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Designers for Learning Webcast 53

well hi everyone and welcome to
designers for learning’s first webinar for our new semester this fall for our
Open ABE MOOC. Tonight is Thursday September 15 2016, and we’ve assembled a group of panelists that are our facilitators we have 16 facilitators
total in the course and I think we’ve got what of 5 or 6 of us here tonight just to
say “hello”. So, again I’m Jennifer Maddrell I’m residing right now in chicago
illinois and Leecy do you want to start us off and say I was a SMEin the last MOOC, and I’m looking forward to being with you this time again.
Ruth, do you want to go ahead? Sure, hi I’m ruth sugar and I was a
participant in the MOOC during the last cohort and i’m very excited to help out
as a volunteer this time. And we have a Amanda Duffy hi everyone I’m Amanda and I helped the
development and the facilitation of the MOOC last time and I’m really excited to
be a part of it again and we have JR who I think it’s working on some shaky Wi-Fi
i’m not mistaken so JR are able to say hi? this point you want to see your hello
later hey sorry about that by audio is just
kind of dropping out a little bit my name is JR Dingwall one of the course
designers but also a facilitator and I currently reside in edmonton canada
excellent well thank you all so much for being here tonight and thank you to all
the viewers as you may have heard a mention when we before we officially
started this is a new interface for us we were very familiar with zoom but we
now have the ability to have up to 500 people in a webinar webcast or whatever
they call it and so the features are a little bit different for all of us for
us as panelists as well as maybe for you as yours who are used to working with
zoom I’m for one example everyone comes in muted and then i have the ability to
promote everybody as a group or line which for obvious reasons is needed so
we don’t have a hundred and some people trying to jog out the same time I’m just
going to go ahead and jump right in by I’m sharing my screen I have a set of
slides and hopefully save some of those those of you can help me out by posting
the link to that and the chatroom I really appreciate it I kind of lose my ability to walk and
chew gum here once we once you get going and but what if I first want to do i
first saw can everybody see this right should not your head you can see I’m
right ok and then which is also please feel
free to use the text chat we’ve got the other panelists are trying to keep an
eye on the text chat and and also if you raise your hand with questions will and
will certainly do our best to address them as they come up but i do have about
15 or so slides and we’ll go through them rather quickly I’m of what are our view is of the
course and give you a sense to lay of the land of what you can expect over
these next 12 weeks but i really want to start out by just thinking everyone this
is a service-learning course and we really do try to emphasize that through
the process clearly we’re all here to learn more about instructional design
and network and to get to know each other but at the heart of what we’re
doing we really are here to provide a service to be adult basic education
community and we really try to you have that we threw everything we do in the
course and for that we really thank you for for participating with us a different presentation of you just
don’t thought I’d let you know oh yeah thank you that’s ok I i think
it’s weird on my end I mean if you can still see the slide though right okay great thank you yeah it’s a little
wonky for me for some reason when I then blow it up to presentation mode and
sometimes our agenda tonight at my why don’t you just met the facilitation team
but then i’ll also share a link with you that will give you a little bit of
background and all of our team I’d like to go over some housekeeping items in
terms of important dates which it should be on your calendar and also this
semester we tried to do a better job and finding ways for you to connect with
peers with a very large class right now we’re starting out at 1200 which is
actually less than what we started out with last class and we ended up at over
2,000 so we fully anticipate more people will join us that we’re going on and
that really becomes like a fire hose information and we really want to try
more to do a better job this year of keeping it from just being the
facilitators and interacting and and I think Lucy were calling them the SMEs we
were calling the subject matter enthusiasts and we really want to try to
reinforce that idea number all experts in some way shape or form and so we
incorporated a few things and of course this time that we didn’t have last time
that will hopefully help help you be able to connect with your peers both
inside canvas as well as outside and then we will spend a little bit of time
going through the course format certainly don’t want to repeat there’s a
lot of information in module module 0 of the course so if you’re confused about
what this whole experience is about which I don’t blame you it’s a big horse
lots of people a lot of moving parts my best recommendation is to head to module
0 and just go through it page by page and we’ve tried to make it like a
frequently asked questions so you get a good sense of what the need is why we’re
all here and then also how the course lowes once you get into it and so
tonight we’ll talk a little bit about the badges with a design project is that
the tools were using on oer commons and how you can get a sense for what your
design project requirements are which are all part of the design guide and
then finally we’ll talk a little bit about our Bonus challenge which is for
those of you that are joining us that have been with some prior cohorts and
you’ve already done the main part of the course and now you’d like to come back
and do an additional bonus challenge will talk about with that it’s all about so as I mentioned there
were six of us here tonight from the facilitation team but there are many
more of us that are part of the project behind-the-scenes so if you click on the
link that’s here that will take you to our webpage at the studio that designers
from learning that org and you’ll see the full roster of our participants on
the facilitation team it’s an amazing group of people got a lot of folks that
our faculty and various colleges across the globe for example Camille dicks and
Dina’s and in melbourne and it’s okay well i guess i can’t forget our Canadian
connection with ji goodnight you’re only created him from the project
I have to keep pointing that out for J so they mentioned our current enrollment
worried about 1,200 people which is anything pretty amazing so the reason I
didn’t bring this up is I personally have never taken a course that had 1200
people in it so before we started tonight amanda was commenting on how
amazing it is we’ve already had several hundred people
already post their introductions so it is going to be a fire hose of
information you will see a lot of information and so my best
