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Using the Internet to Teach Workplace Literacy Skills

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Title: Using the Internet to Teach Workplace Literacy Skills


1
Using the Internet to Teach Workplace Literacy
Skills
  • Presentation to Annual National Summit
  • The Sloan Center on Innovative Training and
    Workforce Development
  • December 13, 2007 Washington, DC
  • Mary McCain
  • TechVision21

2
Why Distance Learning?
  • Distance learning has come of age and has
    earned credibility and legitimacy as efficient
    and effective method for learning, through
    research, evaluation and testing.
  • Distance Learning increasingly integrated into
    all education levels except that for underserved
    adults, depriving adult education of benefit of
    connection to and benefit from educational
    institutions
  • Distance learning is the only method to reach
    this large group of workers in ways that are
    cost-effective, scalable and effective for adults
    with limited opportunities.

3
Workforce Crisis Education Demand
  • Between 2000 and 2015, about 85 newly created
    U.S. jobs will require education beyond high
    school.
  • 69.8 of jobs will require work-related training
  • 20.9 will require a bachelor's degree or higher,
  • 9.3 will require an associate's degree or
    postsecondary vocational award.
  • 2006 Survey 400 senior human resource executives
    across industry and company size (BLS)
  • 49.5 said percentages of two-year college
    graduates they hire would increase
  • almost 60 said hires of four-year college
    graduates would increase
  • 42 percent said hires of post-graduates would
    increase over next five years

3
4
Workforce Crisis ICT Skills Demand
  • Over 77 of all jobs in US will require some
    level of ability to use ICT by 2010.
  • Nine of the ten fastest growing occupations
    through 2014 are health or information technology
    occupations.
  • A recent survey of seven countries, including the
    US, by the Organisation for Economic Co-operation
    and Development found minimal differences in the
    intensity of computer use in occupations ranging
    from knowledge experts to high-skill
    information to low-skill service.
  • Between 2000 and 2015, about 85 percent of newly
    created U.S. jobs will require education beyond
    high school.
  • i Norman C. Saunders, Employment Outlook
    2004-2014 A Summary of BLS Projections to 2014.
    Monthly Labor Review Online, November 2005, p. 7,
    Table 4. www.bls.gov/opub/mlr/2005/11/art1full.pdf
    .
  • ii The Business Council Survey of Chief
    Executives CEO Survey Results, February 2006.
    The Business Council and The Conference Board.

5
Adult Literacy Levels Basic and Below Basic
  • Prose Literacy 43 (93 M) at Basic or Below
    Basic
  • Basic 29 (63 million)
  • Below Basic 14 (30 million)
  • Document literacy 34 at Basic or Below Basic
  • Basic 22
  • Below Basic 12
  • Quantitative literacy 55 at Basic or Below
    Basic
  • Basic 33
  • Below Basic 22
  • Non-literate in English 11 million adults

5
6
Post-Secondary Literacy
  • 2006 report Even in the best-performing states,
    only 65 of community college students return for
    their second year and only 67 of students in
    four-year institutions complete degrees within
    six years of enrolling.
  • 2003 Survey of Adult Literacy Number of college
    graduates with the highest level of literacy in
    prose (proficiency), declined from 40 in 1992 to
    31 in 2003.
  • 2005 study by the American Institutes for
    Research that tested graduating seniors from 2-
    4-year colleges, found prose proficiency among
    whites to be around 40, but that of blacks to be
    under 20.
  • i ii J. D. Baer, et al., The Literacy of
    Americas College Students, American Institutes
    for Research (2006), cited in Kevin Carey, The
    Black-White College Literacy Gap, Education
    Sector, found at www.educationsector.org/analysis/
    analysis_show.htm?doc_id364915.

7
Examples of Adult Literacy Abilities
  • Proficient and Intermediate
  • Associated with majority of non-manual labor
    jobs abilities such as comparing viewpoints in
    two editorials identifying a specific location
    on a map computing and comparing the cost per
    ounce of food items.
  • Basic
  • reading and understanding information in short,
    commonplace prose texts
  • locating easily identifiable quantitative
    information and using it to solve simple,
    one-step problems when the arithmetic operation
    is specified or easily inferred
  • using a TV guide to find out what programs are on
    at a specific time
  • comparing the ticket prices for two events
  • Below Basic ranges non-literate to having
    abilities listed below
  • locating easily identifiable information in
    short, commonplace prose texts
  • locating easily identifiable information and
    following written instructions in simple
    documents (e.g., charts or forms)
  • signing a form adding the amounts on a bank
    deposit slip

8
The Hard to Serve and Hard to Find
  • Wages track closely to levels of education yet
    low wage workers face multiple barriers in
    acquiring the further education and training that
    can provide opportunities for getting and keeping
    jobs and for advancing to jobs with higher wages.
  • Individuals with low/no levels literacy, skill,
    ESL communication are not in typical marketing
    range
  • Financial, family, transportation, education
    credentials, other issues make it difficult to
    impossible to participate in place-based,
    time-regulated instruction.

