Hello Colleagues,
In several parts of the world, including the U.S., because of COVID-19, the current novel coronavirus pandemic, universities and schools have shut their classroom doors and are providing instruction only online. Stanford University on the west coast, and Hofstra university on the east coast are two recent examples. Near Boston, where I live, elementary schools have had to close. I am not aware of any adult basic skills programs that have closed their classroom doors yet, but there may be some. Are you aware of any?
It might be useful to discuss here how to prepare for providing classes only online. Blended and distance learning programs may already be prepared to do this, but might not be prepared for large numbers of adult learners who may want to get into their online classes or use their instructional apps. Traditional face-to-face classroom teachers and administrators may need immediate online training on how to "onboard" learners to apps and how to teach online classes -- remotely by telephone or through webinars that are accessible by smartphone and home computers. There may be a great demand for professional developers who can help teachers quickly learn how to teach online. Some programs may turn to the 14-state IDEAL Consortium with state members that have expertise in delivering distance education and online blended learning. Some schools and programs may need to invest in online curricula, but which curricula or courses will best meet their needs? In some states -- California, Illinois, Texas and Massachusetts come to mind -- there are state-or charitable foundation-sponsored technology professional development organizations and projects that may be able to help. Perhaps this LINCS Community of Practice may be able to help with advice on some of these issues.
Should your program or school be preparing now? Are you already prepared? If you have some thoughts about how to prepare, please share them here. If you have only questions, share those too, and let us as a community try to offer solutions. For example, I have mentioned some potential challenges here, but no doubt there are many more challenges. What are they?
David J. Rosen, Moderator
LINCS CoP Integrating technology and Program management groups
Comments
Hello Colleagues,
One of our Integrating Technology members raised a question for which I seek your opinion: some adult learners may need to self quarantine. If they don't have Internet access from a computer or smartphone from home, can help be provided? Could your program prepare, print and mail or deliver old-fashioned distance learning hard copy lessons? Are there still publishers who provide adult basic skills education material by mail, i.e. correspondence courses? Could a local public library loan an Internet accessible device, and could Internet access be provided free, for example from an ISP that is providing free access for a few weeks? If anyone has information or thoughts about solutions to this problem, please reply here.
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program Management groups
I curated a list using Wakelet specific to adult ed. I am going to be updating as I come across more ed tech specials, etc. https://wke.lt/w/s/BJ2cKo
Hello Colleagues,
The Barbara Bush Foundation has prepared an Educational Toolkit for At-Home learning. Please help share this with adult learners and others who are parents with children at home now that many schools have closed. After you have had a chance to look at this, or use it, feel free to comment here on how it might be used.
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program Management groups
Hello, I teach ESL to adult learners through a free program offered at our community college. This discussion is extremely helpful as we've experienced the sudden shut down of in-person classes like so many others. I'm going to be spending time checking out all of the resources mentioned here and trying to figure out which ones would work best for my students.
All of my students have smart phones, but many do not have tablets or laptops. I have a WhatsApp group for each of my classes. We're trying to have the students complete some work at home for as long as this break lasts. I already have them set up with accounts on newsela, and they are familiar with using youtube to access various practice lessons from sites such as EnglishClass101.com. Other resources we've used include gamestolearnenglish.com and eslcafe.com.
I appreciate the Educational Toolkit mentioned above. I think Storyline Online is a possible resource my students could use, even though the books are childrens' books. Many of them also have children at home and maybe they could listen together with their children.
Jennifer Kluempen ESL instructor: Trenton, NJ
Our Learning Upgrade team collaborating with ProLiteracy, New Readers Press and WorldEd have developed an action plan for instructors to deliver Adult Ed including ESL, ABE, Math, and GED Prep to learners at home using smartphones and devices.
The key challenge is remote onboarding: what if your site is already closed, and learners are not yet enrolled in an online resource?
We are making Learning Upgrade available as a no-cost pilot to new programs. To get instructors started, we are offering a webinar that goes through our approach to remote onboarding, ongoing communication, tracking progress, and rewarding success.
Webinar: Thursday March 19, 2pm EST
For more info and to sign up for the no-cost pilot and the webinar, visit:
https://web.learningupgrade.com/remote-learning/
We welcome your ideas for remote onboarding and look forward to a conversation on Thursday.
-- Vinod, Learning Upgrade
Hello Colleagues,
There is a Google Doc summary of resources recommended in the "Preparing for and offering adult basic skills online during the pandemic" discussion. I have been updating the summary daily. You will find the summary here.
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program Management groups
Hello Everyone,
News for You Online—New Readers Press is providing FREE access to News For You a weekly publication for adult learners that uses current event articles and human interest stories to engage learners’ interest while building skills in reading, comprehension, and vocabulary. Use the courtesy password 22667F through April 30, 2020, to access News for You Online at www.newsforyouonline.com. News for You Online includes a Tips for Teachers section where instructors can find the video How to Use News for You Online and other helpful resources. There are several articles related to COVID-19 with more being added in the coming weeks.