recommendation for those of you who are like me that have never done this before
we before we started doing it signers for learning just dip your toe in if it
gets overwhelming step back believe the discussion board that you’re in its
overwhelming and move on to something else find your people and your kindred
spirits and if you use the search features within our discussion boards
you’ll be able to drill down to say for example maybe with a college you went to
the country you reside in your special interest so there’s lots of different
ways to slice and dice this call hundred people without having a completely feel
overwhelming but i think the cool part of it is is we r 1200 people and so what
we bring to the table is pretty amazing i mean in terms of our backgrounds and
experiences so let’s not considered a positive and and try to minimize the the
overwhelming feelings that we all we all will inevitably get so in terms of important dates last time
I this is a 12-week course last time we had people the progress slower through
the course then we prompt and anticipated and we extended the end date unfortunately we can’t do that this time
I were butting up to the end of the semester for a lot of faculty that are
on our facilitation team and also the holidays so that’s going to be a pretty
firm date so you is your kind of laying things out in your mind you’re going
through the course you can see it considered that december for this day to
be a pretty firm date we’re going to shut things down and again just because
the facilitation team and others and many in the class are teachers and and
they’re going to be having a pretty busy time of it coming up toward the end of
the semester and then we also have three additional live webinars planned and
certainly you don’t need to attend the live sessions we are recording the
session and we’ll post it on the website but if you are interested in joining
live here is the schedule and then we have something kind of cool plan for
november $YEAR 12 it’s a designer’s for learning as a non-profit and it’s going
to be are all fundraiser and we’re going to fundraising campaign and on the
12-foot November we’re going to have a 12-hour webcast on and we’ve gone out
and we’ve invited pretty cool people from all different landscape parts of
the education landscape and they’re going to be joining us one person an
hour and it should be we should prove you’re pretty cool day we’re going to be
using this interface it will be in zoom so we’ll get all the information out
later about how you can log on but it would need it we don’t have to schedule
fully filled out as far as the number of people about halfway there getting our
12 speakers confirmed we should get that pretty quickly we should have those them
those firmed up as i mentioned we’re working pretty hard this time to enable
peer-to-peer connections so this whole area and our course is new this time we
had a peer-to-peer chat and we did have some special interest groups but we set
up literally 200 project groups which are just blank right now they’re empty
and so if you go to the section of the course where it says join or create a
project group if you’re interested it’s totally optional if you’re the kind of
person that it’s not me i don’t i don’t balance both enjoyed for many object but with other people but if
that’s your cup of tea and that’s what you’re interested in you can do it yeah
by going to join or create a product group and it will walk you through the
instructions on on how to do that yourself a quick little screenshot and
you go to the people side and the left navigation that will bring up what
you’re seeing in front of you click on the tab that says groups will be glad to
see all 200 of our blank project groups and we have two that are already formed
as you can see in the first trip there about five people participating on that
project team the next one has three and certainly you are free to set up your
own with you have I guess I colleagues are people from your your college
program or whatever it may be your usual in a random way didn’t meet up with
folks that’s fine and then basically once you’re in the project room it looks
a lot like canvas you have the ability within your group to have I the
discussions just among the folks in your group either the collaborative features
love such as sharing files and things like that you’re able to do so that’s
kind of a cool feature if that’s your that’s your thing you’re not into doing
groups ignore what he just said it’s a very it’s totally optional and then we
also i’m here from everyone are many people anyway I would say the vast
majority of people who join our projects that they’re very interested in the
networking aspect of designers for learning and so we have a group on
LinkedIn Facebook Google class for Google+ I think google+ is kind of going
by the wayside we haven’t had a lot of people side overhead but then we
certainly have a hashtag that we use on Twitter open a bees which I’m sure you
it’s seen or heard me reference already I’m and so if you go to if your twitter
person you can either follow us on that designers for learning and you’ll see
all of our updates or you can follow on with the hashtag open a te and then
you’ll be able to keep up with things have updates and announcements that we
may have their we also have digo and i’m not sure how many people these days
there that familiar with digo but digo is a social bookmarking site and it’s an
action for people who like to share resources the links or whatever it may
be I’m and a hundred people are signed up
for it so there’s certainly some some people there but it’s not nearly as
robust some of us are other areas and I also wanted to put in a hugs for length and maybe I’ll just
pause for a moment Amanda and least i’m not sure if you
have the ability would you mind giving us a quick little update about race
because i think it’s really really cool for the folks that are in our course to
know a little bit about it you’ll need to start out links is a fantastic
resource for adult educators and it has several resources to help people who are
administrators teachers even students I mean researchers anyone i worked with
the 16 communities of practice each one deals with a different topic i do
reading and writing University of literacy there’s yellow there’s
technology their their discussion groups that invite practitioners to discuss
ideas for resources come up with innovative ways of finding solutions etc
there’s a learner portal that is designed to for learners for adult
learners and it has vast resources that some of you might want to use for
developing your materials there’s a professional development uh section
there’s a learning portal for you can take 30 self-paced courses and there is
a fantastic resource center that allows you to find articles and research and is
just an amazing collection and today yeah yesterday $TIME a.m. and i
participated in enough webinar that introduce people to other free ESL
pro-reform sources it’s a fast buck wanted content or professional
development for ESL teachers but it can it also has resources from burners so if
