- Basic computer skills
- Internet
- Windows OS
- Mac OS
- Social media
- Microsoft Word
- Microsoft Excel
- Microsoft PowerPoint
- Information literacy
- Supplement the instructor
- Design for life
- Engage the learner
- Build the community
- Connect the dots
- What are OER? A definition of the resource category.
- Why use OER? Highlights top benefits for administrators, educators and students, including reducing cost and increasing efficiency.
- Supporting educators with OER guides administrators on how to support educators in using OER.
- How to make OER work for you guides educators to try OER and adapt OER for their own use. This section also includes information on educator communities where teachers can learn and share advice with peers.
- LINCS Learning Portal points administrators and educators to related professional development resources.
- 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.
- Make a communication plan.
- Make a list of your program’s technology resources (hardware and software) and determine your learners’ ability to access online tools.
- Help your learners access free or reduced cost internet and data plans.
- Look to see what support your state adult education leadership is offering.
- Get training to key staff and prep support materials for learners.
- Set up a remote support system.
- Put all learning content in one place.
- Locate instructional resources on sites that have curated free content.
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Abstract:
This open-access version of the Northstar Digital Literacy Project assessments can be used for assessing digital literacy skills to inform instruction.
Resource URL
Publication Year
2018
The Northstar Digital Literacy Project offers online learning modules and assessments in ten categories:
What the experts say
Learners must be digitally literate in order to find and succeed in a career with family-sustaining wages. The Northstar Digital Literacy Assessment is a group of standards-based interactive assessment modules that measure adult digital literacy skills at a basic level. Each assessment moves the learner up a level in their digital literacy skills. The lessons are simple and easy to understand and navigate.
Many adult education teachers are seeking introductory courses in computer/digital literacy for themselves and their students. The Northstar Assessments are widely used in the fields of adult basic skills education and digital literacy skills. Designed specifically for adult basic skills (including ESL/ESOL) learners, the project began with designing a set of digital literacy standards that are acceptable to public libraries, adult basic skills educators and employers in Minnesota. The standards are based on the needs of low-literate adults as perceived by adult educators, librarians, and employment and training services specialists.
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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Abstract:
This report explores the potential for technology to enhance the teaching and learning of advanced math skills for adults.
In the second of three reports, Power in Numbers examines opportunity areas for technology to drive impact for adult learners. We propose that edtech investors and developers focus on five key opportunity areas, and invest in technology solutions to improve adult education outcomes. Each opportunity area represents a framework for analyzing technologies to achieve maximum impact.
They are:
Benefits and Uses
This document is the second in a series of three 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. This report focuses on solutions and makes the case for further investment in technologies that can be transformative for adult education.
Through the lens of five opportunity areas, the report highlights technology solutions and applications that have the potential to greatly impact adult learning outcomes, if given the required attention and funding.
We aim to draw attention to adult education as a field ripe for investment and innovation to would-be funders. For those already invested in the field, we hope to provide a framework for analyzing the impact opportunity of future investments.
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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Abstract:
These resource sheets for administrators and educators are 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 students receive the higher-level math skills they need to succeed. This resource provides administrators and educators with an understanding of what open educational resources (OER) are, why they are useful and how to get started using them.
OER: Accessing high-quality learning resources, for free (for Administrators and Educators) is a resource designed for administrators and educators interested in exploring open educational resources (OER) for the adult classroom. The guide comprises four key components:
Benefits and Uses
This introductory resource is aimed at adult learning administrators and educators interested in exploring open educational resources (OER) for the adult classroom. The resource sheet includes actionable advice and recommended online resources for them to get started with OER.
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 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.
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 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:
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
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Abstract:
Ready, Set, Go: Steps to Rapidly Start Distance Learning provides guidance to adult educators on how to quickly set-up distance learning programs for their students.
Setting up distance education usually takes planning and some pilot testing with selected students. When circumstances increase the urgency of implementing a distance education program there are eight things adult educators can do to get something going quickly:
What the experts say
Teachers may have been thrust into online instruction without sufficient preparation. They may not be computer literate themselves. It may be overwhelming for instructors to develop and deliver instruction to adult learners whose reading, speaking, listening, and writing skills may be limited. All this can be overwhelming. Ready, Set, Go: Steps to Rapidly Start Distance Learning is a brief, instructive, and accurate resource that identifies reliable tools and instructional services that individuals and programs can easily access to implement effective distance education. The most critical suggestions are those at the beginning of the resource; they include suggestions for the information teachers should gather before beginning an online class and provides ideas for curriculum.
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 brief explains what digital literacy skills are and why they are important.
This brief explains what digital literacy skills are and why they are important. It describes what skills students need for digital literacy and provides tips for integrating digital literacy in the adult education classroom.
Benefits and Uses
This briefs explain what is meant by "digital literacy skills" and the importance of these skills in adult learners' lives. It provides clear examples of instructional tasks that can foster students development of the necessary skills as well as tips for teaching the skills in the classroom.
Required Training
No prior training required.
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