1. Competency-based Adult Education and Blended Learning
David J. Rosen
Blended Learning Guide

2. Competency-based Adult Education and Blended Learning: Introductions
Introduce yourself in the chat area:
Your name
Your role(s) in adult education: teacher/instructor. Program administrator, professional developer/trainer, etc.
Your Program/organization
Your city/town and state
Do you use competency-based and/or blending learning now?
If not, what intrigues you about these that brought you to this webinar?
Introductions: (10 minutes, to 10:55)
We introduce ourselves as the presenters
David mentions that we are co-authors of an Essential Education free publication, Blended Learning for the Adult Education Classroom
David explains that the guide is not for distribution yet –just for their use.
Carmine mentions that there is a handout (already passed out) with:
URL to the draft blended learning guide
URLS to the student computer skills survey and cellphone survey
Everyone On Adult Ed URL EveryoneOn.org/adulted
Carmine points out that there is free Internet access in this room for up to ten people who have portable digital devices but who do not have built-in web access. She points to the access code on the flip chart.

3. David J. Rosen, Ed.D
Many years focusing on the integration of technology in adult basic skills (incl. ESOL/ESL) at the University of Massachusetts Boston
Independent consultant to adult basic skills programs, states, and professional development organizations
LINCS Communities of Practice Integrating Technology and Program Management groups Moderator
Co-author of an Essential Education free publication, Blended Learning for the Adult Education Classroom

4. Objectives Participants will be able to:
Define competency-based education
Define blended learning
Describe advantages of blended learning to students, teachers, and programs
Describe how to get started with blended learning
Describe how adult education teachers and learners use blended learning, the range of models
Survey students’ technology skills and their access to portable digital devices
Objectives (5 minutes, to 11:00)
Carmine reviews the session objectives
Slides 4 and 5
By the end of the session participants will be able to:
Define blended learning
Describe the advantages of blended learning to students, teachers and programs
Describe how students and adult education teachers can get access to inexpensive computers and broadband Internet at home and in the classroom
to an action plan for trying out or improving their use of blended learning

5. What is competency-based learning?
Many different definitions, but most:
Are focused on learning outcomes, not seat time
Include a wide range of learning activities (face-to face and online courses, apps, etc.) to achieve the intended learning outcomes
Are underpinned by Mastery Learning and criterion- referenced, not norm-referenced assessment — the constant is that every student will achieve the intended learning outcomes; the variable is the amount of time each person needs to reach them, so learning is individually-paced.

6. What is competency-based learning?
Sometimes leads to micro-credentials, which leads to (stackable) credentials, as increasingly blended learning does
Includes contextualized learning
Is organized as learning systems with intended outcomes/objectives, and valid and reliable observable or measurable assessments that align with the objectives

7. What is blended learning?
Face-to-Face Integrated with Online Learning
Complexity Range
free, easy-to-find or prepare online lessons
sophisticated learning platforms that offer complete curricula
David

8. What is blended learning?
The online component can range in complexity and cost from free, easy-to- find or prepare online lessons stored in free online filing systems, to sophisticated online or blended learning platforms that offer exciting features and complete curricula
The online component can be offered asynchronously or in real time (as the instructor teaches).

9. What percent of online vs
What percent of online vs. face-to-face learning is required to be considered blended?
30 to 79%
Truly blended
1-29%
Web Facilitated
80+%
Distance Learning
David

10. Why use blended learning
Why use blended learning? How will it help students, teachers and programs?
Blended learning may be more effective for adult learners than only face-to-face learning or only online learning -- Texas Educating Adults Management System (TEAMS)
Glenda Lynn Rose post to LINCS ment-9097
David

11. Why use blended learning?
Higher education and K-12 research on blended learning also suggests that it is effective. “Students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to-face instruction.”
based-practices/finalreport.pdf
David

12. Why use blended learning?
Students can acquire digital literacy/digital readiness, and online learning skills
A way to “make up” missed classes
A way to make homework more convenient and appealing
Extends learning time so students can reach College and Career Readiness Standards
David

13. Why use blended learning?
Enables easier monitoring of student progress
Fits well with workplace basic skills
Fits well with competency-based (proficiency-based or mastery) learning models.
David

14. How adult education teachers use blended learning….They:
Supplement instruction with online videos
Differentiate instruction for each student
Incorporate chats or discussion boards, e.g. for practicing writing in English
Create free, private, class Facebook pages. (Adult Educators Using Facebook for Education FB group)
Carmine

15. How adult education teachers use blended learning….They:
Add an online presence to face-to-face learning
Use web-based filing tools such as Scoop.it, Pinterest, or Livebinders
Use content-complete online programs, such as Burlington English or GED Academy
Use free online tools and resources such as polling software, video customizing software such as EdPuzzle, online quizzes, and more
Carmine

16. How adult education teachers use blended learning… They:
Use shell platforms to build their own online presence, such as Schoology or Edmodo
Make free, class instruction websites using Weebly, Wix, WordPress, or Google Sites (See Comparison chart)
Incorporate teaching digital literacy skills
Use free, easy-to-use blended learning tools that are described in the guide and listed in the appendix of the Blended Learning guide.
Carmine

17. How to get Started Using Blended Learning
To begin, consider these questions: 1. What are the teaching/learning problem(s) you are trying to solve with blended learning? 2. Why do you think blended learning will help you solve those problems? 3. Is this for some, or all, of the classes in your program? 4. What are the content areas and levels of content you need in the online learning component?

18. How to get started
5. Do you want to obtain, or possibly purchase, a new online learning management system (LMS) or content management system (CMS), or do you plan to use an existing one?
  6. Do you want the online content to be provided for you, or do you want to use a free or inexpensive shell program and find or create all your own content, or a mixture of both?

19. How to get started
  7. Do you want a feature that reports learning progress, and if so, what information would you like it to report?

20. Blended Learning Guide
learning-teachers-guide-web.pdf

21. Questions and Discussion
If you are doing blended learning now, tell us what you are doing.
For you, what are the most compelling reasons to use blended learning?
What else would you like to learn about blended learning?

22. Evaluation
What was the most useful part of this session for you, and why?
What do you plan to do with what you learned from this session? What are your next steps?

23. Useful Links
Web Address for Blended Learning Guidehttp://app.essentialed.com/resources/blend ed-learning-teachers-guide-web.pdf Handouts for this Webinar nded%20Learning%20Handout%20COABE%20Webi nar% docx?dl=0 Webinar Slides %20%26%20BL%20COABE%20Webinar% pptx?dl=0 David J. Rosen