Hello all
This post (below), from the Technology and Literacy discussion list in the US, mentions the Learner Web: some might be interested in this. It was developed on the back of findings from the Longitudinal Survey of Adult Learning, which "found that adult learners move in and out of programs as they are able, frequently studying on their own when they can't attend classes." (http://www.learnerweb.org/infosite/LW_Origins.html) That sounds much like the situation here in the UK with ESOL students. As I say, this is worth a look.
James
-----Original Message-----
From: [log in to unmask] [mailto:[log in to unmask]] On Behalf Of Clare Strawn
Sent: 04 May 2009 18:38
To: 'The Technology and Literacy Discussion List'
Subject: [Technology 1969] Re: Tracking student learning
The study that was being sited in the conversation was the Longitudinal Study of Adult Learning by Steve Reder and Clare Strawn (www.pdx.edu). One of the outcomes of that research is the Learner Web (www.learnerweb.org).
The Learner Web is a learning support system providing structure and resources for adults who want to accomplish specific learning objectives. A learner can access the system through the Internet. The Learner Web integrates support services from existing local education programs, community based organizations, tutors, telephone helpers with existing online resources.
In addition to being web-based, The Learner Web is grounded and localized in Regions. Regions consist of a group of partnering organizations, usually led by a literacy coalition, public library, community college, or government agency in a state, county, city, or other geographical region. Regions can also be organized around a specific constituency, group of affiliated programs or need rather than geography.
Regions can choose and tailor existing Learning Plans needed by their local population and partners or create their own Learning Plans that are Region-specific. Education service providers can integrate their curriculum with the Learner Web to deliver blended learning opportunities for their students that supplement classes, or that enable students who temporarily cannot attend classes to stay enrolled and make progress toward their goals.
The Learner's progress toward their goal is saved in their account, along with an e-portfolio, providing continuity in their learning trajectory.
Clare Strawn and Steve Reder.
-----Original Message-----
From: [log in to unmask] [mailto:[log in to unmask]] On Behalf Of [log in to unmask]
Sent: Saturday, May 02, 2009 12:29 PM
To: [log in to unmask]
Subject: [Technology 1963] Tracking student learning
Colleagues: On May 1, 2003, Abigail Bucuvalas posted an article on the Harvard Graduate School of Education web site entitled " Supporting Adult Literacy Students: An Interview with John Comings". At the time, Comings was Director of the National Center for the Study of Adult Learning and Literacy (NCSALL) funded by the U.S. federal government.
One of the question and answer segments in the interview went as follows:
Quote "Q: What do you imagine will be some of the most effective methods of enhancing adult literacy programs in the United States during the next five years?
A: Most programs are set up like schools, where students are expected to complete a course of study. Our research shows that very few adults stay with a course of study; most engage in a series of episodes of learning in classes and self-study. Right now, students cannot connect their episodes of learning, both classroom and self-study, into a coherent learning path.
Technology may offer a solution to this problem. Adults could keep a record of their learning on the Web so that when they enter a new class, their teacher could look at this history and help students pick up where they left off. In addition, the Web could provide opportunities for students to continue learning between episodes of classroom participation in ways that build on what they have learned." End quote
It has now been six years since this idea about using technology to connect episodes of learning in adult literacy program classes with self-study out of class was envisioned by Comings as one of the most effective methods by means of which adult literacy programs in the U.S. would be enhanced.
I recall that over a decade and a half ago there was an idea in California about using what were called "smart cards" that learners could carry with them which would let program operators know in what adult basic education
(ABE) the adult learner had participated. This, too, was to make it possible for the learners and programs to track student's progress, though the idea did not incorporate the idea of also keeping track of the learner's progress through self-study. To my knowledge, this idea was never operationalized.
I am wondering how many programs have fulfilled Coming's vision and are now linking student's episodes of learning in the classroom with or without also keeping track of periods of learning by self-study during which they are not participating in a class. In your program, do you experience learners "dipping" into and out of classes over time and do you have a way to track their progression in their knowledge and skills development?
Do you think a national "smart card" or other technology-based method for doing this kind of tracking would be a good idea? Could this be set-up so that any program in the U.S. would be aware of where a given adult learner who shows up for an ABE program stands in developing language, literacy, or numeracy skills?
Tom Sticht
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