- 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
- 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 guide describes the classes of a number of distance education teachers who have adjusted their courses to incorporate college and career ready skills, enriching the online experience for students.
Publication Year
2015
This guide describes the classes of a number of career readiness-focused teachers with the hope that they can inspire others to examine their distance teaching practices and offer a richer experience for their students.
This resource is divided into two parts. The first consists of a collection of short vignettes describing the "classes" of a number of these teachers. In most of the vignettes, teachers have used one or more electronic tools to enable them to offer a richer classroom experience. The second part of the guide describes the tools in a bit more detail, providing an easy way for teachers to learn about the tools that they might use in their own classes. The guide organizes and explores tools in four categories: academic skill-building tools, communication tools, productivity tools, and LMS & website builders.
What the experts say
This is a valuable resource for educators looking to implement promising practices and to deploy innovative tools of technology in their adult classrooms. This resource also adds to the stack of tools growing the research base for technology as a way of expanding access to educational programming, and to legitimizing distance education as a meaningful platform for adult learning. It may help adult education instructors teaching distance classes to rethink and revise their methods in the classroom.
Adult basic skills (including English language) teachers and program managers who offer, or are interested in offering, their students distance education or blended learning will find this practical guide of great help. In it they can read about what other adult basic skills teachers and programs are doing with distance education and blended learning, and they can find useful tools for doing it.
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:
For those professionals with the desire to implement, or further develop their implementation of blended learning, this guide will serve as a step-by-step road map for choosing and efficiently implementing a blended learning model design that meets their needs and budget.
Publication Year
2015
This guide to blended learning is intended for teachers and administrators of adult basic education (including ESL/ESOL/ELL, adult basic education, adult secondary education, and transition to higher education). It is designed to help teachers and administrators understand how blended learning can enhance learning in their classes, programs, or schools. For those professionals with the desire to implement, or further develop their implementation of blended learning, this guide will serve as a step-by-step road map for choosing and efficiently implementing a blended learning model design that meets their needs and budget. The guide has information and resources for readers who are new to blended learning, have experimented with blended learning and want to further develop or improve their practice, or are blended learning experts. The Appendix includes links to resources for adult basic education teachers, tutors and program administrators who want to try out or expand their use of blended learning.
What the experts say
Blended Learning for the Adult Education Classroom is an excellent resource for teachers and administrators looking to incorporate blended learning into a new or established adult education program. This is an excellent resource because it is realistic and has proven to be a way to instruct and learn, Blended Learning allows the student and instructor to modify the curriculum, class time and modalities.
Many programs believe that they have to have advanced technology and lots of money to implement blended instruction. This guide, which is unique to the field, makes it easy for anyone to explore the benefits of blended learning. It also provides easily-digested information and guidance on how to immediately implement research-supported practices in blended-learning 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.
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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:
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:
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:
Helping students reach their goals is the mission of adult education. One critical component is to reassure students that they are making progress learning and to document their achievement of Measurable Skill Gains (MSGs), such as making assessment gains. It is now far easier than ever before to improve the chances for students to make MSGs by leveraging technology. In this webinar, learn how programs can use CASAS’ impressive features to easily access assessment results that can be quickly used to determine the BurlingtonEnglish instruction to emphasize. Teachers’ lives have never been easier! This streamlined approach also provides the benefit of enhancing data accuracy and completeness for reporting purposes, as well as improving the chances that students eligible to be tested won’t be missed. Administrators’ lives have never been easier! Join us to see this great synergy in action. Original Webinar Date: November 16, 2020 Webinar Recording Link: https://youtu.be/BRT1qAW3sbQ
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Abstract:
In this current climate of health, economic and social unrest, new approaches for creating a greater abundance of effective and affordable career pathways for low-income learners are more important than ever. Two years ago, ten community-based teams embarked on a journey to do just that! They participated in the Minds that Move Us (MTMU) Adult Career Pathways Design Challenge, which focused on the creation of bold, sustainable career pathways approaches for low-income adults (aged 26+) for a chance to win $100,000 in prize money. Fast forward to present day, the ten teams have rich and timely lessons that are shared in The MTMU Toolkit: A Collection of Place-Based Solutions for Future Adult Career Pathways Models. During this engaging panel discussion, you’ll hear from teams that participated in the challenge and the project’s key partners—IEL, COABE, and NASDAE—as they discuss the toolkit’s key principles for being adaptable, removing barriers and maximizing potential to innovate within adult career pathways. Original Webinar Date: October 2, 2020 Webinar Recording Link: https://youtu.be/xPjjLVnMnqM