Sunday, 3/22/20 - 7 pm Share to any potentially interested persons. Website to follow for weekly schedule- https://tinyurl.com/aemath
--
Brett Steven Taylor
Cell- 803-230-1069 (OK to text or call)
Hello Brett,
It sounds like you are offering free online math lessons for any adult learner anywhere. Is that correct?
If so, this is fascinating, and prompts many questions.
Questions that potential learners may have
1. Who are you? That is, could you tell those who may be interested, perhaps on your web page, a little about your experience teaching adult math and numeracy?
2. Is there a fee for these classes?
3. Who are these classes designed for -- adult learners only, or anyone? Learners at what level(s) of numeracy or math?
4. How does this work? (Brett, It looks like you are using BlackBoard Collaborate. Can you provide instructions, for example a screencast video for how to get access to your BlackBoard Collaborate site, or is it as simple as clinking on the link from your webpage? Also, adult learners might want to know what course or curriculum you may be using.
5. How long is each session?
6. Is there homework?
7. As a student, can I just watch without having to do problems?
Questions for that I have for you
1. It looks like there may be a limit to the number of people who can join your session. What happens if that number is reached when someone tries to log in?
2. Will a potential student get a notice of some kind that the session is full?
3. If more people want your classes than you have room for, will you then set up a registration process for the next group of sessions, or just keep it as first come, first served?
4. Will you have a way to know how the sessions are going, especially whether or not learners are gaining the skills you intended?
5. Will learners be told the objectives of the session, that is, what they should know or be able to by the end of each session?
6. Is it okay for adult ed teachers to join and just observe what is happening, or would you prefer to have only adult learners?
Others here may have questions for you too. If so, let's hear them.
Can you let us know how this goes, Brett? Perhaps others here are thinking of doing this in their state or for students in their program. They may be able to learn from what you are doing.
David J. Rosen, Moderator
LINCS CoP Integrating Technology group
Hi David,
The class is free. It lasts about an hour mol.
I am a certified teacher: SC Elementary and Middle School Math, NC: Math 1 through 12th, Florida: Math 1 through 12.
I taught online GED Classes at Tomlinson Adult Ed in St. Petersburg, Florida...also in person AE classes in a lab setting for about 20 years.
I was a statewide Training Specialist from 2011 to 2018 for SC Adult Ed,
Everyone is welcome to check it out or send students...I am unsure of capacity on this Blackboard account but if it is limited abd we reach that limit I will deal with it at that time.
The BBC account is being shared with me thanks to a Florida colleague who has online classes and I have been keeping my hand in it doing one session a week since September. I have been teaching part-time at Lancaster Adult Education since July this year.
ALSO...I welcome any interested teachers to join us and try teaching a live online class. We will train in use of BBC.
Right now I vary the content difficulty level and topics. I have several Powerpoints I have used over the years that I freshen up and use. I will be developing more.
Thanks,
Brett
PS I met you at COABE in Phoenix a couple of years back.
Thanks Brett. I remember meeting you in Phoenix. it's good to re-connect with you here. It's great that you are offering this free online math class for adult learners. Please let us know how it goes, and what you are learning from doing it. Also, be sure to announce here when the training is available that you plan to provide to other teachers in using Blackboard Collaborate.
David
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program Management groups
I've sat in on one of Brett's classes. If I recall it started at 9 PM eastern, and there were nearly 10 students on. It's amazing dedication by Brett and by these learners.
I find this to be an interesting model of simply having classes available for folks who want to access them, particularly as folks attempt to establish some sort of new routine (which realistically is going to take time for many of us.)
Thanks Jeff...It was a pleasure meeting you and I so admire your work. Thank you.
Thanks David...so far no interest in training to use Blackboard Collaborate so I will likely just do ad hoc if a request comes in. The structure helps me have a routine and likely the students also. If it proves valuable it will catch on. Right now average attendance is about 10....and that is every session...which surprised me!
Our hearts go out to the many people, schools and organizations that have been impacted by the COVID-19 virus. As the outbreak expands, many businesses, especially educational institutions worldwide are experiencing uncertainty. We see it as our duty, during this difficult time, to promote health and safety among the adult education community at large who are often the most vulnerable. Our goal is to provide those teachers, schools who are working tirelessly to continue educating the adult workforce with a FREE tool to do so.
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Johnathan,
I'd love to post this information on our website (https://edtech.worlded.org/tips-for-distance-learning/). Please share a link to this info if you have one.
Thanks!
Jen
I just got a link in my inbox. https://www.aztecsoftware.com/192020-2/
Jen
EdTech Center Launches New Website for Distance Education Support
In response to the need for adult educators to transition from in-person to distance teaching, the EdTech Center @ World Education has created a new website called Tips for Distance Learning, with resources to help adult basic skills programs scale up or launch distance education programs.
