My response for the Scientific Practices course: The list of websites is helpful. I constantly scour the web for activities within my adult learners' class parameters: barely one hour once a week; no access to computers or videos (!). One of our more successful activities was learning about the pH scale by testing a variety of items with litmus paper, and selecting an acid to neutralize with a base.
Comments
Hello Susan,
I want to understand your comment "no access to computers or videos." Does this mean one, some, or all of the following? If all, then you and your students probably cannot use web-based science videos. However, if you cannot answer yes to all of them, maybe you could use videos with your students. Which of the following apply to your situation?
1) You don't have any computers with Internet access in your classroom where you could stream a web-based video.
2) You don't have any computers with Internet access in your program that could be brought to your classroom.
3) Few or none of your students have access to a computer at home where they could watch an assigned video outside of class.
4) Few or none of your students can access a computer at work or at a library where they could watch an assigned video outside of class.
5) Few or none of your students have smart phones or electronic tablets that can stream videos, and that they could bring to class.
6) Few or none of your students have smart phones or electronic tablets which they could use to stream videos outside of class.
7) You don't have access to a desktop or laptop computer at home or someplace where you could download videos to an external storage device such as a flash drive or external hard drive.
8) You don't have access to a laptop that you could bring to class, where you could plug in a flash drive with (a) video(s), and to a multimedia projector that you could connect to the laptop to show the video in class.
9) You don't have access to a multimedia ("LCD") projector.
10) You don't have access to a smart phone or internet-accessible electronic tablet that you could connect to a multimedia projector to show a video.
My point is that some -- but not all -- teachers may be able to use videos in their classrooms even when they don't have an Internet-accessible computer in their classroom. If you or someone else here wants to discuss some possible solutions to students being able to watch free online science videos, please describe your situation, and one of us here may have some solutions.
David J. Rosen
djrosen123@gmail.com
David Rosen,
Thank you for the time you took composing this thoughtful list. My site is a rescue mission (which I have found has similar classroom challenges that correctional institutions face), and #1-6 statements are "correct."
I have the laptop & flash drive (#7). I am thinking through #8-10, particularly regarding access to a projector. (Maybe the program has one.)
I should clarify: I have access to a DVD player & TV. (I scrounge our public library system for DVDs; not many are pertinent.) I'll have to check to see if TV perhaps can receive a flash drive.
Thanks again for your help in problem-solving!
Dear Susan,
You bring up an excellent point! This lack of access is typical of many adult basic education classes, especially those held in community centers and other places without Internet service. As you can imagine, this is also a problem in classes held in correctional facilities. Heather Erwin, the moderator of that discussion, has answered that question here: https://community.lincs.ed.gov/comment/5163#comment-5163
and here: https://community.lincs.ed.gov/comment/5296#comment-5296
Heather speaks of the WiderNet Project, saying "...was originally developed for use in developing countries without internet connectivity. In the States it is mainly used in correctional facilities or half-way houses, and is a successful substitution for the "on-line experience," in addition to providing a valuable computer skill-building tool. I know of several organizations that meet in church basements or social halls -- organizations ranging from bookclubs/reading groups to veterans groups meeting for group therapy sessions. Any of these gatherings could benefit from the availability of technology. For example, the book club can upload their assigned reading materials to their tablet/eReader and pull it up to refer to even without internet connectivity. The veterans group could use a recorded meditation as an opening or closing exercise. These types of activities are the ways in which technology can incorporate into a correctional classroom as well. "
Do others have suggestions for the situation that Susan describes? She has also mentioned the problem of having only one hour a week of class time....
Thanks for directing me to WiderNet Project, which I wasn't familiar with. I'm aware of KA Lite; unfortunately, their science topics are at a higher level than what I can use though I'm hoping they will be able to add more.
My site is a rescue mission, which has restrictions similar to correctional facilities. I was fortunate enough to meet earlier this year with some Idaho Dept of Corrections folks regarding KA Lite - DOC is doing great things with KA!
Hi, Susan,
Have you been able to use the resources of the WiderNet Project? And have you received any additional suggestions about resources? If you haven't already done so, you might want to join the Corrections Education Community of Practice as well as this Science discussion. It is true that we can learn a lot from our colleagues in Department of Corrections programs. As is your experience,many adult programs are in locations with multiple restrictions on computer and Internet use.
Susan Cowles