Post on 24-Feb-2016
description
Nuts and Bolts of Distance Learning: 2011 and Beyond
Lynn Bartlett, OTAN and San Juan USD
This Workshop Will:• Review the current status of distance
learning• Consider how distance learning fits with
future directions in adult education• Review some of the program requirements• Update you on new OTAN projects for
2010-11
Where are we now?
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-090
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
Program Years
Lear
ners
2009-10 Decline in EnrollmentInstructional Program 2008-09 2009-10 Decrease
ABE 76,516 68,175 10.9%ESL 444,892 324,123 27.1%ASE 226,053 194,156 14.1%Citizenship 2,985 1,050 64.8%CTE 180,494 94,483 47.7%Adult with Disabilities 26,839 12,146 54.7%Health and Safety 26,911 9,466 64.8%Home Economics 17,371 7,475 57.0%Parent Education 67,688 24,089 64.4%Older Adults 142,319 41,690 70.7%Total 1,212,068 776,853 35.9%Includes Adult Schools administered by the CDE (both WIA, Title II funded and non-WIA, funded schools)
2009-10 Performance
ESL Reading Gains 2008-09
Regular Learners Distance Learning Only Distance Learning Blended Group0.0
2.0
4.0
6.0
8.0
10.0
12.0
6.6
6.7
6.7
7.3
6.6
7.5
9.4
8.5
10.2
ESL Average Reading Gains
12-74 hours 75-120 hours 121 hours & above
Mea
n Re
adin
g G
ains
Improving Persistence• Set clear goals and
expectations• Develop a clear assignment
and orientation process• Make learners aware of
choices and ability to transfer to DL at a later date
• Test blended learning for motivated learners
• Make extra efforts to conduct CASAS post testing
• Make learning more engaging — add Internet lab opportunities, small group activities, simulations
• Offer DL options until there are class openings
• Alternative instructional strategy
Persistence Rates Compared
New Directions in California• We need more access for learners at
every level• We have the tools• We need to develop the expertise• We need to reach learners not near
programs• Many opportunities for professional
development
Potential Distance Learning Venues
• Classroom and classroom supplements
• Learning centers• Community centers• Workplace• Home• Virtual classroom• K-12 campuses for specific Adult programs
• Churches• Restaurants• Factories• Casinos• Libraries• Apartment complexes• Recreation centers• Clinics• Businesses
From “Can I?” to “How Can I?”• National research shows that by 2015, 50% of
all learning will take place online• OTAN Web site offers evidence – assessment
data, persistence information, graphs and charts in annual Distance Learning Reports
• “Flexibility” does not mean that we relax our due diligence to maintain good programs, data and standards
• Lay the groundwork to ensure the future after 2013
Don’t Stop Now!• By continuing to collect data, we’ll have valuable
information for future.• Serving students by this modality is “the right
thing” because the ability to use technology is a life skill.
• Using distance learning may strengthen future funding.
• Look within your agency for logical partnerships---CAHSEE, credit recovery etc.
Create partnerships
Some Things Haven’t Changed• Although state adult education
apportionment funds have become flexible, those agencies collecting federal Workforce Investment Act, Title II funds for distance learning classes are required to submit an application.
“Without documented information about services provided, it will be a challenge to justify our programs and explain the key role we play in the state's economy.”
Debra Jones, Administrator CDE
Definition of Distance Learners• Learners who receive more than 50
percent of instructional hours in a distance learning format during the program year are considered distance learners for NRS reporting purposes. Workforce Investment Act Title II Adult Education and Family Literacy Act Revised for Program Year 2009-10
DL Accountability• Use TOPSPro student tracking software• Check Distance Learning on Item 13 “Special
Programs” option• Create unique class ID for distance learners• Run TOPSPro entry filters• Run TOPSPro QueryMaker
Be prepared for assessments
Workforce Investment Act Title II Adult Education and Family Literacy Act Assessment Policy Guidelines • C. Testing for Distance Learning
Programs • Learners in distance learning settings must fulfill
the same assessment requirements as all other learners. Agencies must assess distance learners in a secure proctored environment, either at the adult education site or other proctored and secure location with staff trained to administer the assessment. (Page 8)
Proctored CASAS testing at elementary school site
Over 80 Agencies Participate
Information about the Application
• Program Description• See other participating Adult Schools• Background Information• Sample Application [pdf]• Frequently asked questions (FAQs)• Advantages of Distance Learning [pdf]• Suggested level and attendance hours
for selected ESL curricula [pdf]
Information about the Application
• California Assessment Policy Guidelines
• Suggested level and attendance hours for ABE curricula [pdf]
• Suggested level and attendance hours for Test Preparation curricula [pdf]
• Suggestions for ESL Citizenship curricula [pdf]
Outcome-based Learner Mastery Model
• California Department of Education promotes a rigorous outcome-based learner mastery model with designated benchmark levels for program completion…
Curricula and Proxy Hours• Curricula used for distance education: Agencies may
use curricula approved by CDE that has been used successfully with field-based distance learning programs. Programs may also submit other curricula for CDE approval that meet the needs of the population they are serving.
• Proxy Hours: Proxy hours are determined by a review of agency Innovation program applications, and are based on a CDE-approved range for each curriculum and may include hours for additional activities to meet local needs. CDE provides proxy contact hours for curricula that are used extensively in distance learning programs throughout California.
Sample format for documenting proxy hours
Materials and Proxy Hours Recommendations for ESL
Materials and Proxy Hours Recommendations for Test Prep
The Innovation Programs continue to meet the three crucial benefit–cost criteria often used to evaluate the utility of a program intervention.
• Effectiveness• Efficiency• Equity
Distance Learning Email List• Group email for
Californians involved in distance learning
• mthacher@otan.us
Online Teaching Academy
• Application for 2011-12 posted in March• Training on principles of online instruction• Training on Moodle• Mentoring, online meetings
Sharable Online Courses• Several online courses will be developed• Can be used at a distance or blended• Currently piloting
– Advanced ESL– USA Learns 2nd Course
• Future topics to be determined
Distance Learning Webinars• Spring Schedule
– Easy Excel Activities for the Classroom, March 4– Using Moodle to Create a Course Web Site, March 5– Distance Learning Open Forum, March 10– Orienting Students to Online Learning, March 17– Moodle: Creating Quizzes, March 24– Building Community and Collaboration Online, April 29
Register at www.CAAdultEdTraining.org