The site includes guidance on the first steps to take in planning, successful implementation (recruiting, onboarding, teaching, and assessing learners), and locating and evaluating online learning resources. We include information on how to meet virtually with students, links to offers for free or reduced online courses or curricula from publishers known to provide quality ABE learning resources, and a professional development events calendar
Join us for the first of weekly webinars this Friday at 10:00 Pacific, 12:00 Central, 1:00 Eastern. The first webinar, designed for administrators, professional development leaders and other practitioners, will cover a preview of the support site. We will feature lightning talks about LINCS resources and guidance on choosing online curricula. We will offer break out discussion on these and other topics participants have about getting started with distance education.
The link to register and join the webinar is the same: https://jsi.zoom.us/j/398236460.
If you have questions, you can post them here. David J. Rosen, Moderator LINCS CoP Integrating Technology and Program Management groupsHello, thank you for offering this webinar. I plan to attend. I am just beginning to learn about all the possibilities out there related to online learning. It feels overwhelming. I have read through the list of resources you posted. I also read the Tips for Distance Learning. There is so much information it's difficult to sort through it all. My boss was initially hoping we could use Outlook Class Notes, but students have to have a school email address, and our students do not. They only have personal email addresses. I think we would have the same problem with Google classroom. It just takes time to investigate all the options and figure out which one works best. Our main limitations are: students only have personal email addresses, and only mobile phones. We also need something free that will remain free, not eventually charge a fee. Thank you.
It's tough... if you want to use a learning management system, the students will need an email address - so you can create an account. If you only want to have a site to post information you could follow Nan's suggestions earlier and use What's App. You'll need their phone numbers but they don't need special email accounts. Use What's App to communicate and then use a simple webpage or a series of linked Google Docs (with completely open share settings). See the Instruction section of our site (https://edtech.worlded.org/tips-for-distance-learning/) for more details.
Interesting story on the digital divide from NY Times: https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html
In our context, I think this crisis is revealing how many adult education learners exist in a 'quasi-student' status within colleges and K12 districts where they don't have equal access to organizational email, digital learning platforms, and other resources that are the norm for 'traditional' students. The creativity of adult educators is impressive, and I'm sure there will be many innovative ways to continue adult education programming at a distance. But perhaps when things return to "normal," we could make a stronger effort to make sure our students have equitable access to the learning tools they need.
Hello Jennifer, and others,
This is a long reply to your post because you have raised an issue that is central to this discussion, namely help for teachers and administrators who want to move classes or tutorials online during this difficult time when the doors of adult basic skills programs are, we hope only temporarily, closed. I encourage every member of the Integrating Technology and Program Management groups to carefully read this reply. I am stepping out here asking for your help.
You're certainly right, Jennifer, that the resources we have posted are overwhelming, and I am sure you are not the only person feeling that way. The Summary of the ones described in this discussion is now nine pages long! Some of those online resources have still more pages of resources within them. Those of us who are creating online teaching tools and resources lists for various organizations trying to help need to know what you -- and other adult basic skills teachers, tutors and administrators -- are looking for, and how you might describe that, so we can use plain language for our categories of available resources. Before you can do that, please try to describe -- for yourself, for your program, or for your program team if you have one, what you want to be able to do online. Here are five examples, but I hope you and others will reply with your own descriptions of what you want to do online, or to reply with, "Yes, this example (e.g. Example 4) is what I want to do. too, (except, and, etc.)"
Example 1: "I want to teach online the in-person ESOL class that I have taught successfully for several years. I want to include check-ins with my students, a quick review of the previous lesson(s), the learning objective(s) for the lesson I will be teaching, some models and practice activities, an assessment so the students and I know for whom the learning objective(s) have been met, and to what extent. I would like to have a way that the students could log in to a website, webpage or something to see the online class schedule, their assignments, and possibly more, such as a link to a free online real time chat feature. I have the students' email addresses, but they are not all school email addresses."
Example 2: "I teach an in person HSE prep class and my students are hoping to take the GED or HiSET test sometime in June or July. They need some polish, however, before they do. I have been using my own paper-based curriculum and handouts, but I don't have time to re-write it as an online curriculum for these students, and I don't know how to write an online curriculum. I am looking for an existing online HSE curriculum, specifically a GED or HiSET curriculum that they can use for free. If that isn't possible, our program may be able to purchase seats or slots in an existing online curriculum for the next few months, but I am not sure. I also want to be available to help students if they get stuck in the curriculum with something like real-time office hours or one-on-one tutoring."
Example 3: "We have a subscription to a great online commercial course for our students that we have been using as a supplement to our in-person classes, so all the students already are familiar with it and have been using it, but I would also like to do some things as a group in real time as they use this curriculum, and I would like to provide an online list of other (OER or free) online resources organized by unit of the curriculum."
Example 4: " I have been tutoring an adult basic literacy student one-on-one in the library. Is it possible to continue tutoring my student online? Is there an online basic literacy curriculum, and maybe a set of online instructional videos, that I could use? My student does have a computer at home with Internet access."
