The document discusses incorporating 21st century skills into an adult basic education GED curriculum. It presents a curriculum framework that includes GED content standards, workforce keys, professional soft skills, digital literacy training through Microsoft IT Academy and IC3 certification, and a focus on 21st century skills like collaboration, communication, creativity and research. Evaluation of pilots found successes like increased student self-efficacy but also challenges integrating the content and maintaining program coherence. Future plans include expanding the program to more locations and subject areas. Case studies describe student capstone projects that integrated the curriculum content.
PluggedIn VA: Preparing adult GED students for success in post-secondary educ...Achieving the Dream
These are the slides from my presentation on the PluggedIn VA program at the 2011 Vision to Practice conference. PluggedIn VA is an innovative transition curriculum that prepares qualified adults for college and workplace success by integrating professional soft skills, digital literacy instruction, and project-based learning with traditional GED prep content. PluggedIn VA students graduate with a GED credential, a Career Readiness Certificate, dual enrollment credits, targeted workplace and technical certificates, and a completed capstone project.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
PluggedIn VA: Preparing adult GED students for success in post-secondary educ...Achieving the Dream
These are the slides from my presentation on the PluggedIn VA program at the 2011 Vision to Practice conference. PluggedIn VA is an innovative transition curriculum that prepares qualified adults for college and workplace success by integrating professional soft skills, digital literacy instruction, and project-based learning with traditional GED prep content. PluggedIn VA students graduate with a GED credential, a Career Readiness Certificate, dual enrollment credits, targeted workplace and technical certificates, and a completed capstone project.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
Common Core & The Digital Demands IntegrationMartin Cisneros
This session is for adults, but geared toward the best resources for students - skills for students that integration technology as outlined by CCSS, best student lessons, edtech tools and where to find them!
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
Participant Experiences and Financial Impacts: Findings from Year 2 of Achiev...Achieving the Dream
Slides from this session at OpenEd 2018 in Niagara Falls, NY. Presenters were Jessica Mislevy (SRI), Donna Desrochers (rpk GROUP), and Richard Sebastian (ATD).
Common Core & The Digital Demands IntegrationMartin Cisneros
This session is for adults, but geared toward the best resources for students - skills for students that integration technology as outlined by CCSS, best student lessons, edtech tools and where to find them!
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
Participant Experiences and Financial Impacts: Findings from Year 2 of Achiev...Achieving the Dream
Slides from this session at OpenEd 2018 in Niagara Falls, NY. Presenters were Jessica Mislevy (SRI), Donna Desrochers (rpk GROUP), and Richard Sebastian (ATD).
The Portable Z: How Virginia is Scaling the Z-Degree Across Its 23 Colleges ...Achieving the Dream
One advantage of a centralized statewide postsecondary system that shares core infrastructure, policy-making, and governance among diverse institutions is that often, promising innovations are able to scale more easily, and more quickly, than in decentralized systems. The Virginia Community College System (VCCS) has just this sort of centralized structure, which is enabling the widespread adoption and use of open educational resources (OER) across the system. Three years ago, only a small fraction of VCCS faculty had heard of OER, with far fewer using open materials in their courses. Today, with support from System Office grants, professional development funds, and local college monies, Virginia's colleges have helped develop over 70 new open courses, with many of these courses being adopted by entire college departments. Led by the pioneering work of Tidewater and Northern Virginia Community Colleges, Virginia already boasts three all-OER associate degrees, or Z-Degrees. Collectively these efforts have not only saved Virginia college students millions of dollars in textbook costs but have increased their chances of academic success.
In April 2015, The William & Flora Hewlett Foundation awarded the VCCS a grant to help fund the Zx23 Project. The long-term goal of the Zx23 Project is to identify what factors make a Z-Degree portable from one community college to another in order to eventually scale the model to all 23 Virginia community colleges. To that end, the grant from Hewlett is helping the VCCS to accomplish three initial objectives: (1) Adopt, adapt, and pilot Z-Degree courses across VCCS colleges, (2) establish models for sustaining and supporting future OER infrastructure, and (3) create a "roadmap" to be used by other institutions interested in scaling and sustaining a statewide or system OER infrastructure.