you join links and I invite everybody to do so because it’s a fantastic resource
for adult educators are you registering then it takes a couple of days for them
to approve you and then you can join the communities and discuss and I invite
everybody to to really get in there and discussing issues because through dialogue we learn
and that’s kind of an overview that’s beautiful thank you did you have
any comments Amanda’s and working on to any clubs you want the next week I mean I i would just echo everything
that Lisi said and then just say that it’s really a safe place to ask
questions because there are people who are brand new teachers and there are
people who have been teaching for years and all of them asked questions all of
them have questions so it’s just a really safe space to seek advice from
your peers ok I’m and certainly if there are other
plant communities that you belong to that’s what our peer to peer connection
is or even in the area that we have a fast for resources if you belong to a
community that you think is really cool and we would all benefit from knowing
about these feel free to share that I’m into that end I’m going to share a
couple things that have just popped up that in the last couple days . and this
one wasn’t left last couple of notes about this one for a little while but
I’m this is kristen Anthony she’s in our course and she also runs a podcast
called dear ID podcast and she was very sweet to move the interview she did with
me you today so she is a podcast we recorded over the summer and she posted
it today and it’s an amazing i love her whole approach she’s very open and transparent about
her design process and she’s working on projects on her either volunteer worker
think she’s working on at work she has a blog that she maintains and so you can
follow along with what she’s doing there but the interview that she did with me i
was getting her to lay of the land as far as how designers for learning him to
be what our goals are for projects and things like that but she has really cool
stuff that she puts out and I just wanted to bring her up as an example of
I’m sure when you go through the introductions will notice that many many
people have portfolios they have websites that they maintain blogs they
maintain and so it’s great to go poke around and see what people are doing
because as we all know in today’s world when you go out to find a job people are going to ask to see your
portfolio they’re going to want to have some idea what about what your educational philosophy
is and it’s scary as it is to put yourself out there in an online forum or
whatever it may be a lot of the ones that have posted on our class I’ve done
a bang-up job a great job of doing of putting things together I’m Jennifer raised her hands Jennifer
you want to put your question in the text chat would that be alright or maybe
you’re just playing around and stuff maybe just pushed by accident Kazarian
down and then the and second example I just wanted to highlight and again there
are so many we could spend literally hours tonight going through the great
examples that were posted in our introductory post last night and this is
a brittany brown mcdonald and she is a member of our course she’s also a
doctoral student at Virginia Tech and so last night she did something really cool
yesterday afternoon and then I saw it last night she did a think-aloud process
of going through our module 0 and 1 mainly modules module one where we talk
about the learner the context and then the needs and ate it i posted here on
the bottom where you can you can look at you can find both on twitter as well as
on her website link to that and but it’s the whole process was so interesting was
very wrong was very rough but she knew it you watched her you could literally
watch her synthesize the design project and she went through all kinds of the
first steps you go through when you’re thinking about what the needs are what
the constraints maybe and so do take a peek at her work she’s she’s a real cool
person and it’ll be real and follow her work and as I said you know keep letting
us know if you’re doing a set some type of thing you post on Twitter whatever
just let us know that you’re doing something similar to $ADDRESSNUM so we
can follow along with but with the work you’re doing and now i’m just going to
spend a couple minutes because like I said module 0 and module 12 a pretty
good job of laying out what we’re looking for but i’m just kinda want to
do lay of the land for those of you that maybe haven’t had a chance to play
around too much in canvas at this point it is a project-based course so the
reason you’re here is to at the end of the day delet deliver an open
educational resource that will in effect be a lesson plan with materials for an adult and educator an
instructor to be able to use in their adult education classroom so the seven
modules that we’ve created take you through that design process and we also
as I mentioned have the bonus challenge so once you get into the guts of the
course they’ll certainly be the course content which you can download as an
ePub file and then there are practice doctors exercises they’re identified
exactly is that as a design practice exercise those are underrated and
they’re not anything that we need to see your you don’t need to sub submit its
just really reflected activities that you can do on your own and we usually
give for each one I think almost everyone at this point
after you’ve done that we give some things you can think about for example
Amanda had a really great resource for us she found this year it was the
empathy map which is in module one it’s one of the best exercise practice
exercises we have in the course and it’s brand-new and that’s an example of an
ungraded practice exercise to try then we have obviously the group discussions
that i mentioned already it’s the discussion forums we also have designer
reflections those are individual they only go right to the facilitators other
people in the class can’t see them because we also know there are times you
don’t want just you know you’re you’re you’re not interested in doing a
think-aloud that everybody can see I’m those are part of class and then finally
the design deliverables there’s going to be a design plan you turn in just like a
proposal a written proposal and then you’re going to be turning in a
prototype and then your final deliverable and so those are toward the
end of the course steps and modules for five and seven and then you’ll notice
also we have due dates that are on the schedule so if you click on assignments
you’ll see the roster of these that I’ve just described in terms of the
reflections in the discussions and however those dates are very squishy we
know some people are burning through the class already i know we have people
already done with module one and i know some people haven’t even enrolled in the
class yet so don’t get too freaked out if you’re getting too far ahead you feel
you’re getting behind the idea is just to have some schedule out there that
would would get people to December forth and then as I mentioned there the two