9
OECD survey in 7 countries (US included) of adult
literacy found that in each, people who used
computers consistently scored higher on average
on the prose literacy scale than those who did
not.
10
Technology- Enabled Learning Its Going On All
Around Us
  • Social context of knowledge is often overlooked,
    especially in the context of work.
  • Participation in communities often closely
    aligned with actual work of community members, so
    the knowledge exchanged is likely to be timely
    and highly relevant to immediate knowledge needs.
  • Information and communications technologies can
    enable continuation of face-to-face interaction
    among individuals working remotely, or provide an
    extension of this interaction with colleagues in
    other regions and nations. i
  • i Eilif Trondsen, The Business of Digital
    Game-Based Learning. Learning on Demand SRI
    Consulting Business Intelligence, December 2005,
    p. 2.

11
Mobile Learning
  • More than 233 million cellular subscribers in the
    US at the end of 2006, an increase of
    approximately 25 million over the 141 million
    subscribers at the end of 2002.i
  • Hispanic-speaking food service workers in
    Sodexho, McDonalds, and other restaurants are
    learning English via a portable electronic device
    that enables them, by pointing at a picture on
    the screen, to record and hear English
    pronunciation as many times as they need to help
    them master their speaking skills.
  • Marriott International is developing bite-sized
    training podcasts so a worker can download
    information to cell phone, laptop and iPod as
    needed.
  • Young people and adults with limited means,
    limited time and limited education, can use
    Internet-enabled cellular phone or games to
    access information as text, video, image or the
    help of a teacher or mentor often can make the
    difference between staying with a program or
    dropping out.
  • i CTIA-The Wireless Association, CTIA
    Semi-Annual Wireless Industry SurveyCTIA
    Semi-Annual Wireless Industry Survey.
    http//www.ctia.org/advocacy/research/index.cfm/AI
    D/10316

12
Characteristics for Effective Online Learning for
Workplace Literacy
  • Multi-media.
  • Mimic through simulation or stories a
    real-time/real-place learning situation.
  • Offer tailored responses to an individuals
    answers or choices.
  • Provide opportunity for repetition and practice.
  • Reference or take place within a workplace and/or
    real life context.
  • Supported with print materials.
  • Aligned, when relevant, with state and/or federal
    education, language, or other standards (such as
    SCANS or CASAS).
  • Engaging and non-threatening.
  • Focus on possibilities (in outcomes, in jobs, in
    abilities) rather than on limitations (low
    literacy, unemployment).

13
Additional Useful Characteristics Include Factors
that Enable Success
  • acquiring skills for getting a job,
  • negotiating the workplace,
  • finding useful information using computers and
    the Internet,
  • managing practical aspects of daily life and
    culture,
  • developing the self esteem and motivation

14
Digital Literacy Microsofts Digital Literacy
Curriculum
  • www.microsoft.com/about/corporatecitizenship/citiz
    enship/giving/programs/up/digitalliteracy/default.
    mspx
  • Five course curriculum that provides a foundation
    of basic computer skills to learners with little
    or no prior computing experience.
  • Combines eLearning, assessments and a certificate
    test in an adaptable format that can be used in
    an instructor-led classroom environment or as
    self-paced study.
  • The five Digital Literacy eLearning courses
    offered include
  • Computer Basics The Internet and World Wide Web
    Basics Productivity Software Basics Computer
    Security and Privacy Digital Lifestyles
  • Computer Basics requires a literacy level
    appropriate to read a local newspaper. Remaining
    courses require mastery of Computer Basics, or
    similar experience.
  • Each course includes an online assessment of 30
    randomly generated questions linked to the key
    course topics.