Example 5: " Our high-beginner and intermediate ESL students all have smartphones, but few have computers at home with access to the Internet. I would like to help them improve their English using a smartphone app, and would also like to provide them with real-time one-on-one or group help."
There is plenty of expertise in the Integrating Technology and Program Managment groups where this discussion is taking place. We are, after all, a Community of Practice, with over three thousand people in these two groups alone, and now is a good time for us, as a community, to offer our help to those who may need it. If someone posts a description of what they are trying to do online now, during this pandemic, I hope that members of this community will post replies offering suggestions of tools and resources that might be useful to them.
If you post a description of what you are trying to do in moving face-to-face teaching online, be sure to include:
1. What you teach
2. At what level(s)
3. What kind of access your students have to the Internet? (e.g. computer from home? smartphones? both? some have smartphones, and some have computers)
4. Describe what your students have already done online, using what online resource(s), and if you already have a hybrid (in-person and online learning) or blended learning (integrated hybrid) program in place what you have been doing and what you would like to do now. Or if you haven;'t done anything online before, make that clear.
5. Make it clear, too, if you are one teacher with one (or more) classes, or if this is a program team moving many classes online.
6. Include whether you need only free or OER tools and resources or if you have a budget to purchase (some of) them.
As a LINCS moderator I should explain that although members of this community have at times posted questions and that have been answered by other members, the level of involvement that I am asking for now is considerably greater. I want more teachers and administrators to post as clearly as they can what they are trying to do in moving teaching and learning online and, if they know, what they need. I want more teachers, tutors, administrators, professional developers, curriculum developers, and technology experts here to step up with possible solutions to the problem or challenge described. I realize that for some in this community with expertise/experience in online or distance education that may be a lot to ask, and that it will require scanning the many posts you may receive in your email to see if someone is asking for help. I hope you will do this. I also have to caution that because this is a U.S. Department of Education-sponsored site, those who have commercial products and services should not use this as an opportunity to market them. However, practitioners who have used a commercial product in their distance or online, or hybrid teaching, and think it may be a good solution are certainly welcome to talk about that here.
I am looking forward to lots of administrators, teachers, or tutors describing what they want to be able to do in moving classes or tutorials online and to help that may be provided by others who have good suggestions to make!
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program Management groups
Hello, thank you for organizing this discussion and offering help to so many educators at this time.
1. I teach adult classes in ESL through a community education department at a community college. These are free non-credit classes, and our students do not receive school email addresses. They only have personal email addresses.
2. I teach one class of intermediate to advanced level ESL students and another of mixed levels containing beginner through advanced level students.
3. My students are all at home and I think most have internet access, but we are in the process of figuring that out. They all have smartphones, but only a few have laptops or ipads. Many of them have children now at home with a laptop, but the children are using it for schooling.
4. Right now my students are using Whatsapp to communicate with me. I have a group for each class. They are checking in, sending messages, trying to study English at home while in person classes are suspended. We don't have standard curriculum so the students don't have any text or workbooks. They have a list of resources to help them study on their own at home. Some of them send me photos of a writing assignment on WhatsApp. This is something they wrote out by hand in a notebook and then took a picture of it and sent it. They also use Newsela and youtube for listening practice. We don't know how long the closure will last. If it goes on for more than a few weeks, we may need a LMS or platform. The big question is which one can we use with personal email addresses. I think it would be great to add in some video streaming conference feature. We're considering Zoom. I am looking at Canvas and Edmodo, trying to see if we can use personal email addresses with either of those. Edmodo uses Youtube Live for video streaming. All of these options would take time to introduce to the students and get them all on board, as well as time for the instructors to learn how to use it.
5. There are many classes in our department: ESL and ABE/GED prep. Ideally we would all use the same platform.
6. Yes, we need everything to be a free option.
I think I would say we are a combination of example 1 and 5, from your list above.
Thank you,
Jennifer Kluempen
ESL Instructor at Mercer County Community College: Trenton, NJ
Community Education and Training Department
Hello Jennifer and other colleagues,
It would be great if some of our ESL/ESOL teaching colleagues here (I do not teach ESL/ESOL) would review Jennifer’s situation as she has described it, and offer her suggestions. I have some thoughts and resources to suggest, but it’s often better to listen to a colleague who is teaching the same subject (ESL/ESOL) and has used a tool or resource successfully with students at the same level.
Jennifer you seem to me to be headed in the right direction. Using Whatsapp makes sense with ESL/ESOL students as most if not all usually already use it on their smartphones, often to stay in touch with family and friends in other parts of the country or in their country of origin.
Here’s a list of free and proprietary ESL/ESOL curricula that you might consider. It’s from The Literacy List. Among the free curricula, USA Learns would be worth considering for your intermediate and perhaps high-beginner learners, and there are many other excellent curricula listed here. I last updated this list in June, 2018, so will need to re-visit it soon. ESL/ESOL teachers, please send me recommendations to look at if they are not already on this page. (djrosen123@gmail.com)
Since some of your students don’t appear to have keyboard skills, Jennifer, you might recommend that they buy (most likely online) a bluetooth keyboard to connect to their smartphone, and then to teach themselves to type. (Anyone have suggestions for an inexpensive fold-up, full-size. bluetooth keyboard? Are these sold on EBay? ) Here’s a list of free keyboarding/typing programs, also from The Literacy List. (Anyone have typing/keyboarding recommendations based on your experience using them with ESL/ESOL students?)
