- 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?
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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.
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Publication Year
2020
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Abstract:
For decades, California adult education has been developing tools to address how changes in technology in turn change society and therefore learning processes. The focus has been in three areas: (1) infrastructure— resources and access; (2) uses for technology— instructional, assessment, and student information systems; and (3) approaches to creating learning environments— distance learning, professional development, and communication. In the spring of 2021, a team of California adult educators examined the research and shared their practice for offering and greatly expanding high quality distance learning in the context of the COVID-19 pandemic. The end result of their work was a brief published by CALPRO that can be found here http://calpro-online.org/documents/CALPRO-Research-Brief-15-508.pdf.
Original webinar date: September 10, 2021
Webinar recording link: https://youtu.be/E60K7hdmUqs
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Abstract:
This session will help address some of the common challenges that teachers may encounter during the initial stages of implementation of TABE® 11 & 12 such as where to start, what materials to use, and how to help students succeed in this more rigorous test. This session will focus on teaching strategies and resources that align with the technology-enhanced items and format of the test. In addition, teachers will also explore how to allow students to take full advantage of all the available technology tools on the test. Lastly, teachers will walk away with a wealth of online teaching tools and resources aligned to the TABE® 11 & 12 Assessment Blueprints.
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Abstract:
Did you know that there are mathematicians that spend their entire life trying to solve one math problem? These are highly educated men and women who see mathematics as creative and open. They are not confined by rules – they MAKE their own rules! But isn’t it unfortunate that in the adult education classrooms mathematics is thought to be a subject of rules and procedures? That it isn’t something that is creative. This webinar will explore the powerful idea of mathematical freedom and change mathematics for learners so that mathematics becomes about learning instead of performing. Participants should expect to be engaged in thinking about problems in an open and creative manner, to begin to see the world deeper, but not necessarily faster.
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Abstract:
Did you know...in 2019, there will be 6 million job openings for information security professionals—but only 4.5 million security professionals to fill those roles? It is time to bridge the confidence gap. Alamo Colleges has developed the Cyber Core-4 Pathway to help adult education students bridge the confidence gap and complete a suite of 4 CompTIA Certificates in less than a year. Alamo I-BEST started the journey by posing as CompTIA instructors and attending the national conference. Over 50 completed students later, it is time to share the surprising things they learned. Let’s bridge the cyber confidence gap together. Alamo Colleges will share the truths, myths, and best practices.
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Abstract:
Are you teaching your students to think about their thinking? Are you giving them opportunities to build their critical thinking skills to problem solve? Let’s have fun together discovering metacognition activities, strategies, and lessons to build important thinking skills for success in class and in life. Teaching critical thinking is good for ALL students and especially important in reaching those with learning difficulties.
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Abstract:
The attached slides show the overview of the C3's Professional Development Initiative for the state of New Mexico Adult Education programs. See the innovative, research based practices used in a blended learning environment to elevate AE programs in our state. If you are interested in viewing the entire document, please go to: https://tinyurl.com/y2vpcyvb
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Abstract:
This presentation is aimed at adult learning educators and administrators interested in exploring open educational resources (OER) for the adult classroom. For those new to OER, we will introduce and explain the benefits of their use in adult education, and provide resource recommendations and advice for how to get started. For the experienced OER user, we will discuss insights from our research and efforts curating and testing OER resources. 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.