Using the Internet to Teach Workplace Literacy Skills Presentation to Annual National Summit The Sloan Center on Innovative Training and Workforce Development December 13, 2007 – Washington, DC Mary McCain TechVision21 Why Distance Learning?
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Presentation to Annual National Summit
The Sloan Center on Innovative Training and Workforce Development
December 13, 2007 – Washington, DC
2006 Survey 400 senior human resource executives across industry and company size (BLS)
[i] Norman C. Saunders, “Employment Outlook: 2004-2014: A Summary of BLS Projections to 2014.” Monthly Labor Review Online, November 2005, p. 7, Table 4. www.bls.gov/opub/mlr/2005/11/art1full.pdf.
[ii] The Business Council Survey of Chief Executives: CEO Survey Results, February 2006. The Business Council and The Conference Board.
[i] & [ii]J. D. Baer, et al.,“The Literacy of America’s College Students,” American Institutes for Research (2006), cited in Kevin Carey, “The Black-White College Literacy Gap,” Education Sector, found at www.educationsector.org/analysis/analysis_show.htm?doc_id=364915.
Proficient and Intermediate:
Below Basic ranges: non-literate to having abilities listed below:
OECD survey in 7 countries (US included) of adult literacy found that in each, people who used computers consistently scored higher on average on the prose literacy scale than those who did not.
[i] Eilif Trondsen, “The Business of Digital Game-Based Learning. Learning on Demand: SRI Consulting Business Intelligence, December 2005, p. 2.
[i]CTIA-The Wireless Association®, CTIA Semi-Annual Wireless Industry SurveyCTIA Semi-Annual Wireless Industry Survey. http://www.ctia.org/advocacy/research/index.cfm/AID/10316
Multi-ethnic Web-based and CD-ROM program includes five compelling, real-life stories in twenty, fifteen-minute episodes.
The site includes interactive student activities, streaming video (for broadband connections), Flash-based audio, and a course management system for teachers to track student progress.
Print materials are available in PDF and downloadable without charge from the Web site.
The lessons track to the student’s answers as well as to the episodes, which become progressively more difficult.
The student may review his/her answers with those that are correct and view the videos and lessons repeatedly.
The content is based on the California ESL standards and skill areas identified in the Latino Adult Education Services Project, and it is correlated to CASAS and SCANS competencies. The site also includes Spanish a translation of most of the online text. A link to an online translator accommodates speakers of other languages.
Sed de Saber (Thirst for Knowledge)
Handheld device that uses storytelling, voice recording, games and review exercises to enhance the English language skills of Spanish-speaking employees in Hospitality and Construction Industries, as well as for Everyday Life. In use by major restaurant chains and by Marriott Intl., as well as by Home Builders Institute.
Dynamic, pedagogically sound material using media and print available on public TV stations, video, online, downloadable print materials
To enable people to use on their own, or in classes, or with families to improve basic reading, writing, and math skills. Idea is to help people become learners.
PBS Workplace Essential Skillswww.pbs.org/literacy
Microsoft’s Unlimited Potential Program
Files available in Microsoft Word format, so instructors may customize lessons.
English, Spanish, French, and German. Russian, Arabic, and Simplified Chinese in development.
Image, voice, text newspapers
This is an "electronic square" or village designed for adult learners with low basic literacy skills. There are a number of storefronts (health center, jobs center, library, family center, computer center, early childhood center, community arts center, library, and home buying and rentals center) with low-literacy content inside, much of it written by adult new readers and writers.
“Dare To Dream”, Chapter on Technology, Media and Distance Learning
“Lifelong Learning” (Brian Bosworth)