Regarding online platforms, if your students plan to continue on in the community college, and there is one platform that the college uses, you might consider that. However, sometimes the platform choice that a college has made is too complicated for adult ESL students who have never used an one and who also have difficulty reading English. If this is the case, or if you are not able to use the college’s proprietary online platform, pick something like Schoology, Edmodo, or Canvas. (If you are looking for other suggestions, go to the learning management System sections of Learning Environments (platforms) and free or Inexpensive Online Resources for Blended Learning for Adults. As you are introducing your platform to your students, perhaps in a screencast video you have made, point out that many of the features will also be found in other online platforms, and introduce terms that describe the feature in your college’s platform. In other words, teach them to use one platform in a way that they can transfer what they have learned to different ones if need be.
Zoom is a popular free choice for real-time classes or meetings or tutorials. The free version, during the pandemic, is no longer limited to 40 minutes.
You are absolutely right that “All of these options would take time to introduce to the students and get them all on board, as well as time for the instructors to learn how to use it.” Some, like Zoom, and Schoology or Edmodo are fairly easy to learn, but you and other teachers will need to practice using them to feel comfortable. Once you decide on the tool(s), you may want to create an instructor user group for each tool using (free) Google Groups or Slack. You'll want a threaded asynchronous discussion where teachers can pose questions – for each other and you -- about how they are using the tool. If you run into a question no one can answer, try posting it here.
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program Management groups
Hello Colleagues,
Susan Gaer, our Integrating Technology colleague from CATESOL in California, had posted -- I think in the LINCS English Acquisition group -- that CATESOL webinars for ESL teachers in California that have been designed to help them move their classes online are also available free to ESL/ESOL teachers in other states. Jennifer Kluempen, an ESL Instructor at Mercer County Community College in New Jersey, had this to say (cross-posted below from the LINCS ELA group) about the CATSOL webinar(s) she took.
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program Management groups
English Language Acquisition: New Comment: CATESOL free webinars posted by Jennifer Kluempen
Jennifer Kluempen added the following Comment to "CATESOL offering new free online help to ESL teachers to move classes online" in group English Language Acquisition:
I attended one of these free webinars and it was fantastic. I highly recommend them! I learned more about how to use Zoom, and also Kahoot, Quizlet, Flipgrid and Google Docs. I really appreciate that they are offering these to the wider community! I've recommended them to colleagues in my department.
~Jennifer Kluempen
Sometimes we make assumptions about a product or service and we tend to pidgeon-hole it into a niche that matches our perception at that time. With the massive number of educators that have had to scramble in these last few weeks, I have found much success with the following tool.
The name of the tool is SeeSaw and it is a free tool that is available in browsers, phones, and portable devices. When you look at the app and even when you look to YouTube for videos about it, the context is always K-3 instruction, mostly because those learners are typically lacking many written skills. Well, in helping teachers prepare and connect with learners that are no longer face to face with them, I have found some features of SeeSaw that are valuable for the adult education population to really consider. Below are some features and highlights:
Setup is easy. The teacher simply makes up a class and chooses the first of three options. This prints out an instruction sheet for learners to connect to your class and the procedure is as easy as downloading the SeeSaw app (or going to the site). When the app is installed, it asks for use of the camera and if allowed it instantly asks to see the QR code that is on the instruction sheet provided by the teacher. This connects them. Alternatively, a learner can type in a code to enter the class and that may be used most by those not on portable devices or phones.
Communication is easy! Both teacher and learner simply click a big green button, click video and poof they are recording a video. When they are done recording they get the opportunity to trim either the front or back end to get rid of any start up or ending noises and then they just click a green button and poof ... they get to choose who this video is going to. Teachers can select individual learners or the entire class simply by clicking on check boxes. By default, learner work all goes to a digital journal of their own. Every item added to the journal allows both the teacher and learner (and other learners if the teacher allows it) to comment, like, and even reply with an audio or video response. Speaking of audio recordings, the process is almost identical to making a movie. One clicks a big green plus button, clicks audio and they are recording. When done they can trim again and hit another green button to ship it off where it needs to go.
Video and Picture annotations and voice overs. This is a big category and one that everyone will want to really take some time to explore. SeeSaw lets you easily share video you make, pictures you take, or even sketches you draw and annotate all of these and even add voice overs to the pictures and drawings. A teacher can demonstrate a skill and then leave the learner with a practice exercise for them to try. The learner simply hits the assignment, starts their microphone up and gets to work on the screen and all of that is captured and returned to the teacher when done. Amazingly simple!
