- Meeting the needs of adult learners: an overview of the math skills gap in the United States, the need for high-quality adult education and training experiences, and how the Power in Numbers initiative has addressed these challenges.
- The opportunity in OER: an introduction to OER and its potential benefits for the classroom, including reducing cost and increasing efficiency.
- Making OER work for you: an outline of three actionable steps for educators to easily use and adapt OER for their specific needs.
- How to get started: a list of recommended OER resources, tips and best practices.
- Lessons learned: a real-life case study from Affordable Learning Georgia on how adopting OER saved textbook costs and increased success for its university students.
- Developers can shift from occasional to long-term user engagement throughout the product development process.
- Employers can engage in the creation and classroom integration of tech tools.
- Administrators can seek out research and data in adult edtech efficacy to inform purchase decisions.
- Educators must receive professional development to effectively integrate tech tools.
- Funders can collaborate with employers to sponsor adult edtech tool development that addresses skills gaps in the workforce.
- College readiness assessments
- Assessment cut scores
- Multiple measures for course placement
- Innovative course models
- Reporting requirements
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Abstract:
This introductory guide for educators is part of the Power in Numbers initiative, funded by the Office of Career, Technical, and Adult Education (OCTAE). Power in Numbers aims to help adult learners receive the higher-level math skills they need to succeed. This guide provides educators with step-by-step instructions for identifying, reviewing and remixing high-quality OER.
Improving Math Instruction with Open Educational Resources is an introductory guide that provides step-by-step instructions for identifying, reviewing and remixing high-quality OER. This resource is aimed at adult learning educators interested in exploring open educational resources (OER) for the adult classroom. The insights are drawn from the experiences of educators who hail from 21 states and a variety of classroom types—including community colleges, community centers, correctional facilities and local education agencies. The guide is comprised of five sections:
Benefits and Uses
This introductory guide is aimed at adult learning educators and administrators interested in exploring open educational resources (OER) for the adult classroom. The guide includes a list of actionable tips and recommended online resources for educators getting started with OER. Educators and administrators can also present this guide when hosting OER meetups or discussions.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This webinar recording defines and describes the Integrated Education and Training (IET) model and aligns it to the Illinois Integrated Career and Academic Preparation System (ICAPS). This webinar recording provides a deep dive into the various workforce training models. Although it is specific to Illinois program requirements, the two ICAPS models both align to WIOA requirements, and the webinar includes pertinent WIOA definitions that are applicable to all states. Benefits and Uses The resource helps to define the components of the Illinois ICAPS/IET (Integrated Career and Academic Preparation System/Integrated Education and Training) Model One and Model Two in Illinois. Although it is specific to Illinois program requirements, the two ICAPS models both align to WIOA requirements, and the webinar includes pertinent WIOA definitions that are applicable to all states. A PDF of the webinar slides is available to view and download. Resource Notice This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites. Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.Resource URL
Publication Year
2019
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Abstract:
This report explores how improving the process by which edtech is developed and deployed in the marketplace can result in greater classroom impact for adult educators and learners.
In this third report Power in Numbers examines how edtech stakeholders can rethink the development and deployment process to ensure greater learner impact. We identify three typical pathways by which edtech comes to market and enters the classroom, and the common pitfalls that limit edtech impact.
Through this analysis, we determine key actions stakeholders can take to improve outcomes:
Benefits and Uses
This document is the third in a series of reports on the state of the technology market for adult learners.
The first report highlighted many problems that technology solutions face in serving the unique needs of adult learners. The second report focused on solutions and made the case for further investment in technologies that can be transformative for adult education. This third report unpacks why many edtech products experience suboptimal outcomes in terms of efficacy and utilization, and proposes solutions.
In identifying the roles that key stakeholders can play in improving edtech, the report identifies what an ideal product development and adoption pathway could look like, to the benefit of adult learners.
We aim to draw attention to the unique dynamics in adult education that key stakeholders can effectively address. We hope to provide a blueprint for decision-makers that can improve the process and, therefore, outcomes of adult edtech development.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This guide presents research-based design principles for developing financial literacy instructional materials.
Financial literacy education is a relative newcomer to the field of pedagogy requiring its own unique approaches with particular attention to deeply ingrained emotions and habits. Educational Methodologies of Personal Finance draws on research in education and psychology to provide a foundation for building well-structured, engaging programs that can be adapted to the needs of diverse learners. As such, the framework incorporates insights from both the pedagogy and research on how people change attitudes and behavior. Brief overviews of research-based instructional design principles are presented along with practical tips for implementation. The sources used to develop the guide are provided to allow users the opportunity to delve more deeply into those principles.