digital badges which are here so once once you complete successfully complete
the modules 127 you being eligible for instructional design
service badge and once you complete the bonus challenge you’d be eligible for
the open content badge the cool part of that open content page that’s actually a
co-branded badge with canvas and they worked with us to put their bonus
challenge together and so that’s that’s kind of neat features not just from
designers for learning and I want a kind of MIT step is being a talking head for
me and bring in the other facilitators to help me just describe what we’re
doing here in terms of our design cycle and we aren’t using any model that’s
truly did instructional design model i know a lot of folks are very familiar
with addy if you look at what we’re using you can definitely pull out
elements of addy but this is a basic design model that is used by architects
or engineers or you ever excused themselves . designer so first module of
the class you’ll be working on in the next couple weeks you’ll be really doing
this whole analysis phase and getting into some of the synthesis piece of
things i really wanted to spend some time now and really get the input of our
facilitators to help me out on this we’re going to be as i said in analyzing
the course of the project requirements as well as they need so why is
instructional support needed for Adult Basic educators and who our learners and
we put together these personas that you’ll see in module one will talk a
little bit about that i would what how you how you can use those and also the
learning context these are all things on this page it sounds pretty straightforward all
laid out here at this bullet point list and I’ll elliston again ask the
panelists here the facilitators to help me explain why it is really hard to get
your head around these points most of us in this class have not been students an
adult basic education course classroom is certainly have some festive and
volunteers and who work in this field and so a lot of times when we talk about
adult learners our minds go to graduate students for some reason or professional
development that you may have in a work setting and that’s not our learner
population so with that I’m going to be quiet and i’m going to ask our panelists
a man and our roots our Alisa at least he
worked in the field of many many years to give us offense can’t tell us what
it’s like to tell us what about adult basic education classroom looks like and
what the types of learners and maybe well i usually don’t mind getting
started in adult education especially in federally funded programs are the
population is 17 and over and in community programs or libraries are a
fuck the programs that don’t receive funding from the feds uh that can vary
but generally speaking is 17 year old and above and the population is very
considerably all ages it all needs all they can be occupational personal needs although the federally funded programs
these days emphasize workplace education and there’s a lot in and this Luke that
will describe what that means and how to contextualise ER or keep the learner
interested by approaching academic a good education like reading writing math
and all of that within the context of their interest I always read WIP PA and I call it with
Tia and I know Jennifer what did you pronounce it as at that it’s something
that not like that i was wrong exactly the same that sound in structural design
and it takes a full of students through an introduction to the material which
grabs your interest where you attempt to uh I call it hookem because your hook
and butcher interested in if you’re not interested in it your lasting drop and
then takes them through the warm-up where they get involved in talking about
what they know and then they take them through the actual practice and
application evaluation so for so that that model works very well are as low as
you consider the basic principle that adults learn to the extent that they
recognize it which are teaching them relates to what they need or they want
basically the design is is applicable to anything and I know that
anybody who completes this force will be able to use it in a variety of ways just
had a hook to you what I perceive as being not addressed as much as it could
be in the field that you’re now going to be dealing with adult dead there’s very
little out there on the internet or elsewhere for low-level readers and
low-level english-speakers there’s lots of stuff for people can read a k through
8 and above at grade level or above but there’s very little for low-level
readers that’s fun engaging interesting and related to need so if i can put out
a hook to you i hope that some of you will address that Jennifer you’re on the use another and I
was trying to me and I’m sorry about it you want to go ahead Ruth and and
describe what your your I’m sure yeah I guess I’m something to think
about with adult basic education is that it’s not ours prescribed curriculum is a
lot of as taking 12 years for example and so while there are standard which
everyone in this course is going to be introduced to teachers have a lot of
flexibility in terms of what they prevented students so that’s something
that’s different and also as we mentioned the context is different and
so a lot of what you’re going to be providing it’s supposed to be a lot more applicable to real life real world needs
that adults have whether it’s something for their work environment for their job
for family life for civic participation things like that so those are some
things that kind of differ for within an adult at classroom then what maybe you’re familiar with in a k-12
environment and the man if you want to take a shot yeah i would just add a couple of things
um one thing is location so I’m adult ADD programs vary in terms of their
funding and their their space availability so I’m some classes are
held with little-to-no technology some classrooms have an abundance of
technology that’s something to consider as you’re designing to kind of piggyback
off of what Ruth and Lisi mentioned is this idea of real world and it needs to
be applicable and I think it might be helpful to think about it in terms of
the adult learners time oftentimes our students come to us and
they’re working one or two jobs they have families and they’re taking classes
so what’s happening in the classroom needs to be immediately applicable and
they need to see that it is immediately able to be used in there in the real
life yeah that’s it that’s a great point and
that comes up right away i know a lot of people because we’re taking an online
course on canvas everyone assumes that were designing online learning and i
hope you caught on to what Amanda said a lot of the one of the classrooms that
we’re targeting the teachers that we’re trying to support do not have the
ability to have their students go online and so right off the bat our online
learning would not assist them and help them now they have to say as a man that
talks a that’s how every classroom is and probably as time moves on more
classrooms will move to our online or blended learning but I know that is kind
