Distance Learning Offers New Solutions

1. Distance Learning Offers New Solutions Lynn Bartlett, SJUSD/OTAN Consultant Marian Thacher, Director, OTAN May 2010

2. This workshop will: • Discuss the new realities for adult education • Review distance learning basics • Review the new application • Identify strategies appropriate for adult basic learners • Discuss distance learning resources and trends • Questions and Answers

3. The future of AE is …? • Along with the flexing of adult education state funding, block entitlement for the next three years was reduced. The district chooses how to use that money. • Education Code has been suspended. • DL is an established modality and should be integrated into program delivery. • Those using WIA funds, however, will need to continue to follow the federal rules.

4. “Can I?” to “How can I?” • National research that shows by 2015 50% of all learning will be online. • OTAN web site offers evidence – assessment data, persistence information, graphs, charts, other information that supports this statement. • “Flexibility” does not mean we relax our due diligence to maintain good programs – maintain the data, maintain standards. • Lay the groundwork, establish the program by the 2013 to ensure the future.

5. Don’t stop now! • By continuing to collect data, we’ll have valuable information for future. • Serving students by this modality is “the right thing” because the ability to use technology is a life skill. • Using distance learning may strengthen future funding. • Look within your agency for logical partnerships---CAHSEE, credit recovery etc.

6. Distance Learning Offers Flexibility Primary means of instruction (majority of instruction.) or Supplemental means of instruction(enrichment.) • Same TimeSynchronous instruction requires the simultaneous participation of all students and instructors. • Any TimeAsynchronous instruction does not require the simultaneous participation of all students and instruction. Students do not need to be gathered together or linked together at the same time.

7. Delivery System Categories • Classroom Learning • Distance Learning • Blended-combines • elements of both

8. Comparing ESL average reading gains for regular, distance, and blended learners

9. Definition of Distance Learners: • Learners who receive more than 50 percent of instructional hours in a distance learning format during the program year are considered distance learners for NRS reporting purposes. Workforce Investment Act Title II Adult Education and Family Literacy Act Revised for Program Year 2009-10

10. Why Use Distance Learning with Adults? • Potentially can serve more learners • Interesting curriculum • Stimulates higher-order thinking • Uses multiple senses in learning • Addresses learner needs as knowledge and technology change • Self–paced • Convenient • Individualized

11. Distance Learning Addresses Barriers • Work hour conflicts • Child care issues • Transportation/distance • Learner pace and opportunities to review • Confidence/comfort issues • Full classes • Health or age issues

12. Some Program Benefits • Increase access at a time when traditional classes are being limited or cut entirely. • Contain costs by taking advantage of technology. • Enhance quality and accelerate learning gains. • Improve community visibility and offer value to partners including K 12 students and their families.

13. Growth in Adult School Distance Learning

14. Workforce skills for adults. Adult class in English as a second language. Enhancement of curriculum for high-risk pupils likely to drop out. Expand offerings to rural and inner city schools-college prep. EC 51865 Efficiency and accountability as state budget is reduced, Diversity of instruction for adults, Equity and quality in education. The New Education Code 52522 for Distance Learning —High Priorities

15. How Do WeGet Started?

16. http://adulted.otan.us/

17. 151 California Districts participate

18. Some things haven’t changed • Although state adult education apportionment funds have become flexible, those agencies collecting federal Workforce Investment Act, Title II funds for distance learning classes are required to submit an application. “Without documented information about services provided, it will be a challenge to justify our programs and explain the key role we play in the state's economy.” Debra Jones, Administrator CDE

19. (Formerly) apportionment-funded programs • If you are not receiving federal funds, since adult education funding has been made flexible – Ed. Code requirements no longer apply. • It is important to track and report distance learning activity and student outcomes. • Tracking and reporting demonstrates effectiveness for future funding – Continue to submit your application and evaluation.

20. Federally Funded Programs If your agency is using federal funds for distance learning, nothing has changed in terms of requirements except that there is no legal limit to the percent of your budget you can spend on distance learning.

21. New Agency Applications • The application is open to all agencies funded through the Adult Education Office of the California Department of Education. • A complete application must be submitted and approved by CDE. • The form with instructions can be found at • adulted.otan.us/ • Due September 30, 2010.

22. September 30, 2010 • The application for the Innovation and Alternative Instructional Delivery Program and the Annual Evaluation Form are now available online, and both are due September 30, 2010. • If you need help signing in, the contact information for support is at the bottom of the Web page.

23. Let’s look at the Application…

24. Curricula and Proxy Hours: • Curricula used for distance education: Agencies may use curricula approved by CDE that has been used successfully with field-based distance learning programs. Programs may also submit other curricula for CDE approval that meet the needs of the population they are serving. • Proxy Hours: Proxy hours are determined by a review of agency Innovation program applications, and are based on a CDE-approved range for each curriculum and may include hours for additional activities to meet local needs. CDE provides proxy contact hours for curricula that are used extensively in distance learning programs throughout California.