A cohort of sixteen VCCS colleges began work on the Zx23 Project in Summer 2015, with project faculty currently piloting new Z-Degree courses in September and planning courses for the Spring 2016 semester. Lumen Learning, an integral partner in the project, has been working closely with participating colleges to help build degree pathways and common OER practices and infrastructure, and to evaluate the outcomes of the pilots.
The goal of this session is to provide a valuable, on-the-ground report of the early results of this ambitious effort midway through its first year, as well as stimulate conversation and ideas about the project from the broader OER community.
Scaling Open | Reducing Textbook Costs Across Virginia’s Community CollegesAchieving the Dream
Presentation at the Innovations 2015 Conference in Boston, MA. Discover the innovative ways Virginia's 23 community colleges are working together to leverage shared system resources to scale openly-licensed course materials.
Co-presenting with:
Cheryl Huff, Germanna Community College
Jane Rosecrans, J. Sargeant Reynolds Community College
Preston Davis, Northern Virginia Community College
From a 2014 American Association of Community Colleges presentation with Dr. Jack Lewis, President of New River Community College, Dr. Van Wilson, Assistant Vice Chancellor for Academic and Student Services for the VCCS, and Dr. Dan DeMarte, Vice President of Academic Affairs of Tidewater Community College.
Faculty have a wealth of new digital resources available to them that, when integrated effectively,can offer students an enhanced educational experience. Colliding with the promise of these transformative technologies is the decades-old problem of textbook affordability.
Four innovative projects highlight Virginia’s community colleges’ efforts to address textbook affordability: a multi-college committee investigating strategies for reducing textbook costs; the first OER degree in the nation; a college-developed site for sharing OER; and an incentive grant to encourage faculty of high enrollment courses to adopt and integrate OER.
This presentation presents an overview of current ed-tech related projects happening in Virginia's community colleges to faculty members attending the Faculty and Administrator Leadership Academy in Virginia Beach, VA.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Richard Sebastian
Virginia Adult Learning Resource Center
Kathleen Daly
Virginia Adult Learning Resource Center
Linda Allen
Southwest Regional Adult Education
Program
3. Why were 21 st C Skills
explicitly included in the
PIVA curriculum?
How were they included?
What do 21st Century
Skills look like in the ABE
classroom?
5. What’s the Big Idea?
Create a curriculum framework that
incorporates 21st Century Skills into a
traditional GED curriculum to help adult
high school non-completers quickly
develop the technology and workplace
skills they need to succeed in a fast-paced,
global economy.
10. GED-CRC
VA G ED C o nte nt st a n da rd
s
Curriculum Framework
11. GED-CRC
VA G ED C o nte nt st a n da rdo r kK
Ws eys
Curriculum Framework
12. GED-CRC
VA G ED C o nte nt st a n da rdo r kK
Ws eys
cÜÉyxáá|ÉÇtÄ fÉyà f~|ÄÄá
Curriculum Framework
13. GED-CRC
VA G ED C o nte nt st a n da rdo r kK
Ws eys
cÜÉyxáá|ÉÇtÄ rfÉyàSkills
Pa rt n e rs h ip fo 21C f~|ÄÄá
Curriculum Framework
14. GED-CRC
VA G ED C o nte nt st a n da rdo r kK
Ws eys
Ne e ds As
cÜÉyxáá|ÉÇtÄ rfÉyàSkills
Pa rt n e rs h ip fo 21C f~|ÄÄá
sess men
t
Curriculum Framework
15. GED-CRC
VA G ED C o nte nt st a n da rdo r kK
Ws eys
Ne e ds As
cÜÉyxáá|ÉÇtÄ rfÉyàSkills
Pa rt n e rs h ip fo 21C f~|ÄÄá
sess men
t
DIGITAL LITERACY
Curriculum Framework
16. GED-CRC
VA G ED C o nte nt st a n da rdo r kK
Ws eys
Ne e ds As
cÜÉyxáá|ÉÇtÄ rfÉyàSkills
Pa rt n e rs h ip fo 21C f~|ÄÄá
sess men
t
DIGITAL LITERACY
M ic ro s oft IT Ac ade my & IC3
Curriculum Framework
17. GED-CRC
VA G ED C o nte nt st a n da rdo r kK
Ws eys
Ne e ds As
cÜÉyxáá|ÉÇtÄ rfÉyàSkills
Pa rt n e rs h ip fo 21C f~|ÄÄá
sess men
t
DIGITAL LITERACY
M ic ro s oft IT Ac ade my & IC3