What the experts say
This resource is a valuable and practical guide for educators and schools considering the implementation of personal finance curriculum. It is also a great professional development tool for educators already engaged in personal finance instruction as the resource encourages deep learning by recommending activities, case methods and project-based learning. All instructors can grow and establish new methods to better serve their students, assisting them in being true learners of financial literacy, with customizable instruction ideas and individual insights into how to better support and serve their students. In each section, an overview with examples is shared for how to implement the type of instruction described, as well as tips for implementation and source references for further insight and support.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This policy brief identifies common elements of developmental education policies at the system and state levels: college readiness assessments, assessment cut scores, multiple measures for course placement, innovative course models and reporting systems.
For many students, developmental education is the largest obstacle to college success, hindering progress before they ever enroll in a college-level course. Research shows that less than 10 percent of students placed in developmental education at community colleges complete their degree within three years, and only 35 percent of four-year college students in developmental education go on to graduate within six years. These outcomes can leave students with mounting educational debt and no degree to show for their work.
As a result, postsecondary practitioners and researchers have been re-examining and challenging many traditional elements of developmental education from placement strategies to the sequence of courses that students must take. Policymakers are taking note of the research and considering new policies at the institutional, system, and state levels.
This policy brief aims to help state policymakers and postsecondary leaders learn about policies that shape developmental education and how changes become codified. The policy examples reviewed demonstrate how states and postsecondary systems guide student assessment and placement into either college-level courses or developmental courses, encourage best practices with new instructional methods and establish accountability. Across the states, these policies address:
What the experts say
This policy brief identifies common elements of developmental education policies at the state and systems levels. It is a well-structured, easy to understand view of important elements, poses useful questions for educators to consider, and provides a cross section of approaches from fifteen other states on how they are dealing with the same issues. The brief is a functional and practical resource for those adult educators currently involved or planning to be involved in developmental education.
The authors deserve credit for a concise, well-organized, and clearly-written article. Together with its embedded links, the article provides useful information and questions to help teachers and administrators evaluate and revise practice in the areas of assessment, placement, and course offerings. It also offers ABE and ASE teachers a quick overview of new developments in community college education that are relevant to them and their learners.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This library of CK-12’s interactive FlexBooks was developed by the Outreach and Technical Assistance Network specifically to support adult educators and learners. The library includes FlexBooks for Adult Basic Education, Adult Secondary Education, English as a Second Language, High School Equivalency, and Career and Technical Education courses. All textbooks are interactive and include instruction, interactive media (including videos), and knowledge checks.
This library of open-source textbooks can be beneficial to support on-ramp, bridge, or integrated education and training programming, and it can be used for Adult Basic Education, Adult Secondary Education, English as a Second Language, High School Equivalency, and Career and Technical Education courses. All textbooks are interactive and include instruction, interactive media (including videos), and knowledge checks. Three of the textbooks are relevant to health science careers, including a detailed course for home health aides. Given that these resources were developed on the CK-12 platform, they are designed to be easily reused with licensing that allows instructors to adapt and remix the content to be used in different contexts.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Publication Year
2019
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Abstract:
Designed for advanced English as a Second Language and General Education Development learners, this two-week unit helps students learn about currently available entry-level work that is in high demand, pays over minimum wage, and does not require a high school credential. This easy-to-use PDF unit contains eight lessons that include detailed objectives, teacher guidance for all activities, and activity handouts. Lessons are designed to help learners practice the English and employment-preparedness skills necessary to obtain entry-level jobs.
The Career Exploration Unit includes detailed easy-to-follow lesson plans and accompanying print materials. The materials focus on the needs of students in the categories of English as a Second Language/English for Speakers of Other Languages/English Language Learner and may need to be adapted for Adult Basic Education-/Adult Special Education-level learners. It can be a helpful resource for guiding English as Second Language learners in deciding which integrated education and training pathway they would like to join.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Publication Year
2019
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Abstract:
This webinar provides viewers with an overview of Integrated Education and Training (IET) through the lens of Integrated English Literacy and Civics Education (IELCE) in California.
The informational video resource provides background knowledge for those new to IET, IELCE, and the process of creating a SSLO. The resource also includes this worksheet, designed to help instructors and curriculum designers develop SSLOs for their curricula.
Benefits and Uses
The informational video resource provides background knowledge for those new to IET, IELCE, and the process of creating a SSLO. The video includes strategies for successful collaboration between IELCE/IET programming and industry and focuses on the features of effective SSLO. The time stamp feature of the YouTube video allows the viewer to advance the video to the content desired. The context of the video is focused on ABE programs in California; however, the strategies and suggestions presented can be used by ABE professionals in other states. This resource also includes a worksheet template for developing your own SSLO.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Publication Year
2019