of a stumbling block for a lot of people when they join for some reason we just
assume that we’re designing online interaction and that’s the case so I’m
and then penny I see you’re here i’m sorry i missed you earlier do you have
people okay to use your your audio did you want
to give your perspective ok can you hear me now yeah we can hear you go hello everyone
from California I’m any person out of outreach and technical assistance
Network and so we get to work with a lot of adult education teachers and it’s so
nice to hear the call for more open education resources that can be designed
specifically for our adult learners one thing i would encourage and and UK in
Jennifer pop in here if I’m speaking out of turn is we’re seeing more and more
learners here in California that are turning to their mobile devices so as we
go through that design process it be nice to see some of those things be a
consideration for that only um and I think that in looking at all
that’s been spoken before what they see said when a man and you talked about
keeping all of that in mind it can make for some amazing products i’m sure so I
know that this is going to be a really great experience i’m looking forward to
working with all of you in one form or another you bring up an excellent point
and I think i posted either in the digo group or somewhere about fell ad which
gets your point and a and they’ve got some variation from a design standpoint
it’s very simple there they’re flashy date it’s their micro lessons and
they’re sent out as text messages and so it’s using my kind of a lowest
functionality affordances on a self-powered it’s not a smartphone but
the stuff they’re doing is pretty cool it’s called cell ad google it it’s
exactly as it sounds and and see what they’re doing but that’s a really great
point and then talk a little bit about how people within the class if that’s
something you’re interested in we do have a special interest groups set
up and again that peer to peer connection area for what I’m calling out
of the norm strategies so as we said kind of the normal classroom experience
may be face-to-face but certainly has everyone on has already mentioned we’re
certainly seeing that thing’s for cough and as technology improves and becomes
more affordable and more accessible and will ensure will see things from
eventually fork off into different direction so definitely keep that in mind don’t forget to say
just one more thing yeah come so well actually two more
things first thing is I’m as your as you’re planning on the course product
keep in mind that adult learners come from a variety of backgrounds and
they’re adults they have a ton of experience of life experience that you
can build off of and it’s really important to make those connections to
the students lives the second thing being many of the
students come to us having not succeeded in a traditional classroom so if like
most of us you tend to teach like you were taught
just try to be aware of that a lot of these kind of traditional for world you
know for wall classrooms did not necessarily work well for our students
so it’s it’s a great opportunity to be creative and what you’re trying to
deliver to the students and you know i mentioned earlier Brittany’s I think
aloud that she did and i really do anything I saw him I think Jason is in
that chat helping us try to find where that is i think aloud and she mentioned
anything about she’s dyslexic and inertia PhD students and so she was
really hammering on this idea of accessibility and that your students
certain mom students are going to have learning disabilities and so trying to
keep those types of things also being aware of that I just thought it was
really cool part of her think aloud as she shared that public place i’m not
telling secrets she she she shared that I think those are really interesting
things for us to as a group and they talk about and think about ways that we
can make accommodations and where necessary so like I said take a take a
peek at brittany’s thing as well say I know you and I are like we don’t have a
lot to contribute to this part of the conversation but did you have anything
that one dimension I i think just based on what popped up
in the conversation around the mobile devices is that Christopher Simpson
mentioned in the chat that is setting that students don’t have access to
technology outside of when they’re actually in the classroom with their
instructor and so I think it’s just really important for your projects as
you go through to consider who your learner is and design based on the
learner but also recognize that you don’t necessarily have technology and in
the field of it instructional design is very easy to
jump on right away and say yeah I’m gonna have all this technology and do
computer-assisted instruction and that’s not necessarily going to fit the
contacts and so let’s that’s a lot of what I’ve learned as it became projects
all day I think those are cool like I think if you talk to most instructional
designers you’ve been doing this a while these things that we consider
constraints are actually kind of cool to think through and then figure out ways
and as the man was posted in the text chat no Universal Design for Learning
it’s really what it boils down to is you know how can we make our product the
most accessible to as many people and that said let’s spend a couple seconds
now talking about and actually before we start talking about the other projects
this is a special favor and we have so many adult educators as we just heard
from those that are on our panel and our subject matter expert team but we have
so many that are in the classroom and so I together and truly through together in
about five minutes at Google survey and it’s going to be your responses will be
anonymous but what I’d like to do is to be able to share with the class your
responses regarding the contacts the learner the needs in any advice you may
have and again all with this idea of helping those of us including myself and
junior and some of the others that have designed backgrounds but not for adult
education to continuously get a better understanding or what we are what our
requirements are and what we need to be able to do so now getting into more than
double the details here as far as the the design project we are using one
common platform and this gets to be kind of confusing and I still don’t have a
great disgusting but this is all about but I’m
oer commons is an open educational resource repository and they also have a
feature called open author which allows you to create basically looks like a
google back so if you’re familiar with google docs that’s basically what you’re
creating it’s a blank shell when you open it up and so when you go in you’re
going to be using something called that we’re calling the design guide and so
that our design guide has three parts it’s got the first part is you’re going
to be describing what your lesson is the second part is you’re going to be
designing your lesson which means as well as Lisa mentioned before the
wikipedia framework and all this is laid out in a lot of detail in modules I’m