I could go on and on about what this tool can do for us, but it gets boring reading all this text all the time. Here is a video introduction to SeeSaw. Please keep in mind that most of the SeeSaw instructions out there do seem aimed at younger learners, but I have found that older learners really love the simplicity and variations of work allowed just with a phone or device!
Most of all, as we all adjust to not being around each other and our students as much, doing a short little "Hi, I was thinking about you today and wanted to check in on you. How are you and your family doing? Have you had any chance to look at that work we talked about last time and if so did you have any questions for me? If so, please shoot me a message. I'll be checking in on you in a couple of days" The return rate teachers are finding with such a message has been impressive for me to observe. Even better, the positive glow teachers experience as they watch their short videos or watch their learners sharing their processing and thoughts.
Hello Colleagues,
On March 19th Ed Latham recommended Seesaw, which, although geared for young children, Ed thinks would be useful for adult learners.
I was intrigued with this that Ed wrote, "....doing a short little (video messages such as) 'Hi, I was thinking about you today and wanted to check in on you. How are you and your family doing? Have you had any chance to look at that work we talked about last time and if so did you have any questions for me? If so, please shoot me a message. I'll be checking in on you in a couple of days.' The return rate teachers are finding with such a message has been impressive for me to observe. Even better, the positive glow teachers experience as they watch their short videos or watch their learners sharing their processing and thoughts."
I wonder if anyone has tried Seesaw with adults, including Ed, and has some examples they could share, or can offer comments about what features they found useful and how they used them. If you have tried it -- or if you do -- please let us know. I also wonder if adult basic skills teachers and tutors are using other easy-to-use video-making tools to make very short videos to stay in touch with their students. If so, what do you use and what kinds of short videos are you making?
David J. Rosen, Moderator
LIBNCS CoP Integrating Technology and Program Management groups
Here's a link to a flier that shares info about the website. http://bit.ly/tips4dl_1
Feel free to share.
Please join us for our weekly Distance Education Strategy Session: This week kAshley Winkle from the Literacy Council of Tyler (TX) will explain how teachers can use Hyperdocs (linked Google Docs) as a way to structure lessons delivered at a distance. Then, Judy Mortrude from World Education will walk through the newest guidance document from OCTAE on policy that supports distance education.
Register here: https://edtech.worlded.org/events/edtech-center-distance-learning-strategy-sessions/
Jen
Hello Colleagues,
I am interested to hear about adult basic skills (including ESOL/ESL) programs that have done, or immediately plan to offer, online tutoring or online classes. Please reply here or email me.
Thanks.
David J. Rosen
djrosen123@gmail.com
Hope this is helpful, jaemi
Jaemi Naish
Director, Tamalpais Adult School
415.945.1070 | www.tamadulted.org |
Hello Jaemi,
Thank you so much for sharing the information about how your adult school is managing your classes. It's very helpful. I see you are using Google Classroom and also have a separate website set up. Did you feel Google classroom was not enough of a structure? Our program is investigating using Canvas or Edmodo. I thought that would be the only management system needed so I'm wondering what having a website provides for you?
Thanks,
Jennifer Kluempen
Hi everyone - ProLiteracy has compiled and continues to update a list of resources on its website for online learning. https://www.proliteracy.org/health
When I posted last week about access to News For You online, Deborah Kennedy contacted us and asked if we could go "old school" and make the Census issue of News For You and the related Teacher's Guide available in a printable PDF for those instructors/students who do not have access to a computer/phone and/or broadband. We have just finished the PDF files. If you follow this link, on the right side of the page you'll see "Free Resources to Print" and the links for the files that can be downloaded and printed out.
For those instructors/students that do have online access a reminder that we are providing FREE access to News For You, a weekly publication for adult learners that uses current event articles and human interest stories to engage learners’ interest while building skills in reading, comprehension, and vocabulary. Use the courtesy password 22667F through April 30, 2020, to access News for You Online
ESL/ESOL colleagues,
Susan Gaer from CATESOL, and also an Integrating Technology group member, emailed me that CATESOL has a new service for ESL teachers, whether in California or elsewhere. They are doing "emergency training helping teachers move online. The form to register is here,
https://docs.google.com/forms/d/1cM_ZS-E_oZzJFYJigvRYIa-pFYbHbsaoM5nO3vSqwKE/edit ."
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program management groups
Hello colleagues, thanks to everyone who has posted to this important discussion. I wanted to share another resource from ProLiteracy to help programs provide instruction during this difficult time: https://www.proliteracy.org/health. We are updating it regularly, so please let me know if you have anything we should add.
I'm also interested to hear what programs are doing online to continue ESL conversation groups, which are so important to continue progress for learners. Zoom and similar platforms seem well-suited for conversation groups. What other things have you tried?
Michele Diecuch
Senior Director of Programs, ProLiteracy
In the Career Pathways group, member Jenna L Kelly asked, "In the wake of COVID-19 and school closures, is anyone compiling a list of post-secondary credentials that can be earned online? If so, can you share? "
I replied with the following:
There is a robust conversation going on in the Technology group about the move of many programs to fully online, or distance-based, programs. I am planning a conversation with two of the authors of the recent COABE Journal article on Technology, Innovation and Adult Career Pathways in April. I'm sure that our conversation will touch on this subject in more detail, but here are a few initial thoughts of where you can look for programs that offer information about online post-secondary credentials.
