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Day 6 and 7 “How can technology transform adult education and current practice?” focusing on Productivity & Infrastructure

Thank you Art Graesser for kicking off the discussion on the Productivity and Infrastructure section of the Connected Teaching and Personalized Learning: Implications of the National Education Technology Plan (NETP) for Adult Education draft report.  This is part four of a four part discussion focusing on the draft report and the question How can technology transform adult education and current practice?  

Art Graesser and David Rosen are sharing their reflections on the draft report recently released on LINCS and produced through a contract with the American Institutes for Research (AIR).

To guide the discussion, we have been concentrating on different sections of the report on different days of the discussion

Detailed Schedule of Discussion Topics:

  • Tuesday – Wednesday, August 13-14 – Topic: Learning (discussion will be cross-posted to Disabilities in Adult Education group)
  • Thursday, August 15 – Topic: Assessment (discussion will be cross-posted to Formative Assessment group)
  • Friday – Saturday, August 16-17 – Topic: Teaching (discussion will be cross-posted to Evidence-based Professional Development group)
  • Sunday – Monday, August 18-19 – Topic: Productivity and Infrastructure (discussion will be cross-posted to the Program Management group)

You can find each section of the discussion as a separate strands on the Technology and Learning group.  The discussion on Learning has been particularly active with 58 posts so far.





David J. Rosen's picture
One hundred


I have a couple of suggestions for infrastructure emphasis. I look at trends in technology use, especially trends among young adult learners. There are two that I believe deserve special attention: mobile access to the Internet and video instruction. As part of a national investment in learning technology we need to research how learners use their smart phones and tablets to learn. We then need to design learning environments that are mobile-friendly.This is not to say that all adult learning should be primarily by video or online. We know that for most adult learners blended models work best and that video instruction needs to be designed or selected for use in a larger context, with, text, practice, and formative and summative assessment. The infrastructure, and professional development for teachers need to address how to help learners get free access to mobile-friendly learning web sites and how to incorporate these well in a blended learning model.

David J. Rosen