kind of cutting to the chase here so you have an idea what the endgame is and then the third part is i’m simply
where you fight your setup your resources in your references so while you’re really going to spend
most of your time in this classes and that hurts you when you’re designing
your lesson and really try to get your head around the fact that you’re
designing a learning experience so think about it that you’re there is
an adult educator and instructor that’s working either a one-to-one probably
more likely in a small group with adult learners and you’re thinking through ok
how is that instructor going to introduce the lesson how they’re going
how are they going to present material what type of practice at em activities
are they going to have and then not only what that sequence will look like but
what are they resources that they’re going to need so if you’re if they need
to if the learners are going to have some type of reading material you need
to find that reading material and if you can’t find it you need to then write
some type of passage that they’ll be using if it’s a worksheet you need to
make that worksheet and this came up i think Ruth actually brought it up over
the summer when we’re talking about thinking about how things went in the
prior class that kind of fell apart a little bit last year on some of the
designs where it became more of an outline for the instructor but didn’t
have the guts of the lesson didn’t have those handouts didn’t have the lesson
materials didn’t have the assessments didn’t have rubrics that might be needed
so that’s really your most of the time of the semester you’re going to be
spending your time working on that heart two is actually design less than what that instructor will be
doing with his or her learner’s and so if you really want to get into details
which were really jumping ahead now if you go to the design guide it’s in the course on the right hands
are in the left hand of every page it says design guide you click on that it
will take you to this google back and as you can see when you go in there that
its colorful to see who else is in me and the image document at the same time
that will lay out with the specific project requirements are it’s probably not a bad idea to go
through and read that a lot of it won’t make sense right now until you go
through all those modules but at least it gives you an idea what your endgame
is and I think Lisi you mentioned that in the one of the discussion forms this
week she considers that kind of hold part of the whole backward design
process where you think about like what do I need to do and what my learners
need to be able to do you kind of thinking that end game and then you
start to kind of backfill and and create those experiences the activities and the
readings and things that will follow from that if you kind of have to have a
pretty clear idea of what your goals are and so I’m probably another good thing
to do is to take a peek at our group that we have an oer commons we had about
40 resources that were completed during last last session you click on the link
that it to the bottom of this page from the adult learning zone oer commons and
Ruth has the resources needed to resources in there i’m not mistaken
generally who’s in our course now as a facilitator has I’m Susan Jones is on
our chat tonight she has a resource that she put together until getting offense
and and you’ll be able to tell we have a wide variety of people in our
class from novices to Susan and Ruth and and Janet are all adult educators so
they come at this experience with a very different taken a different focus and
you’ll be able to see that when you go through the artifacts that the students
created in our prior class and I think that will be a kind of an eye-opening
for you if you really are very uncertain right now about what we’re doing and
questions about what your project is that your work not if you spend a little
time poking around seeing what the prior group did and you know I think that will
be will be helpful for you and with with that said i would like to
also throw up a vote the group we have a little pool going here in the group
let’s see where it’s at right now I ask you going to click on the I don’t know i
know some people have different interfaces i’m not sure we able to see
what I I trip old earlier tonight about how many resources we think we’re going
to complete as a class and we have some very ambitious goals in that right i’m
looking on the screen and it looks like about thirty-eight percent people have
over 200 resources so you know from your lips to God’s that you know that we
would be great so either choose your cast your vote
either in the pole or you want to have over to this other google form that i
created I think you just kind of find it as a group we thought about what is our
end game and what is our goal with terms of the number of resources unless we
want to be able to design this class I don’t know about it i want you doing one
more thing and then i promise i will be cried for the next remaining time let
everybody to as a question jump in and I didn’t want to spend two seconds talking
about the bonus challenge this really is for everyone who’s already completed
modules 1 through 7 and turned in a deliverable and oer commons that’s
really needed for you to get all the stuff we talked about tonight to really
get your head around all that after you’ve done that and you want to take on
the bonus challenge I’ve been converting your lesson to online learning where you
would then incorporate such things as discussion boards and other things like
that that’s all part of the bonus challenge and Susan Jones is hanging out
down in the bonus challenge and i think let’s go gently isn’t working on that
and I think a couple of folks that you finish some of the modules last semester
are already tackling the material in there so that will be a fun little area
to watch as well and so with that now i will be so people want to start raising
their hands and I’ll start promoting people if you have your audio available
if you want to start i’m jumping in and a being promoted to panelist you can ask
questions that we have any any takers or if you want to continue to ask your
questions in the text chat that’s great too so a panelist is there anything i met
mr. far as gosh I can’t believe she didn’t say that that’s so important anything else you
want me to mention i didn’t think oh my gosh again say but I as you as we review
what was produced last time is important didn’t notice that Oh some plans have a better quality than
others and that we don’t edit content we suggest we provide examples we support
but essentially we don’t dog keep anybody from posting a lesson that
they’re going to use so as you review the resources you know where that some
have higher quality than others and you’re going to be the best judge as you
go along and understand what the design is an excellent that’s a really good
point and you’ll see in module 6 we have an evaluation module and so you’ll have
the ability to peer review other people in the class and we also then have a
