Good morning and welcome to the first day of our discussion on “How can technology transform adult education and current practice?”
We are very lucky to have adult education and technology experts Art Graesser and David Rosen to facilitate a discussion aimed at answering this question in the LINCS Community’s Technology and Learning group.
Drs. Graesser and Rosen will share their reflections on the draft report recently released on LINCS: Connected Teaching and Personalized Learning: Implications of the National Education Technology Plan (NETP) for Adult Education, produced through a contract with the American Institutes for Research (AIR).
To guide the discussion, we will concentrate on different sections of the report on each day 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)
Please join us in the LINCS Community to share your comments! Those who are not yet registered for the LINCS Community will need to create an account to join the discussion.
Related Documents and Resources:
· National Education Technology Plan 2010: Transforming American Education: Learning Powered by Technology
· AIR’s Open Education Resources to Support Adult STEM Teaching and Learning Project
About the LINCS Community Discussion: The report has been reviewed by two experts in adult education and technology: Art Graesser and David Rosen, who will initiate a discussion about the report during the week of August 13-19, 2013 in the LINCS Community’s Technology and Learning group. Dr. Art Graesser is a professor in the Department of Psychology and an adjunct professor in Computer Science at the University of Memphis. Dr. David Rosen, president of Newsome Associates, conducts education and evaluation consulting for adult education. Please join the Technology and Learning group in the LINCS Community to actively participate in this important discussion.
About the 2010 NETP Report: The 2010 NETP report titled Transforming American Education: Learning Powered by Technology, upon which the NETP Implications for Adult Education report is based, was produced by the U.S. Department of Education’s Office of Educational Technology. The 2010 report outlines five goals and describes corresponding recommendations to address Learning, Assessment, Teaching, Infrastructure, and Productivity.
About the Project: The U.S. Department of Education’s Office of Vocational and Adult Education, through a contract with the American Institutes for Research for the Open Education Resources to Support Adult STEM Teaching and Learning project, is pleased to announce the Connected Teaching and Personalized Learning: Implications of the National Education Technology Plan (NETP) for Adult Education (2013). The purpose of this project is to develop new and innovative ways to improve the teaching and learning of science, technology, engineering, and mathematics (STEM) content in adult education using open educational resources (OERs). The project also aims to increase awareness of and access to quality STEM OERs for adult educators by gathering appropriate resources and developing courses to train educators on STEM OERs. You can find the project decription at http://www2.ed.gov/rschstat/eval/sectech/factsheet/open-education-resources-stem-teaching.html (OVAE's web page) and to the project description document directly: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/factsh/open-education-resources-stem-teaching.pdf.
For more information about the Connected Teaching and Personalized Learning: Implications of the National Education Technology Plan (NETP) for Adult Education report or the OER STEM project, contact Project Director Dahlia Shaewitz at firstname.lastname@example.org.
Dr. Art Graesser is a professor in the Department of Psychology and an adjunct professor in Computer Science at the University of Memphis. Dr. Graesser received his Ph.D. in psychology from the University of California at San Diego. His primary research interests are in cognitive science, discourse processing, and the learning sciences. More specific interests include knowledge representation, question asking and answering, tutoring, text comprehension, inference generation, conversation, reading, education, memory, artificial intelligence, and human-computer interaction. He served as editor of the journal Discourse Processes (1996–2005) and is the current editor of Journal of Educational Psychology. He is president of the Society for Text and Discourse and past president of Artificial Intelligence in Education. In addition to publishing approximately 500 articles in journals, books, and conference proceedings, he has written two books and edited nine books (one being the Handbook of Discourse Processes). He and his colleagues have designed, developed, and tested cutting-edge software in learning, language, and discourse technologies, including AutoTutor, AutoCommunicator, HURA Advisor, SEEK Web Tutor, MetaTutor, Operation ARIES!, Coh-Metrix, Question Understanding Aid (QUAID), QUEST, and Point&Query.
David J. Rosen was the Director of the Adult Literacy Resource Institute/SABES Greater Boston Regional Support Center, sponsored by the University of Massachusetts Boston, from 1986 to 2003. As an independent consultant since 2003, he has provided consulting and professional development services to:
• The Philadelphia Youth Network, Youth Essential Services and the Center for Literacy for workshop presentations on GED2014®
• The Massachusetts System for Adult Basic Education Support to design and offer for teachers in central Massachusetts technology training and professional development modules on integrating technology
• Portland State University (Oregon) as a Regional implementation Advisor and trainer for the national Learner Web project, a blended learning model used by community colleges, One Stop Career Centers, and ABE programs in 10 states.
• Literacy Partners, a community-based adult literacy program in New York City, to assist with a shift to managed enrollment, and to integrate instructional technology
• Georgia State University’s Center for the Study of Adult Literacy
• A partnership of international funders of children’s literacy on the design of an international competition to advance children’s reading skills through the use of technology
• YouthBuild International for a multi-year vocational training program for out-of-school youth in Haiti, including establishment of digital literacy centers in YouthBuild vocational training centers
Dr. Rosen has also made many presentations and keynote speeches at national and state adult education conferences on integrating technology in adult education. A complete list of these will be found in his resume at http://newsomeassociates.com