I invite others to share where they're finding information about online credentials that meet the needs of low and middle skilled adult learners.
Please share your ideas here, and in the Career Pathways thread.
Best,
Mike Cruse
Career Pathways Moderator
I have had participation from Oconee, Lancaster, and Jasper Hampton in South Carolina. Interest was expressed from Louisiana and a steady group from Florida attends.
Average attendance is about 10 students. I prepare a lesson but also take requests.
Feel free to pop in and see what we are doing. or let students know...Live Online Adult Ed GED Collaborate Classroom Link- https://tinyurl.com/2019collaborate
The class schedule right now is 10 am and 7 pm daily, except Sunday.
Friday, 3/20/20 - 10 am & 7 pm
Saturday, 3/21/20 - 10 am & 7 pm
Sunday, 3/22/20 - 7 pm
I also record the class and those recordings plus schedules are at my class website- www.TinyUrl.com/aemath
Doing these gives some structure to my day and helps some students. If you or any teachers you know would like to try teaching this way (Blackboard Collaborate) we will train in using it...free
My vision is a lot more classes almost around the clock...a schedule with varying levels and topics students could choose from. What do you think?
Thanks, Michael Matos, for calling our attention to Google's free Teach from Home site. I like that it specifically addresses the issues of moving to online learning during the pandemic, and that it is not just a list of tools but, before the tool, there is a statement of what a teacher may want to do in the online teaching environment.
What do others here think of this site, especially those who are teaching or soon will teach online? Is this a useful resource?
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program Management groups
The fall 2020 Change Agent will feature student writing on the pandemic. Please let your students know about this opportunity to share their experience: https://changeagent.nelrc.org/write-for-us/
The Chronicle of Higher Education recently published some info that is relevant for all programs in this time of transition. Some of the ideas have been shared in this discussion, but others are new. If you're curious, be sure to check it out: Going Online in a Hurry:What to Do and Where to Start
Mike Cruse
LINCS Moderator
michaelcruse74@gmail.com
Thank you for joining our Distance Education Strategy Session on March 20, 2020. For those that were not able to make it, look below for links to the slides, recordings, and notes.
Main Webinar Recording
Webinar slides
Breakout room 1 recording - Rapid Transition to Online Classroom with Kathleen O’Connell and Priyanka Sharma and Notes from the discussion.
Breakout room 2 - Learning Resources with Jeff Goumas and Silja Kallenbach and Notes from from the discussion.
Breakout room 3 - Administrative Issues and Affective Support with David Rosen and Sandy Goodman. (Use the link to the main webinar room for the recording. Here are the Notes.
If you did participate in our session, we would love your feedback. Please complete this survey to help us improve your experience. Also, we will send a certificate of participation to those that participated in the full webinar in the coming week.
And don’t forget that our next strategy session will take place the same day and time, Friday March 27th at 1 PM Eastern. Find more details on our site here: https://edtech.worlded.org/events/edtech-center-distance-learning-strategy-sessions/
Hello Colleagues,
Many of you may wonder, in the time of this pandemic how many adult basic skills programs or adult schools in your state, and nationally, are moving or have moved classes, tutorials or other services online. How many are offering some services online; how many are offering new services; and how many have just closed their doors and are not trying to offer services online at all? I am aware of efforts by state ABE Directors to survey their programs to find that out, for example in Texas and, I believe, North Carolina. How about in your state? If your state is surveying programs about this, please let us know here, or e-mail me privately. I am also aware of at least one city coalition that has just begun to survey providers. If you are in a metropolitan area, please let me know about that, too. I am hoping to work with other researchers who will also help to gather this (imperfect, not necessarily representative) sample data and to see, if we can, how the data may change over the months ahead. When we are free of the virus, and programs and schools are re-opening their doors, perhaps we can also see what they have learned from teaching online, and what their plans may be for a blended or remote or distance teaching approach. My contribution at this point may be to learn, as best I can, what states and cities may be surveying programs. I would appreciate your help.
David J. Rosen
djrosen123@gmail.com
Hello Colleagues,
This Friday, March 27th, at 1:00 EDT/ Noon CDT/ 11:00 A.M. MDT/10:00 A.M. PDT, the EdTech Center @World Education hosts a free, interactive webinar to help teachers get on line. Before or after the webinar, questions for presenters or others on the EdTech Center team can be posted in the Integrating Technology or Program Management group in this discussion thread.
David J. Rosen, Moderator LINCS CoP Integrating Technology and program management groups
I'm looking forward to sharing some of the strategies New Hampshire teachers have been using to capture distance learning hours. I'd love to hear if anyone has questions about the Teacher Verification Model that I can address in the webinar. Feel free to post them here! Thanks!
