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