to study online from work or home, or for students who cannot attend  
face-to-face classes. Online learning is usually best when  
facilitated by an online teacher. And, a final caution,  there is no  
evidence that online learning is less expensive than face-to-face  
learning.

I wonder if anyone else on the Assessment or Technology lists has  
been looking at applications like these for instruction or  
assessment, and could add other examples.

David J. Rosen
www.newsomeassociates.com
djrosen at comcast.net



>

>

> On Mar 15, 2006, at 9:07 AM, PATRICIA HANDY wrote:

>

>> David and All,

>> As a practitioner for 27 years, now responsible for training new

>> staff, I applaud your suggestions. I would not be appauding if you  

>> had

>> proposed a rigid "this curriculum fits all" plan, but as to providing

>> standardized resources from which each teacher or learner could

>> customize a learning plan, YES! YES!

>>

>>

>> Pat Handy

>> 410-749-3217

>> Coordinator, Wicomico County Adult Learning Center

>> Philmore Commons, Salisbury

>>

>> Confidentiality Note:

>> This message may contain confidential information intended only for

>> the use of the person named above and may contain communication

>> protected by law.  If you have received this message in error, you  

>> are

>> hereby notified that any dissemination, distribution, copying or  

>> other

>> use of this message is prohibited and you are requested to notify the

>> sender immediately at his/her electronic mail.

>>>>> djrosen at comcast.net 03/14/06 11:05 PM >>>

>> Assessment Colleagues,

>>

>> Marie wrote:

>>> What do we need?  National standards?  Is that the most important

>>> thing that will help combat these issues?

>>>

>>> A different way to capture learning?  What would that look like?

>>> Remember that the needs of the funder and public are quite

>>> different than the needs of the teacher and student * and both are

>>> legitimate needs.

>>>

>>> What are your thoughts on these issues?

>>

>> Ignore for the moment the current political political realities, and

>> consider just the merits and faults, not the practicalities, of what

>> I propose, a national System of Adult Education and Literacy which

>> has three aligned components: National Curriculum Standards, (Free)

>> National Curricula, and Standardized Assessments.  Such a system

>> could have other components, but for now, I suggest we look at these

>> three.

>>

>> 1. Sets of national curriculum standards for: a) adult ESL/ESOL/ELL,

>> b) ABE (including adult basic education) c) ASE (adult secondary

>> education/GED/EDP/ADP) and d) Transition to College programs ,

>> developed through a process which is widely respected by the field.

>> (Some would argue that we already have that in Equipped for the

>> Future.)

>>

>> 2. National curricula developed based on those standards and

>> available for states to adopt (or adapt) as they choose.  The

>> curricula need to be comprehensive, modularized, available in generic

>> as well as work-contextualized units, in English but also bilingual

>> in Spanish and possibly other languages.  It needs to be available

>> free online in units that teachers could download and use in their

>> classrooms, that tutors could use with their one-one-one or small

>> group instruction, and in self-instructional formats that adult

>> learners could use directly online.  (Yes I know how big a task all

>> this is.)

>>

>> 3. Standardized assessments developed against the national curriculum

>> standards (tests, but also performance-based, direct assessments)

>> which have a high degree of validity for measuring the national

>> standards.

>>

>> Some might think that what I propose is too top-down.  I would argue

>> that it could be very bottom-up if the field -- and adult learner

>> leaders -- are/have been/will be well-represented in setting the

>> standards, and if the modules can be be selected to meet specific

>> learner goals and contexts as well as to the standards.  A national

>> curriculum could be made up of a database of thousands of units of

>> instruction (modules, learning objects) which could be very easily

>> found and in minutes organized/reorganized to fit learners' goals and

>> contexts.  An adult learner or a group who need to improve their

>> reading skills and who are interested in the context of parenting

>> could easily access standards-based modules on parenting issues with

>> reading materials at the right level(s).  A teacher whose students

>> worked in health care and who needed to improve their math skills

>> could quickly find and download materials/lessons for using numeracy

>> in health care settings. A student who wanted to learn online and who

>> wanted a job in environmental cleanup work could access standards-

>> based basic skills/occupational education lessons in this area,

>> accompanied by an online career coach and and online tutor.  These

>> examples just hint at the complexity and sophistication of what I

>> propose, and will have some shaking their heads at the cost.  But,

>> consider that if this is a national curriculum, the costs of

>> developing such modules have the benefits of scale, that those

>> curricula could be widely used -- and freely available.  (Sorry

>> publishers, this could eat into your profits.)

>>

>> There is more, but I'll stop with this.

>>

>> Okay, let the questions and brickbats fly.

>>

>> David J. Rosen

>> djrosen at comcast.net

>>

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