25. Outcome-based learner mastery model California Department of Education promotes a rigorous outcome-based learner mastery model with designated benchmark levels for program completion verified by an identified process that may include teacher and/or external certification.

26. California Distance Learning - Materials and Proxy Hours Recommendations for ESL Curricula

27. California Distance Learning - Materials and Proxy Hours Recommendations for Test Preparation

28. DL Accountability • Innovation Programs – use TOPSPro student tracking software • Check “Distance Learning on Item 13 • “Special Programs” option • Create unique class ID for Distance Learners • Run TOPSPro entry filters – • run TOPSProQueryMaker

29. Popular Distance Learning Approaches • DVD/workbook/audio cassettes/CDs checkout • Laptop computers with computer assisted instruction • Internet learning materials • Tele-courses with staff support

30. Classroom and classroom supplement Learning centers Community centers Workplace Home Virtual classroom K-12 campuses for specific Adult programs Churches Restaurants Factories Casinos Libraries Apartment complexes Recreation centers Clinics Businesses Distance Learning Venues

31. STRATEGIES TO CONSIDER What delivery methods workbest for you?

32. Instructional and Program Design • Address knowledge acquisition, skill building, and /or influence attitudes. • Understand strengths and weaknesses of media. • Define learning curricula. • Pilot test the intervention. • Start with a plan. • Integrate the intent of Ed Code into the design.

33. Importance of Instructor The role of the instructor cannot be overstated in distance learning for adult basic learners. • Face to face • Remote — phone, blog, computer • Who initiates contact – instructor, learner, or both?

34. Some cost-cutting considerations • Seek partners in the district and community-possible underwriting or in-kind services. • Use curriculum licensed by the state. • Re-examine how the program operates: • Charge a registration or materials fee • Put materials online and have students download at home • Other ideas?

35. Improving persistence will also encourage retention and increase benchmarks Set clear goals and expectations. Develop a clear assignment and orientation process. Make learners aware of choices and ability to transfer to DL at a later date. Test blended learning for motivated learners. Make extra efforts to conduct CASAS post testing. Make learning more engaging — add Internet lab opportunities, small group activities, simulations. Offer DL options until there are class openings. Alternative instructional strategy.

36. Assessment Remember‘Introspection is good for the soul.’ Introspection is also good for the survival and advancement of your program. Ask the hard questions and look for real and innovative solutions.

37. Effectiveness Research indicates that the instructional format itself has little effect on learner achievement as long as the delivery technology is appropriate to the content being offered and all participants have access to the same technology.

38. Workforce Investment Act Title II Adult Education and Family Literacy Act Assessment Policy Guidelines • C. Testing for Distance Learning Programs Learners in distance learning settings must fulfill the same assessment requirements as all other learners. Agencies must assess distance learners in a secure proctored environment, either at the adult education site or other proctored and secure location with staff trained to administer the assessment.  (Page 8)

39. Learner Assessment • Measuring progress • CASAS pre–post testing • Subject matter testing • Authentic assessment (alternative or performance) • Complete tasks with acquired knowledge • Assessment should serve the needs of learners

40. Authentic Assessment • Flexible approach that reflects curriculum and demonstrates acquired knowledge • Examples • Observing performed task (s) • Outcomes of simulations or role play • Journals, portfolios, reflections • Assessments should be tied to measurement rubric • Industry certification for career technical courses

41. Resources and Trends What is out there to help me ?

42. Video and Workbook Mainstays • Crossroads Café • EASY ESL • Connect with English • Putting English to Work 1, 2, 3 • English For All • Sharing English Together • Watch and Listen • TV 411 • In English • GED Connection • Workplace Essentials

43. Internet Resources • Cyberstepwww.cyberstep.org • English For Allwww.myefa.org • Read TV Newswww.readtvnews.org • TV411www.tv411.org • USA Learnswww.usalearns.org

44. CA Licensed Electronic Learning Resources GED Connections (KET) - Analog and digital rights - Streaming and print materials GED Online (McGraw-Hill Contemporary) - Hybrid CD and online product • ESL resources • Crossroads Café, On Common Ground • Lifelines, Madison Heights (Intelecom) • - VHS license • English For All (SCOE / OTAN) • - DVD, VHS and streaming (public domain) • Putting English to Work (LAUSD) • - DVD license

45. Emerging Tools for DL • Communication and collaboration • User created content • Social Networking • Virtual environments • Course and learning management systems • Ultra portable PCs and personal digital • devices

46. OTAN Resources www.otan.us

47. Resource – Listserv • Group email for Californians involved in distance learning • One message reaches all registered users • mthacher@otan.us