Using QR Codes for Adult Literacy Lessons

Group: Technology and Learning Discussion Topic: Social Media Webinar Series: Part 2 - QR Codes Nell Eckersley's comment on the Discussion Lesson ideas using QR Codes Hi all, One of the lesson ideas I shared on the webinar comes from a culminating lesson I used to do with my ESOL students.  Students would make or find a picture or photo and then write a description of the picture or describe the story behind the image. We would work on the vocabulary and grammar and student s would practice reading their short essays to one another, and eventually in front of the whole class. QR Codes inspired a new component to this lesson.  Students would complete the steps listed above, but now they would use their cell phones to call my Google voice number to record themselves on my voicemail reading their essays.  I could then download their voicemail as a sound file that I would upload to Vimeo (easier than YouTube for some reason).  I would take the links to the sound clips on Vimeo and create short links using Bitly.  Then I would create QR Codes from the Bitly links. This all sounds more complicated than it really is, I promise. Finally we could display the pictures on the wall of our classroom accompanied by the QR Code and we would invite neighboring classes to come in to our “gallery” and use their smart phones to scan the QR codes beside each picture to hear the students describing their pictures.    With the addition of the QR codes to the lesson, I found that students worked harder, knowing that the audience was going to be more than just me or their classmates.  There is also a mysterious and magical aspect to how a black and white square can somehow take you to a recording of a voice of someone you know which made the students from the other classes eager to try out this lesson in their classes.  Students could easily learn how to upload the sound files themselves and make their own QR codes with just a little direction and practice. Here's an example of a picture and narration I did--you can go to it from clicking on this link http://bit.ly/1pw0sTs or by scanning the QR Code at this link http://bit.ly/1pw0sTs.qr (come on, try scanning the QR Code....) I'd love to hear form anyone else who has tried using QR Codes with their students or colleagues.  Success first time out?  Lessons learned? best, Nell - Nell Eckersley Reply to this comment Original text from the Discussion: Social Media Webinar Series: Part 2 - QR Codes Hi all, We had our webinar on QR Codes on February 13th.  I will share the link to the recording once it is available.  You can see the PowerPoint on Slideshare at this link slidesha.re/15Nu9av For those of you who participated in the webinar, what are some things you learned or what questions did you come away with?  Do QR Codes seem useful as a way to help all your students get to the same place online at the same time--particularly when using mobile devices?  Can you suggest some ways to use it with students or colleagues?  What tools do you use to make and scan QR Codes? best, Nell --

Tips from LINCS on Integrating Writing with Technology

Adult Educators Reflect on their Integration of Tech. Nell integrated the use of email in a traditional lesson of writing a letter to the mayor.  She had to teach students how to sign up for email, which is something I'm hoping to get our literacy students to do.  Nell seemed more comfortable using the tool than teaching how to use it (oh, I can relate), and the second time around found the core lessons that needed to be taught in order to come up with email addresses and good passwords.  Students were able to use the email for varying purposes, it built family community, teacher/student communication, and connection with the online community.  I think teching about email addresses turned out to be an essential lesson plan for Nell, as I think it is for my literacy students.  Perhaps Nell could have used Google Docs to write one letter from the class (and I feel like I'm reaching here), to use collaborative writing and language negotiating skills for her ESL students.  I also think t hat my suggestion would be difficult to monitor and manage in the classroom.  I really like Nell's idea. Cynthia used a URL shortener and QR codes to direct students to a You Tube Video on living in a home versus living in an apartment.  She utilized many types of technology and learned about them and added them as needed to her lesson.  The technology used exceeded most of her students' present understanding of using smartphones; however, it made the world more understandable as QR codes are being used at bus stops, etc. around the city.  I think the bitly service and the QR codes were the best way to introduce students to multiple means of technology use in their daily lives, and achieve the desired purpose of the lesson.  I cannot think of another way that would have been more effective or direct as those means used by Cynthia. - litchick66

LSTA Grants Due March 15 --watch this webinar if you have questions

Library Services and Technology Act Information Update:   Changes in the LSTA Grant Program for 2014 Changes in Chapter 287, Florida Statutes, requires that all contracts, including the Library Service and Technology Act (LSTA) grant agreements, will need to include a clear scope of work, deliverables and performance measures showing how those deliverables will be met. This webinar will provide information about how these changes will affect the LSTA grant program, beginning with the 2014 grant cycle.     We will review the changes to statute, define and clarify scope of work, deliverables, performance measures, payment schedules and payment requests. There will be ample time for questions.     Register Now! Monday, March 3, 2014 10:00 a.m. to 11:00 a.m. Eastern   For more information, please contact Dorothy Frank at: Dorothy.Frank@dos.myflorida.com, or 850.245.6631.       Registration Information When you attend a live event, you can post questions to the speaker and chat with other participants during the presentation. Note: If you are running Microsoft Windows 7, you should add the WebEx site URL to the trusted sites list.    Once your registration has been processed, you will receive a confirmation email with instructions for joining the live session. For registration information or assistance, please contact:   Melissa Hooke, Technical Support Assistant, at: melissa.hooke@dos.myflorida.com, or 850.245.6632.     Miss an event? You can view our recorded sessions anytime. Still want more? Check out our YouTube channel.