15
ESL
  • EnglishForAll
  • http//www.myefa.org/login.cfm
  • Multi-ethnic Web-based and CD-ROM program
    includes five compelling, real-life stories in
    twenty, fifteen-minute episodes.
  • The site includes interactive student activities,
    streaming video (for broadband connections),
    Flash-based audio, and a course management system
    for teachers to track student progress.
  • Print materials are available in PDF and
    downloadable without charge from the Web site.
  • The lessons track to the students answers as
    well as to the episodes, which become
    progressively more difficult.
  • The student may review his/her answers with those
    that are correct and view the videos and lessons
    repeatedly.
  • The content is based on the California ESL
    standards and skill areas identified in the
    Latino Adult Education Services Project, and it
    is correlated to CASAS and SCANS competencies.
    The site also includes Spanish a translation of
    most of the online text. A link to an online
    translator accommodates speakers of other
    languages.
  • Sed de Saber (Thirst for Knowledge)
  • Handheld device that uses storytelling, voice
    recording, games and review exercises to enhance
    the English language skills of Spanish-speaking
    employees in Hospitality and Construction
    Industries, as well as for Everyday Life. In use
    by major restaurant chains and by Marriott Intl.,
    as well as by Home Builders Institute.
  • www.retentioneducation.com

16
Selected Online Learning ProgramsWork
Readiness, Literacy, ESL
  • TV411- www.tv411.org
  • Dynamic, pedagogically sound material using media
    and print available on public TV stations, video,
    online, downloadable print materials
  • To enable people to use on their own, or in
    classes, or with families to improve basic
    reading, writing, and math skills. Idea is to
    help people become learners.
  • Structure
  • Weekly, half-hour episodes consist of discrete
    segments hosted by both fictional and real-life
    personalities and a cast of entertaining TV411
    characters who walk the learner through the math
    and literacy topics of everyday.
  • Each episode has an accompanying 12-page workbook
    which further explores concepts presented in the
    show and provides opportunities for practice.
  • Online components include interactive lessons and
    articles addressing the themes of money,
    parenting, people, and health.
  • Web site has a bulletin board to provide users
    with personalized support and a forum to share
    their writing and ideas. Content and skills are
    at a pre-GED level, articulate well with most
    state curriculum and crosswalk well with EFF,
    CASAS and SCANS.

17
Selected Online LearningWork Readiness,
Literacy, GED
  • PBS Workplace Essential Skills www.pbs.org/literac
    y
  • Helps adult students advance toward their GED and
    improve those basic skills needed at the
    workplace, either through classroom-based or
    independent Web-based instruction.
  • computer technology.
  • Video, print, online
  • Individuals at 4-5th grade reading levels
  • Extensive pilot and evaluations in multiple
    states
  • see ProjectIdeal

18
Selected Tech-Enabled ProgramsICT Skills for
the Office
  • Microsofts Unlimited Potential Program
  • www.microsoft.com/about/corporatecitizenship/citiz
    enship/giving/programs/up/
  • Cash, software, curriculum, and technical
    expertise to nonprofit 501c3 CBOs, CTLCs
  • Enables individuals to learn about technology and
    gain the information technology skills needed for
    employment in the IT field or other industry
    sectors.
  • 8 modules provide content for the community
    (nonmatriculating) learner that focuses on
    real-world skill development in the areas of
  • Computer Literacy Computer Fundamentals
    Information Literacy - Using the Internet and
    World Wide Web Digital Media Fundamentals
    Productivity Applications Word Processing
    Fundamentals Spreadsheet Fundamentals
    Presentation Fundamentals Web Design
    Fundamentals Database Fundamentals.
  • Files available in Microsoft Word format, so
    instructors may customize lessons.
  • English, Spanish, French, and German. Russian,
    Arabic, and Simplified Chinese in development.

19
Selected Online LearningEveryday Needs and
Interests
  • The Learning Edge
  • http//thewclc.ca/edge/
  • Image, voice, text newspapers
  • E-Square
  • http//alri.org/esquare/
  • This is an "electronic square" or village
    designed for adult learners with low basic
    literacy skills. There are a number of
    storefronts (health center, jobs center, library,
    family center, computer center, early childhood
    center, community arts center, library, and home
    buying and rentals center) with low-literacy
    content inside, much of it written by adult new
    readers and writers.

20
New Initiatives/Reports
  • National Commission on Adult Literacy
  • www.nationalcommissiononadultliteracy.org/pandp.ht
    ml
  • Dare To Dream, Chapter on Technology, Media
    and Distance Learning
  • Center on American Progress,
  • Lifelong Learning (Brian Bosworth)
  • www.cap.org

21
Online Learning for AdultsResearch and
Evaluation
  • National Center for the Study of Adult Learning
    and Literacy (NCSALL) Harvard Graduate School
    of Education
  • National Center on Adult Literacy (U Penn)
  • www.literacydirectory.org www.literacy.org
  • Project Ideal (Improving Distance Education for
    Adult Learners)
  • www.projectideal.org

22
Research and EvaluationCalifornia Distance
Learning Project
  • http//www.cdlponline.org/fivepercent.htm
  • http//www.cdlponline.org/index.cfm?fuseactiontea
    chers
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