facilitated step in and offer some guidance and this is lee said we don’t
dictate we just make recommendations and so the idea being these are all open
educational resources with Creative Commons licenses so maybe there’s some
glimmers of you know little rough diet or diamonds in the rough I you know if you look at me like yeah I
could do better I could I could work on that I should have actually mentioned
and amanda this is something you definitely wanted me to mention i failed
to do if you want to take one of the existing resources that was created in a
prior class and you think you can take it to the next level it’s open educational resources its
creative commons that’s the deal you can copy that into a new open author
document and and take it and run with it that’s that that’s an option as well and
so that’s the whole idea that behind what we’re doing to which leases . any
comments on that Amanda as far as like that’s really your head but you want to
make sure people know that they cannot can do that okay i mean i think that’s just it
that’s the beauty of oer so some people if you’ve not had the experience of
teaching or designing lesson plans for adult learners you can go to this site
and you can take a look at some of the resources and
then say how can I do this better how can i make it more meaningful unit for
the adult learners and it’s right there so i think that’s really exciting and
you can also combine them with other stuff that you find online that is of
course open yeah there’s some great questions coming
in as well and I think we see you might go and others certainly but the question
that Reid asked as far as having low level readings for low-level readers any
suggestions on where to go find some of the open resources where they could find
that material Oh what i can do is and I don’t have it
right here but i can share our sites that allow you to take your content and
paste it into the web and it’ll give you the the reading level and it matches
Amanda might know more about how to find those specific resources or maybe penny
I don’t know are others of you but uh just to add to what’s been said about
using other people’s material is open but it look at the license because
attribution sometimes is important so if you use his work provide attribution to
them first providing sort of the source for your
materials and then I’ll tell us the great question i think certainly Amanda
and maybe penny and others can dunk can answer who will be using our content i
know that’s certainly part of your job right Amanda’s to get people to use all
we are so you want to give us a sense of who the instructors will be will be
using our content i mean i think the instructors are going to be anyone who I
think primarily is on links or is a connection of anyone who is facilitating
or part of this course um or someone who is also familiar with all we are common
to goes in and then searches for adult education but you know we share them on
on links and we certainly try to incorporate them into our projects AI
are so every it really could be anyone and we will be around when we were
designing the course we evaluated a lot of oer repositories and we zeroed in on oer commons because it
really is the repository best known by adult educators arguably I’m so many
other repositories maybe more k-12 focus or even for higher-end and so they seem
to be the ones that are available time and I think still stands most likely for adult learner or adult
educators to to be able to stumble on and find and then alex is asking about
i’m getting a sense of our students i’m not sure how far in the course you are
yet Alex but in the first module we have personas and I don’t know what we called
on for a while Ruth RJR somebody wanted to talk a little bit about what the
nature of the personas are I can save my little something back ok well the personas are very helpful
because they give you basically a profile of what actual adult education
students are facing in their lives so I think there are maybe six or so of the
personas and each one is different and I it provides details of you know what’s
happening in their work life personal life their education backgrounds things
that they’ve faced with our goal our areas that they’re having challenges
with what their skill sets are so you can use all that information to figure
out well what would they be interested in learning about what something that
they really need to learn about what are there stripes so I want to play to their
strengths I can you know we’ve been things that they’re actually really
gonna respond to in a lesson and and that kind of thing so it makes it very
helpful to have that really gives you a sense of what does this particular
learner need the way I did mine when I was participating I I thought of it
whereas a group activity but I believe we have and Jennifer correct me if I’m
wrong but you can definitely do it more geared towards that individual learner
that’s in the persona but you can also think of it as a group of people with
those common traits add some yeah so we it’s exactly as you said we’ve shared to
believe it’s six different personas it could be person who’s incarcerated it
could be all different storylines and that are were contemplated but maybe
you’re an adult educator or you volunteered in a adult basic education
and your you thinking of somebody that whole ideas to get your head around
rather than just designing for like a generic person it’s almost like when
you’re writing they usually said that’s why i remember when i check some of my
first writing courses they said when you’re having a hard time writing think
about your audience of one person rather than thinking of a whole bunch of people
just pick one person and and write your narrative that person and that’s kind of
the same idea about what we’re doing with personas is certainly we’re not
saying that you your blessing will only be able to be used i reject a rural
setting how do we know who has trouble with
whatever we played out for him the idea of being more as you’re designing it if
you’re thinking of him in mind get more likely to have an empathetic approach to
what you’re doing and you may have a better appreciation for what his pain
points maybe what his feelings maybe and what is life struggles have been and
what his goals are and so that’s really the idea where my we have we’ve used the
personas yeah great great ball I think you really lock onto something
that’s important they’re like lots of times in product design or visual
communication design it’s like I want to create a product that can be used by
these 18 different groups and so you end up with
a product that doesn’t really do anything and so instead the approach
here is to really think about that one learner and how you can tailor the
lesson to get them to their goal and to amanda’s point is that if one already
exists for Jeff in that learner set how would that lesson be different if it was
for one of the other six personas how does the context change so then does the
delivery of that lesson change for the examples that make it a real life