Accommodations for the GED Test--sign up for LINCS to participate in this and other great adult literacy discussions

Group: Disabilities in Adult Education Discussion Topic: Teaching Strategies: Easing the Pathway for Adult Learners with Disabilites to Develop compeptence in the Classroom and Beyond RKenyon's comment on the Discussion Accommodations and Test Taking Strategies on GED Tests Hi Robin, Your comments reflect a topic that is important to me.  The majority of teachers I have trained were not aware of these test taking strategies/accommodations.  Even in groups of local GED Examiners, the use of these strategies was not well known or asked for.  They can make a huge difference in the testing experience for students with disabilities. I am including the actual list below: Accommodations and Test Taking Strategies That Do Not Need Approval on the GED Tests Some accommodations do not require special approval. Also, many people with disabilities have devised, or learned, strategies that help them compensate for their disability, and of these strategies do not require special approval. Some examples are: Using the large-print version of the test—without extended time Use of a straight-edge (no markings) or guide to facilitate the reading of the text, assists spatial orientation Using colored overlays for reading Use of clear transparencies and highlighters Use of Post-it Notes/Flags for spatial orientation Requesting to sit near a window, or away from fluorescent lights, etc., when possible Using graph paper for working through math problems Taking individual tests on different days (granted at discretion of the center and based on available staff) Priority seating Earplugs (disposable, assists concentration) Wearing baseball cap with brim to eliminate glare Sitting next to a fan, heating/ac unit, etc. (to block out distractions) Other devices as deemed appropriate:   GED Testing Service allows all other devices as long as they compensate for the disability and do not provide an unfair advantage. I would like to see this topic as a separate, new discussion thread.  Robin, would you like to start one? Thanks for your contributions, Robin. Rochelle Kenyon, SME - RKenyon Reply to this comment Original text from the Discussion: Teaching Strategies: Easing the Pathway for Adult Learners with Disabilites to Develop compeptence in the Classroom and Beyond GOOD MORNING:  This is Laura DiGalbo and I am delighted to be spending the next two days in discussion with many of you around teaching strategies to assist our adult learners in achieving success in our classrooms and beyond.. I will be sharing information that I have developed  for presentaions here in Ct, nationally and internationally around how we can assess learning needs, develop strategies to meet those needs and  provide effective feedback to our adult ed students. In addition we will explore how instructor behavior influences learning ,the social and emotional factors involved in learning and finally universal design for learning.                                 I will be posting 4 content areas today and 3 tomorrow. In between there will be time for you to respond immediately with your thoughts and experiences.  And of course you can reflect and respond later. Both Rochelle Kenyon, LINCS SME, and I will be checking the thread throughout the next  few weeksand beyond. Your thoughts and insights are very important to both of us. So please share, comment , question as we go along or in the days to come. This "discussion presentation" format is a new one...I'm not sure how I will handle questions/comments throughout the days when I am posting content. So don't be dismayed if you don't have an immediate response from me.                             One final thought here...you will realize that I am not the most efficient typist in the world...much better "in person". So do forgive the typos. I will try ot be vigilant.... All right I will post this message and go create the first content post. Stay tuned!! --

Financial Aid Toolkit

Financial Aid Toolkit Helps Librarians Help Users Posted: 14 Feb 2014 04:11 AM PST Working with library users who are looking for financial aid?  Explore the new Financial Aid Toolkit website from the U.S. Department of Education’s Office of Federal Student Aid. The Toolkit  is constructed to help librarians; community-based organizations, guidance and college access counselors, and anyone else who helps students learn about higher education financial aid opportunities. The Toolkit includes a searchable online library of financial aid resources. It also provides information, brochures, and additional tools for applying for financial aid, repaying loans, and more. The toolkit also offers librarians professional development information such as training opportunities and resources for self-instruction. Access the Financial Aid Toolkit at http://financialaidtoolkit.ed.gov/tk/, and find a printable fact sheet for your library colleagues at: http://financialaidtoolkit.ed.gov/resources/toolkit-fact-sheet.pdf.