Displaying results 11 - 18 of 18
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Subject Area Frameworks for Adult Learners
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Description
These aggregate frameworks provide a structure to support learning in five subjects relevant to adult learners: Civics Education, Digital Literacy, Financial Literacy, Health Literacy, and Workforce Preparation. They include domains, topics, and subtopics in each subject. The frameworks were developed by aggregating existing curricula, assessments, and frameworks used in adult education and compiling insights from organizations and individual instructors. Use them to support Teaching Skills That Matter-aligned instruction, to locate and use resources in SkillBlox, or as a checklist for planning instruction and assessment.
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Findings from a National Landscape Scan on Adult Digital Literacy Instruction
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Description
In the first year of the Digital Resilience in the American Workforce (DRAW) initiative, Jobs for the Future (JFF), World Education, and Safal Partners launched a landscape scan to better understand what training resources and approaches are most relevant for educators seeking to increase foundational digital literacy and digital resilience for an adult learner population. Over the past decade digital literacy has emerged as an essential skill for personal, civic, educational, and career success. Yet few adult education professionals – including, but not limited to, those teaching in AEFLA-funded programs – have been trained to help learners develop the confidence, self-efficacy, and digital resilience they need to adapt to today’s digital demands.
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Launching a Digital Literacy Accelerator
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Description
The Office of Educational Technology (OET) at the U.S. Department of Education is actively looking for ways to promote digital literacy. OET believes that one effective way to support digital literacy is through innovative educational technology (edtech) tools created by a diverse array of developers who have a range of different backgrounds, life experiences, and education.
This report, coauthored by OET and WestEd staff, is aimed at agencies interested in supporting edtech or digital literacy accelerators, as well as education leaders interested in supporting strategies to address misinformation.
This report examines the following questions about the DLA:
What did OET and WestEd learn from research and the current state of the field of digital literacy to develop and scale innovations?
What were the problems teams were trying to solve?
What did OET and WestEd learn when teams applied their innovation to the identified problem?
What are the barriers to new innovations in the digital literacy space?
What best practices can OET and WestEd extract from the accelerator and apply to future thinking?
Based on OET and WestEd’s work with the DLA, what recommendations do we have for federal agencies to support the field of digital literacy?
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The Rapid Response, Innovation, and Challenges of Sustainability in the Time of COVID-19: Reports from the Field
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A new report that explores how adult education programs have adapted over time to the constantly changing conditions in programs caused by ongoing but inconsistent and sporadic COVID-19 infections and local policies governing public health. The report also looks at lessons learned after more than a year of remote teaching.
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Digital Resilience in the American Workforce: Technical Assistance Pilot Program
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Description
The Technical Assistant (TA) Pilot Program is a training program for instructors in adult digital literacy programs whose work is funded under the Adult Education and Family Literacy Act (AEFLA), as well as state professional development leaders. The pilot offers participants an opportunity to engage in peer learning and develop plans for using materials created by the DRAW team to enhance digital literacy instruction and make supplementary resources available to adult education learners. This program will include a webinar, state and local courses, and coaching.
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Researcher Guide on Interpreting Impacts
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Description
IES released a guide to help researchers avoid common misinterpretations of statistical significance and report study impacts that are more actionable for end users. Improving the quality and relevance of education studies is IES Director Mark Schneider’s central goal for the Standards for Excellence in Education (SEER).
The guide introduces BASIE (Bayesian Interpretation of Estimates), an alternative framework to null hypothesis significance testing, and walks researchers through the key steps of applying BASIE:
Select prior evidence based on the distribution of intervention effects from existing impact studies (e.g., IES’ What Works Clearinghouse database).
Report traditional (based only on study data) and shrunken (based on both study data and prior evidence) impact estimates.
Interpret impact estimates using Bayesian posterior probabilities (or credible intervals).
Examine the sensitivity of shrunken impact estimates and posterior probabilities to what prior evidence is used.
The guide includes “express stops” and a simple Excel tool so that researchers can quickly start using BASIE. Detailed “local stops,” technical appendices, and programming code are also provided for evaluation methodologists.
View the guide by clicking here.
This guide is one of a series that helps researchers implement SEER. Guides on generalizability and sharing study data were recently released, and a guide on implementation research is in development and will be announced on https://www.ies.ed.gov.
The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation, statistics, and assessment.
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Guidelines for Technology-Based Assessment
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Description
The Association of Test Publishers and the International Test Commission have collaborated to develop Guidelines for Technology-Based Assessment to promote best practices and ensure fair and valid assessment in a digital environment. These Guidelines are now in draft form and are available for public comment through May 15, 2022. The draft Guidelines are the product of a multiyear effort that involved dozens of invited authors, ad hoc technical reviewers, and extensive review by ten advisory groups representing practice areas and regions of the world.
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Digital Skills Frameworks and Assessments: A Foundation for Understanding Adult Learners’ Strengths and Learning Needs
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Description
The CREATE Adult Skills Network (the Network) research teams are developing technology-supported learning and assessment tools and implementing curricula to help adult learners build digital skills. Throughout this work, each team has noted the importance of gaining a better understanding of the digital skills learners need to fully participate in the research projects. To that end, this Network Brief will introduce several widely used and relevant digital literacy frameworks and assessment strategies used in adult education.
The brief provides high-level descriptions of the following frameworks:
Northstar Digital Literacy standards
The ISTE SkillRise Profile of a Lifelong Learner
Seattle Digital Equity Initiative’s (SDEI) Digital Skills Framework
The Maryland Department of Labor/Adult Education’s Digital Literacy Framework for Adult Learners