Hello Colleagues,
If you have followed the wonderful discussion in the Integrating Technology and Program Management groups this week on how one program, Literacy Partners of New York City, is helping their students online, you may have noticed that one theme is making online learning personal, not just instruction, but checking in with students about what they are experiencing and what help they need during the pandemic. Of course, this means that an adult basic skills program needs wraparound services in place (counseling, housing, food delivery or pickup, community health center services, etc.) that they can reliably provide, or through a reliable network of community services providers they can call on. I would be interested to hear from programs that do have these kinds of wraparound services what they are able to provide in normal times, and how that may have changed during this pandemic.
I would also like to hear -- if you are -- how you are making online learning personal for your students.
Here are some ideas to start with, from a K-12 blog that I sometimes follow, called Ask a Tech Teacher The underlined parts are from there, the rest is my amplification
How do I make online learning personal?
Of course, this doesn't have to be in the morning.
There are many ways to make and post videos for your students. I recently learned from a LINCS post by Integrating Technology colleague, Paul Rogers, for example, that teachers who use WhatsApp groups with their students can make videos right on WhatsApp. Paul wrote that he thinks the quality is higher than when he has hosted his videos on YouTube and then posted a link to them on WhatsApp. Paul, could you post some instructions about how you make WhatsApp videos here?
If you have a Smartphone, you probably already have what you need to make a video for your students. You could, of course, also use a digital camera that has a video option. You may also be able to use a software program on your computer. Anyone have recommendations for free or low-cost software for making videos from your computer? If you make videos, pay attention to sound and light. Make sure you are speaking loud enough (close enough to your mic, and with the volume at a reasonably high level -- better too loud than too soft since students can turn down their volume when they watch your video if they wish. Light can be tricky, especially if you rely on natural light. It may change from day to day or within a day, depending on where you live. You might want to create a quiet place where you are, that has good artificial light. Be sure to illuminate your face. If possible, try to avoid having other people in the background, and avoid background noise. You may want a stand for your smartphone or digital camera. You can buy one of these online inexpensively -- usually under $10.00. You could also make your own. Don't worry about editing your short videos. If you don't like the one you just made, re-make it. Unless you are experienced with editing, it can be time-consuming to learn these skills . What advice do others have about making videos?
David J. Rosen, Moderator
LINCS CoP Integrating Technology group
Hello all,
This is great advice. My department started a Youtube channel and teaching staff has started putting up recordings of Zoom classes.
My first video is one I made of myself on Zoom alone in a meeting. I recorded myself on my laptop, added in a powerpoint and then posted it on our Youtube channel. I sent the link to that video to my students by email. I'm not sure if all of them have seen it, but some of them said they did.
In my first video, I decided to talk about what's happening in our classes now, and list some ideas of resources to use for study at home. We're having Zoom classes, but also asking the students to do work on their own. All of your tips on lighting and positioning are great. It's not that easy to make a good video, as an amateur at home. I realize I have a lot to learn and improve on, but you have to start somewhere. I think my first try came out too dark in the beginning, so I'm going to try to get more light next time.
There are so many good online ESL teachers already out there on Youtube, so I know I can't recreate what they have already done. But something personal to the students I think is a good way to try to keep everyone connected and engaged with the classes. I'm interested to hear of any other ideas out there for using video at this time.
Thanks, Jennifer Kluempen
In response to COVID-19, the American Institutes for Research (AIR) has identified several resources that may assist adult educators on topics such as distance learning, online teaching, digital literacy, and health literacy. To access copies of issue briefs, companion learning resources and additional resources, visit AIR’s Adult Education Research and Technical Assistance Center (AERTAC) at https://www.air.org/center/adult-education-research-and-technical-assistance-center-aertac#covid Among the featured resources are two new issue briefs on Digital Literacy and Health Literacy, produced by AIR for Teaching Skills that Matter in Adult Education, a current OCTAE initiative.
Colleagues,
Kim Gates, an 18-year veteran distance education instructor, was asked by Steve Schmidt in another discussion in Integrating Technology, and in two other LINCS groups, about the biggest lessons learned in doing distance education. She replied, "If I had to pick just 1 'lesson learned,' it's to have a plan B, a plan C, and a plan D too! We always expect technology to work (be it hardware like our computers, our smart phones, our headsets, etc. or the software and websites), but be ready to go to your back-up plan if things don't go right! Sometimes you need to go to the back-up plan's back-up plan! What if your computer won't connect to the wifi? Plan B: Reboot! But what if that doesn't help? Plan C: Go to a secondary device! What if you don't have one or if that doesn't work? Plan D: Have a 'buddy' who you can call (perhaps a colleague) to assist! See what I mean? (Oh, and trust me - the above scenario is not just a hypothetical! Been there, done that, and got the t-shirt too! Haha!)"
Great point Kim! Any other advice?
Do we have other veteran distance educators here who would like to chime in with tips for effective distance education?
David J. Rosen, Moderator
LINCS Cop Integrating Technology group