[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588828-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588828-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","adult-literacy-education-technology-solutions-for-adult-basic-skills-challenges-blended-learning-program-development","ADULT LITERACY EDUCATION - Technology Solutions for Adult Basic Skills Challenges - Blended Learning Program Development","","Focuses on technology-enabled solutions for adult basic skills practitioners addressing common blended learning challenges. Defines blended learning as integrated online and face-to-face instruction, and explains why adult education programs need guidance for planning and development. Proposes starting with a planning team and working through key design questions, including goals, content requirements, and decisions about hardware, LMS/CMS selection, content sourcing, and learner progress reporting. 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Rosen, Newsome Associates  \nThe focus of the Technology Solutions for Adult Basic Skills Challenges column begins with common challenges facing adult basic skills practitioners, expressed, for example, in the LINCS Integrating Technology group for which I am the moderator, in other LINCS groups, in my national and state conference or webinar presentations, or privately in face-to-face discussions or by phone or email. Solutions to these problems, at least in part through the use of technology, include: hardware such as desktop and laptop computers, smartphones, electronic tablets, VR Goggles, and electronic whiteboards; and digital software applications such as websites, course management systems, learning management systems, databases, and apps for mobile devices. Each article begins with a challenge and examines one or more possible technology solutions.  \nDescription of the Challenge  \nBlended learning is the integration of online learning with face-to-face learning. It is not just adding technology, or even adding online learning technology, to face-to-face learning, which is sometimes referred to as hybrid learning; true blended learning requires integrating face-to-face learning with online learning. Many adult basic skills programs have considered offering blended learning, and some have been trying to do it but have found that they need help with planning and program development.  \nPossible Solutions  \nIn this column, I will emphasize that although choosing the right hardware and software maybe important, program planning is the place to start, and I will offer two resources, available free online, that may help you anticipate and solve problems in program design for blended learning.  \nIt’s a good idea, when making a major programwide change to create a planning team, because then the implementation is more likely to meet everyone’s needs: adult learners’, teachers’, tutors’and program administrators’ needs.  \nAssuming your team wants to begin to offer or to improve blended learning, team members could begin by asking and answering these questions:  \n1. What are the teaching/learning problem(s) we are trying to solve with blended learning?  \n2. Why do we think blended learning will help us solve those problems?  \n3. Is this for some, or all, of the classes in our program? What drives this decision and how might it inform our future implementation of blended learning?  \n4. What are the content areas and levels of content we need in the online learning component?  \nCorrespondence: David J. Rosen, [djrosen@newsomeassociates.com](djrosen@newsomeassociates.com) 84  \n5. Do we want to obtain, or possibly purchase, a new online learning management system (LMS) or content management system (CMS), or do we plan to use an existing one?  \n6. Do we want the online content to be provided for us, or do we want to use a free or inexpensive Learning Management  \nSystem (LMS) and find or create all our own content, or a mixture of both?  \n7. Do we want a feature that reports learning progress and, if so, what student learning progress information, or other kinds of information would we like it to report?  \nSomeone on the planning team needs to take notes. If you plan a program-wide solution, circulate the notes to all your colleagues to collect their additional questions, and for clarification and refinement of answers. The team may decide that no one knows the answers to some questions, for example questions 5, 6, or 7 above, and that more information is needed, such as what the prosand cons are of these choices.  \nIf you decide you want to purchase an online CMS, and you know what content area(s) and level(s) you need, you will find a list of some major adult basic skills education publishers that may have Content Management System products of interest at [http://bit.ly/30gmBg4](http://bit.ly/3","cbCaicc1YGDL2tJP","https://ap.wps.com/l/cbCaicc1YGDL2tJP","pdf",80119,"English","# Description of the Challenge\n# Possible Solutions\n## Building a planning team\n## Key questions for blended learning design\n# Recommended guides and free resources","[{\"question\":\"What does blended learning mean in adult basic skills programs?\",\"answer\":\"It means integrating online learning with face-to-face learning. It is not simply adding technology or online tools to existing instruction; it requires true instructional integration.\"},{\"question\":\"Why is creating a planning team recommended for programwide blended learning changes?\",\"answer\":\"A planning team helps ensure the implementation meets the needs of adult learners, teachers, tutors, and program administrators. It also supports note-taking, question collection, and refinement of answers.\"},{\"question\":\"Which decisions should the planning team make about the online component?\",\"answer\":\"The team should determine the teaching/learning problems to solve, which classes are included, the content areas and levels needed online, and whether to use or buy an LMS/CMS. It should also decide on content sourcing and what learner progress information the system should report.\"}]","ADULT LITERACY EDUCATION - Technology Solutions for Adult Basic Skills Challenges - Blended Learning Program Development | PDF",1792066017]