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Abstract:
This session explores how administrators can use AI to build simple, custom systems with familiar platforms such as Google Sheets and Google Forms. Participants will see examples that help staff coordinate services, monitor learner progress, identify follow-up needs, and make more informed decisions about scheduling, staffing, and program capacity. The session also examines where these approaches add value, their limitations, and what responsible implementation requires.
Recording: https://youtu.be/Inh0c_Qdwa8
Presentation: https://claude.ai/artifact/2WJ2ToYkVA3K2fhpwmEhCj
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Abstract:
To prepare adult learners for a future in which technology continuously evolves, as do workplace demands, we need a robust working knowledge of AI literacy, along with the practical resources we can bring straight to learners. A complete look at the concept, and a full toolkit to teach it, will help us take learners beyond navigating specific products and toward a more comprehensive sense of agency and adaptability. In this session, I'll pull together insights from various AI literacy frameworks, a repository of free curricular resources, and practical instructional strategies to equip you with the toolkit needed to help learners question, evaluate, and adapt AI tools for their own goals. You'll leave the session with free resources that you adapt and tailor for any adult ed classroom and, critically, new strategies to move ahead with confidence!
Summit date: October 6, 2026
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Abstract:
Adult education programs need practical ways to turn learner practice into measurable progress. This webinar introduces a three-stage readiness cycle—diagnose, practice, verify—and shows how AI-powered practice, step-by-step feedback, predictive scoring, and educator data can support existing instruction. Using GED/HSE, TABE, CASAS, and workforce examples, participants will learn how to identify skill gaps, target remediation, monitor progress toward Measurable Skill Gains, and make better-informed readiness decisions. Original webinar date: September 11, 2026 Webinar recording link: https://youtu.be/66UMuNY-Pxw
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Abstract:
This article emphasizes the need for adult educators to adapt to the constantly evolving digital landscape. Traditional methods of professional development (PD) no longer suffice, so PD courses should strive to foster a lifelong learning mindset and encourage a culture of experimentation. The article outlines three strategies for creating an effective digital learning environment: nonlinear learning, leveraging community, and prioritizing practicality. Nonlinear learning embraces a fluid process that replicates real-world learning, emphasizing goal setting, experimentation, and collaborative learning. The power of community facilitates a space for shared learning and collective problem solving. Lastly, practicality emphasizes learning technologies that simplify and enhance teaching, with the educator in control of their learning path. Feedback mechanisms are integral to these strategies, fostering a community of shared knowledge and providing personalized support. The ultimate goal is to empower adult educators to leverage digital tools effectively, enhancing their instructional practices in an ever-evolving digital age.
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Abstract:
Adult educators integrate digital activities into instruction to provide flexible, engaging learning opportunities and help learners gain digital skills. Teachers are eager to create digital resources for their classes, but often are limited by the time and/or skills necessary to do so. A promising free-to-teachers solution employed in professional development initiatives is a form of service learning called the EdTech Maker Space. Educators learn about edtech and open educational resources while they curate, adapt, and create reusable digital activities that can be shared and adapted by others. This article describes the theoretical foundation of the EdTech Maker Space, provides examples of federally funded initiatives that leverage it, offers early insights from research on its use, and suggests how an EdTech Maker Space, as service learning, can transform curricular resources, promote flexible instructional practices, and fill resource gaps.
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Abstract:
Research shows that engaged and continuously developing teachers are more effective in the classroom. However, with a significant proportion of adult English as a second language (ESL) instructional staff consisting of adjunct faculty, it is crucial to address issues such as high turnover rates, feelings of isolation and marginalization, limited availability for PD due to transient schedules and multiple jobs, and insufficient funding for robust offerings. This article explores several best practices for overcoming those challenges—mini-conferences, professional development (PD) swaps, study groups, individualized faculty development plans, and leveraging technology for flexible and asynchronous options—and encourages other programs to adopt such PD initiatives to support and empower adjunct faculty.
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Abstract:
The importance of professional development to the success of adult education cannot be emphasized enough. In a field with many part-time educators, and where recruitment and retention of adult educators is an ongoing challenge, professional development plays a critical role in attracting, retaining, and developing teachers, administrators, and support staff. The Literacy Information and Communication System (LINCS) provides resources to support and advance these professional development efforts. This article shares the five-factor model for change through effective professional development and how LINCS implements this model to bring effective professional development to the field through the LINCS components.
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Abstract:
This article discusses how educators can bridge the digital divide for adult English language learners (ELLs) through mini-projects that are tied to family learning. These family motivated projects aim to boost learners’ English language proficiency and digital skills necessary for job readiness, and, most significantly, create stronger connections with their families. This article provides an overview of the learner demographics and programs at one nonprofit organization, the English Empowerment Center, and explains the key factors considered in designing the mini-projects. The authors discuss how the digital skills were chosen, common barriers to digital access, the importance of student motivation and digital resilience, and the role of weaving together multiple literacies. Examples of mini-projects focused on community and school connections are shared, along with outcomes related to digital skill development, family engagement, and learner confidence in supporting their children’s education.