Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i12DKJI09267; Mon, 2 Feb 2004 08:20:19 -0500 (EST) Date: Mon, 2 Feb 2004 08:20:19 -0500 (EST) Message-Id: <F0A2E20726E77445BB749EA67AA8D4FBC266C6@aib-ex1.aiweb.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Heide Wrigley" <hwrigley@aiweb.com> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3144] a bit long - research in e-learning: learning collaboratively vs. individual learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 5544 Lines: 126 Hi, Susan and others I'm coming a bit late to the conversation having been waylayed by life's slings and arrows for a bit I think an interesting bit of research into e-learning would be an investigation into how adults work with others to navigate Web sites and find information that is useful to them. Are there various forms of "apprenticeship" at play that allow folks to learn from each other? Do adult learners share information about sites that they find useful (such as health or parenting sites and show each other where to find the "good parts?". Do classes where learners work in pairs or in small groups on one computer promote greater competence than labs where each students is pretty much left to her own devices? I would also like to see a comparison between E-learning models where students are CONSUMERS of information and models where students are creators of information. What happens in terms of engagement, time on task, transfer to other areas (such as increased computer use at home, including family use; and skill development and gains (in terms of language, literacy, AND technical skills.) Here's an example: We are currently working with a group of teachers and learners on the U.S. Mexico border (Socorro, TX) to integrate technology into adult ESL and family literacy and are using project-based learning as an approach. Students produce PowerPoints (on diabetes, for example) and videos (e.g., a NewsCast). They work in small groups to get information from the web to create inquiry projects (e.g., on domestic violence)and create community map (showing community agencies with information on each gained through information from the Web and through interviews.) They also produce "How to" videos that they burn onto CD-ROM that they take home to share with their families (the children and husbands end of very impressed). Each year there are a couple of "show cases" where students present their projects to both the school district and the wider El Paso community of teachers. For the most part, students work in pairs and small groups. We train the teachers by involving them in projects that use technology (low end and high end); these teachers then work with 2 or 3 students in their class to introduce whatever technology we've been working on - all technology is linked to specific projects. These students then train two or three other students who become team leaders in their group. We are tracking test scores (and are seeing significant gains in English fluency). Retention rates are high as well. As part of the project, we are documenting "what it takes" to get teachers and students engaged and "what works" in terms of promising practices. We use a modified case study approach. We don't have a comparison group (let alone a control group), but it would be great to see research that compares a model of individual learning with a model that uses a collaborative approach. One could vary these two models further by varying the degree to which students are "allowed" or encouraged to take learning in new directions. That would allow us to compare outcomes for students who learn with a model of programmed learning (where what is to be learned is pre-specified by the software or the Web course) with a model where students decide what information they want and need and create their own learning paths. Cheers Heide Spruck Wrigley LiteracyWork Associates San Mateo, CA -----Original Message----- From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov] On Behalf Of Bonnie Odiorne Sent: Saturday, January 31, 2004 5:32 AM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:3143] RE: Research Questions related to E-Learning Susan; Thanks for the request. I would like the possibility of multiple modalities addressed: it has long been my intuition that technology reinforces skills instruction by using additional sensory input; following directions, reading the screen, then performing a specific task within the application could enhance basic skills acquisition. Also: practice of skim and scan techniques on relatively complicated pages such as Internet sites and e-mail launchers such as hotmail. Using only sites supposedly accessible to literacy-level students is not going to serve them in the wider world. Warmest Regards, Bonnie Odiorne Ph.D Program Faciliator Working Smart Computers 4 Kids Silas Bronson Library Information Technology Center Waterbury, CT Integrating Technology, ABE and ESL Instruction -----Original Message----- From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov]On Behalf Of Susan Imel Sent: Friday, January 30, 2004 11:47 AM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:3142] Research Questions related to E-Learning Hello All, David Rosen suggested I post a message to the list asking for suggestions for areas of research in e-learning in adult basic education. (E-learning is just a fancy term for the use of any sort of technology to deliver instruction). What questions do you have that you would like to see addressed by research? I'm preparing to write a brief that summarizes existing research in e-learning (a big area, actually) and applies it to ABE. Although there is some research in e-learning in ABE, as David pointed out in an earlier post this week, it is not a rich database. So, what questions do you have that you would like to see answered by research. Thanks in advance, Susan Imel (Ex-director of ERIC Clearinghouse on Adult, Career, and Vocational Education)
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