- Module 1 - Getting started with Distance and Blended Learning
- Module 2 - Outreach, Screening, & Orientation: Supporting Distance Learners from the Start
- Module 3 - Effective Distance & Blended Learning Instruction
- Module 4: Assessment
- How can blended learning help with what and who is taught?
- Why use a blended learning approach?
- How can a program get started?
- What does blended learning look like?
- What online resources work with blended learning?
- What are some common challenges in implementing blended learning?
- “The Elements of Curriculum-Based Professional Learning” chart that is modeled off the periodic table; a summary table of the six fundamental shifts from traditional teacher professional development to curriculum-based professional learning;
- “The Concerns-Based Adoption Model” that provides a framework and tools for understanding change and the change management process proposing appropriate supports for individuals;
- “Recommendations for Teachers,” providing guidance on practices associated with different combinations of elements.
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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.
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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.
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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
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Abstract:
This toolkit provides communication techniques for facilitating a healthy living program for individuals with intellectual and developmental disabilities (I/DD).
The purpose of this toolkit is to familiarize users with intellectual and developmental disabilities and communication techniques to assist in successfully facilitating a healthy living program for individuals with intellectual and developmental disabilities (I/DD). This resource defines and breaks down the term "I/DD", explains the implications of the diagnosis, and offers concrete strategies on communicating with individuals diagnosed with I/DD, as well as best practices for supporting their success in making choices and completing tasks. The techniques presented are particularly helpful for those who have little experience working with individuals who have I/DD. Tips for dealing with challenging behaviors are included as well as links to additional free resources and the underlying research that informs this document.
What the experts say
There are a variety of reasons why adult educators will find Achieving Healthier Futures One Step at a Time useful. It is quick and easy to read; has interesting video links to support the text; has colorful pictures of the student population of persons with disabilities; and includes videos, graphics, and charts that support the topic. The authors highlight the importance of person-first language and the use of verbal and non-verbal communication strategies to help improve learners' understanding of and response to directions. Prompting hierarchies are introduced to provide scaffolding that aids communication when these learners struggle with directions. Also included are considerations for managing challenging behaviors. Taken as a whole, this resource provides an overview of ways to develop communication skills and routines when working with learners with ID/DD and ASD.
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 course was designed for education providers and practitioners teaching adult basic academic skills, ESOL, and literacy at a distance and/or through blended learning; it provides strategies and resources that are essential for both setting up and implementing distance education or teaching with a blended approach.
This course was developed by the EdTech Center @ World Education with support from the U.S. Department of Education’s Office of Career, Technical and Adult Education. This course was designed for education providers and practitioners teaching adult basic academic skills, ESOL, and literacy at a distance and/or through blended learning; it provides strategies and resources that are essential for both setting up and implementing distance education or teaching with a blended approach.
The course is made up of topics across four modules. Each topic is a micro-learning lesson that can be completed independently; upon completing each lesson you can earn a digital achievement badge. Complete all topics in a module to earn a Leader badge and complete all topics in all four modules to earn a Transforming Distance Education Innovator badge.
Benefits and Uses
This course was designed for education providers and practitioners teaching adult basic academic skills, ESOL, and literacy at a distance and/or through blended learning; it provides strategies and resources that are essential for both setting up and implementing distance education or teaching with a blended approach.
The course is made up of topics across four modules:
Required Training
No prior training required.
What the experts say
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
2020
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Abstract:
This guide is for teachers, tutors, and administrators of programs and schools who provide adult basic skills education and who are hoping to initiate or improve blended learning for their students.
Blended learning combines in-person and online instruction in order to extend learning outside of face-to-face classes or tutorials, differentiate instruction, or offer alternatives to reach unserved learners. This guide is for teachers, tutors, and administrators of programs and schools1 who provide adult basic skills education and who are hoping to initiate or improve blended learning for their students, including English for immigrants (ESL, ESOL, or ELL), adult literacy, adult basic education (ABE), adult secondary education (ASE), and transition to higher education. The key questions addressed are;
What the experts say
The What, Why, Who, and How of Blended Learning for Adult Basic Skills Learners is a well-organized primer on blended learning for adult education. The authors outline clear, actionable steps for blended learning implementation and include relevant links to organizations and content that can support on-going professional development in the area of blended/hybrid learning. The explanation of blended learning and the research-based evidence that supports it’s usage particularly in promoting adult basic skills is presented in a practitioner-friendly manner. Brand-name recommendations are pertinent to utilization in real-time applications and should be interpreted as such. Overall, the comprehensive “how-to” approach along with examples, resources and ways to address challenges allow for readers to customize blended learning and apply the best practices as needed.
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
2020
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Abstract:
The Elements: Transforming Teaching through Curriculum-Based Professional Learning is a challenge paper from Carnegie Corporation of New York that explores how professional learning anchored in high-quality curriculum materials allows teachers to experience the instruction their students will receive and change their instructional practices, leading to better student outcomes.
The Elements: Transforming Teaching through Curriculum-Based Professional Learning is a challenge paper from Carnegie Corporation of New York that explores how professional learning anchored in high-quality curriculum materials allows teachers to experience the instruction their students will receive and change their instructional practices, leading to better student outcomes.
Benefits and Uses
The resources offer valuable insights into curriculum-based professional learning and its impact on teaching effectiveness. Adult educators may find the reflection questions and prompts to be the most useful. The questions and prompts are intended to stimulate critical thinking and self-assessment among adult educators. They illustrate reflective teaching and identify areas for professional growth or improvement.
There are a variety of useful features, including
What the experts say
The paper provides a framework of elements for professional learning that is curriculum-focused and offers relevant examples of implementation. Therefore, it not only acknowledges the need for change, but provides explanations of guiding elements and options for employing them through practice.
The combination of theoretical frameworks, practical examples, research-based recommendations, and reflective tools makes these resources valuable assets for adult educators striving to enhance their teaching effectiveness and promote positive student outcomes.
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
2020
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Abstract:
Teaching Online: Communicating and Tracking Learner Progress presents a clear and comprehensive approach for instructors to transition from an in-person to online learning environment.
Distance Education allows for a continuum of instructional support. Instructional support can positively impact the student experience and student success. To ensure learner persistence, programs need to think about how to best communicate with learners and track their progress. Teaching Online: Communicating and Tracking Learner Progress presents a clear and comprehensive approach for instructors to transition from an in-person to online learning environment that promotes student engagement.
What the experts say
Teaching Online: Communicating and Tracking Learner Progress includes practical ideas for promoting online learner engagement. Recommendations include focusing on core curriculum, with a link to the vendor website, where readers will find an excellent collection of online teaching resources (free and paid). Educators are encouraged to supplement content to fill learning gaps and develop their own classroom homepages. The resource includes links to content development sites. Creative ideas on peer-to-peer engagement in the online environment are also included and reference the National Immigration Forum’s report on mobile-first remote English classes for immigrant workers, a resource that be used by an individual teacher/instructor/tutor or by a group of teachers trying to develop or improve their online instruction.
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
2020