21ST CENTURY
Curriculum Framework
18. GED-CRC
VA G ED C o nte nt st a n da rdo r kK
Ws eys
Ne e ds As
cÜÉyxáá|ÉÇtÄ rfÉyàSkills
Pa rt n e rs h ip fo 21C f~|ÄÄá
sess men
t
DIGITAL LITERACY
M ic ro s oft IT Ac ade my & IC3
Partnership for
21ST CENTURY
Curriculum Framework
59. EVALUATION
Difficulty creating an integrated curriculum
-Training issue
-Class took on a “test prep” environment
-Tension between certification focus & designers’ desire for
integration & authentic workplace engagement
-Class lacked programmatic coherence between Tues class &
Wed/Thur class
60. EVALUATION
Difficulty creating an integrated curriculum
-Training issue
-Class took on a “test prep” environment
-Tension between certification focus & designers’ desire for
integration & authentic workplace engagement
-Class lacked programmatic coherence between Tues class &
Wed/Thur class
Focus on discrete skills rather than conceptual
frameworks
-Curricular materials used (MS, IC3) were not integrated
-Instructors lacked integration experience/training
61. EVALUATION
Successes
Program manager successfully created safety nets for students who
dropped out
Consistent student reports of increase in self-efficacy & self-esteem
Capstone project became an agent of change for instructors &
students
62. Recommendations
• Robust pre-program training with regular
on-going instructor training throughout
class
• Reduce amount of curriculum content
• Emphasis on capstone project earlier in
curriculum
• Involve a strong, hands-on manager with
full buy-in
• Forge strong local partnerships
64. PluggedIn VA cohorts
Feb. 2009: Technology, Russell Co., VA
Oct. 2009: Technology, Russell Co., VA
March 2010: Technology, Dickenson Co.,
VA
Oct. 2010: Construction/Weatherization,
Dickenson Co., VA
Oct. 2010: Technology, Dickenson Co., VA
66. Future Plans
UPCOMING COHORTS (funding approved)
June 2011:PIVA Technology/Buchanan
County (SWCC)
June 2011: PIVA Entrepreneurship/Tazewell
County (SWCC)
September 2011: PIVA Electronic Medical
Health Records/Dickenson County (MECC)
PENDING FUNDING
January 2012: PIVA Electrician Helper
(MECC)
2012: PIVA Energy (SWCC)
70. Capstone projects
The development of a capstone project is
intended to help learners integrate and
apply knowledge and strategies learned
from the PluggedIn VA core content.
72. Capstone projects
The capstone project requires learners to
•identify a challenging issue within the
community
•locate information from multiple resources
that relates to the challenge
•critically evaluate information that is
relevant to the challenge
•create a solution to the challenge and,
•present the solution in both oral and textual
formats.
75. Russell Co. Feb. 2009
The challenge:
Develop 3 eco-friendly outdoor activity areas
for Lebanon Community Fellowship, a local
church that was adding a building to its
current facility.
77. Russell Co. Feb. 2009
•The class chose divided into 3 groups.
•Each group designated a group leader and
was responsible for designing one of the
three lots.
•One student served as overall project
leader.
•The class created a Ning site to
communicate with each other outside of
class and worked with instructors across all
three nights of class to develop the project.
80. Russell Co., 2009
The challenge:
Develop 3 eco-friendly outdoor activity areas
for Lebanon Community Fellowship, a local
church that was adding a building to its
current facility.
82. Russell Co., 2009
•The class chose divided into 3 groups.
•Each group designated a group leader and
was responsible for designing one of the
three lots.
•One student served as overall project
leader.
•The class created a Ning site to
communicate with each other outside of
class and worked with instructors across all
three nights of class to develop the project.
83. Russell Co.
Feb., 2009
Feb. 2009
Capstone presentation
July 23, 2009
84. Russell Co.
Oct. 2009
www.buddysmusicstore.com
85. Russell Co.
Oct. 2009
www.buddysmusicstore.com
86. Russell Co.
Oct. 2009
www.buddysmusicstore.com
87. Russell Co.
Oct. 2009
www.buddysmusicstore.com