situation change those those kinds of things I also just want to quickly
mention that was a bit of a question about the availability of the course
materials after December force yeah they’ll be available even that can’t i
am assuming your meaning the canvas Network course our course those bit will
be indefinitely the only thing that shuts down is the
discussion posts and I think that’s just more privacy issue there really only
available for those that are enrolled in the class and so unfortunately it’s the
way the world is we those just did not linger forever but the content of the
course will be as long as canvases in business and continues to host the
course they’ll they’ll be there forever I mean that I just want to pick up on a
couple points that Alex was making unfortunately we have not done this long
enough to know how our resources are being used at this point I individuals
we have no idea they’ve been downloaded or any of that information at this point
because we just completed them so but we do have a value al put a plug in for
this we are offering an evaluation course in the spring of 2017 it’ll start
in March when you may and that’s going to start that ball rolling we’re going
to do some deep deep peer review of the modules that have been created with the
idea that we’re going to start pilot testing them with adult centers down the
road and that thing that can happen next spring but that’s definitely part of our
endgame what we’re doing here is that what this is the design course is going
to be an evaluation of course we’re going to take that evaluation out to the
field and intestinal grow learners and we have so many questions ok how many we can get your lot more
great comments I will definitely say the text chat so we can go back through a
lot of people sharing some good resources as well let’s see any questions i’m
missing JR anybody who’s keeping up better and i am here I think I missed one I know I missed you we have the reading level ok landed on had a quad Donna had a
question regarding if we have any idea of how many GED takers are studying in
either a group of classroom setting versus how many are studying alone any
thoughts on that lady’s no offense sheriff but i don’t think you don’t you would be done yeah yeah the question
wasn’t a GED class room does that tend to be an individual working alone with
study materials maybe with the help of a tutor or it would be more likely that it
would be in a small group or classroom setting well as we discuss the settings for
adult learners is just varies immensely so it could be a tutored situation there
are a lot of materials that teachers give budging dude we can do wrong compound and so
forth also it it’s it really depends on the
financing for the if the if the program can finance a teacher not to or if it’s
just promoting tutoring and and from volunteers is it varies greatly and that
just put in a quick note the first client we worked with great centers of
hope and they very much checo an individual working alone with the help
of a tutor they had kind their own plan to get them to be able to pass the GED
and they worked on the materials individually so that was just one is
this lee said that was one example but that was definitely the one that they
wanted us to focus on when we work with greysun suppose I also wanted to mention
and i think i think this was a camera there was really not wasn’t rude that
was definitely a truth and another student another ended up in the prior
class had found a great set of resources but they weren’t open educational
resources and she wrote off to a person the author and asked if they would mind
licensing their work with a Creative Commons license should be able to use it
for her project and they said yes so even if you run into a brick wall looks
like it’s copyrighted material a lot of times you write contact a person explain
your need you’ll be able to get them to amend
their license and make it open like open license so and a lot of the projects
that we worked on that happened . a bit and I think soon has actually done that so I encourage you all to do that
because oftentimes they don’t actually know what open educational resources are
and they’re happy to make their resources available for people who are
used and modified I think we are all what is bitchy eating we had bad i’m
sorry that’s very bad about the g is what I’m going to try it because I know
I message out so what is the gdp general education fade again roof so
general education development yea general education development has
and it covered in module 2 and I’m sorry module 0 & 1 they’re actually now multiple pads to
particular high school equivalency couple different other taxes but we kind
of generically just so love everything under the GED okay well we have two minutes left and I
think we’ve hit all of our questions and unless I’m missing one you can post in
the bottom and i miss want anybody and I don’t see any grades mo’nique just after
something that just popped up in the Q&A ok I’m the cutoff actually had money we
don’t it’s maybe a problem but we turned off the enrollment date i believe it’s
deep into november so because some people do they have the time and so we
considered about a 40-hour project and so someone wants to join and in november
and $MONTH and the month November’s you know pounding through it they certainly
would have the time to do it so long-winded answer your question it’s
november all of these questions in the Q&A which
I have not done a great job I great okay so I’m see Reed was asking if
there’s a way to proposed project group dates to the larger group if you go to
the peer-to-peer text chat and I don’t know if you guys answer these and I
apologize if you already have i’m at the great shows we just not been
answered yet i’m so really if you go to the peer-to-peer chat and you can
propose your idea then that’s probably what the best way to then get people to
to branch off and then start joining a project group and I think we answered
Elizabeth II is so even though the course ends a December for that in terms
of the facilitator support and your ability to turn and deliverables to get
a badge the course materials will definitely be available after that
incident our discussion for publicly searchable online i’m not just
a quarter of canvas feature I’m sure it has to do with like four or whatever
that is I’m sure there’s something behind it but no nobody can see that the
question was kind people read our discussion forums outside of class the
other note that i just put on there is so although it’s everyone up here like a
google search that anyone can still register for the course have access
granted ok well we get the one hour we’re all
like what is it centres are wonderful with its central hit midnight got to
work what it is but anyway anything we’re done thank you all of our panelists and thank
you to everybody who join us tonight as i mentioned the recording will be posted
so if you joined us late $YEAR and early $YEAR the rest of the party and we’ll
see later in the course good and everybody you guys Jennifer by Subtitles by the community

Robin Kshlerin