Frequently Asked Questions

(most of this is discussed in more depth in the concept paper)

  • What services can the Learner Web provide to learners?
  • Learners using the LW can identify specific goals and steps to reach those goals. Learning resources are matched to those goals and steps and to profiled learner characteristics (eg: Spanish speaking, zip coded location, ages of children). The LW is self paced and allows the learner to explore the range of a subject area, to find resources to support their learning on line and in their community.
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  • Do people need to use the internet to use the Learner Web?
  • While the Learner Web is designed as a web-accessed process, there is also a telephone help system. Anyone can call the toll free number to be matched with a tutor or other community-based resource by a helper. Helpers are volunteers who answer the helpline much like a homework helper or a customer service line. Helpers can assist users to use the application, give resources assistance or help with specific learning questions. The Learner Web is an exciting service that public access computer centers can offer their communities.
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  • How is the Learner Web different from distance education?
  • Most distance education programs are organized around a class format directed by an instructor. The Learner Web supports individuals independent from a class or an instructor. The Learner Web can incorporate classes and distance education programs if desired.
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  • Is the content modularized (or can modularized content be added, and if so, how)?
  • There is no set curriculum content to the Learner Web. Rather, the LW organizes existing resources in ways that match learners needs, with Goal and Step Plans to scaffold their learning. Content can be in the form of web-based exercises, reference materials, practice tests, interactive sites, etc. Local brick and mortar resources like classes, computer centers and libraries entered into the system locally and are matched to learners by zip code. While no content is stored on the LW server, links to content and references to local (and on-line) resources can be data entered by Resource Creators who are given access to the system by Resource Administrators who also approve the resource and its cataloging into the system.
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  • How is confidentiality assured?
  • A Learner's portfolio and profile belong to the learner and are password protected by them. Learners can give permission for others (Helpers, Tutors, Teachers and Counselors) to see parts of their work that they want to share.
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  • What does the learning management system consist of? Do students have access?
  • Learners self-manage their experience and workspace, have confidential profiles and are able to give permissions for others to see their work. The learning management system is primarily organized around Goal and Steps Plans that are intended to walk a learner through the process of identifying a goal; doing background research, if needed, to understand what is necessary to meet their goal; identifying (through self-assessment tools or with help from a tutor, teacher or counselor) what skill development they need; locating resources to develop the skills and complete their goal.
    Teachers, Tutors and Counselors can have a client list of learners whose progress through the Goal and Step Plan they can see with permission from the leaner.
    A portfolio function is envisioned in the learner workspace into which he or she can upload writing samples and other documents, enter test scores, and other activities to document progress.
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  • What is the relationship between the content and the learning management system?
  • The content is delivered as resources attached to the goals and steps in the learning management system.
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  • What services can the Learner Web provide to workplace education programs and employers?
  • Employers can use the LW is multiple ways. Most simply, they can direct employees to create accounts and work on improving basic skills math reading writing that are needed on the job. If the employer has a web based training module, the employer can use the LW as a portal to the module which adds the ability to monitor employee progress and match employees with assistants. Modules can also be integrated into the LW by designing Goals and Steps Plans that correspond to the specific curriculum. Employers can make these resources accessible to their own employees only, if they wish.
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  • How does the Learner Web work with existing adult education programs?
  • One of the reasons the Learner Web was developed is to support learners to have continued learning support when they move in and out of programs. We recommend educators introduce learners to the LW while they are enrolled in the program so they can use it as a tool for lifelong learning. Teachers can view their student’s progress on the LW (with learner permission). Some teachers use the LW to identify teaching resources for use in the class room, especially to engage multi-level classes.
    Programs will get referrals of new clients by listing classes and educational services as local resources. Rural programs can benefit by the toll free telephone help line which gives them access to volunteers located in more urban areas.
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  • How do learners, teachers, tutors, career coaches and other helpers interact online?
  • The most important user is the Learner. He or she can give permission to various assistants to see all or part of their work space in real time.
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  • What parts of the Learner Web are standardized, and what parts are tailored to local needs?
  • The Learner Web is very flexible. The infrastructure consists of user profile, goals and steps, matching resources, and levels of administration to ensure security. User profiles can be customized, new goals and steps can be created and any resources and be added. Administrative levels can be collapsed or implemented by the organization. Regional implementation can be defined geographically or within an arena of service provision.
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  • Will it sit on one server?
  • The learner web concept is designed for distributed administration to reduce overhead. The operation should reside in one server (initially) with one database that holds resources entered from remote sites. This will prevent duplication and support the broadest access.
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  • What are your expectations for a Field test site?
  • The Application for Field Test Site Guide outlines considerations for being a field test site. Appropriate staff will need to be trained on the application for the roles they will fill. Some investigation and data entry of local face to face resources will be necessary. This can start from your own “rolodex” partners and contacts who can be asked to opt into the Learner Web system to keep their resources up to date and get referrals. Mobilizing volunteers to be Helpers is optional. There will have to be a primary contact person to liaise with the Learner Web operation for technical development, management and information exchange. The field test is an important data feedback phase for Learner Web development. We expect to implement a good information exchange process in this test period that will help us understand the potentials for Learner Web implementation and enhancement of features.
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  • In the Field test phase, what services will you provide?
  • Sites will be supported with training, technical assistance, and program evaluation.
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  • What are the anticipated costs -- from a site perspective and an infrastructure perspective -- for the pilot?
  • The biggest investment for field test sites will be in-kind personnel for administrative functions. Organizational or local policies (eg: tutor requirements and matching)are transferable to Learner Web protocols. Initially this investment will involve more time for training and implementation, however once up and running, administrative functions are minimal and can probably be folded into regular duties of existing personnel. Sites may choose to use the Learner Web as a catalyst for community partnerships and for volunteerism. Sites will need to do local promotion to learners and other potential end users to try the Learner Web.
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  • What parts of the Learner Web are planned but not yet developed? What is the development timeline?
  • All of the functionality discussed in the concept paper will be developed before field test sites are launched. The next phase of development is planned for three years:
    • Year 1: Completion of application functionality, preparation for field test sites
    • Year 2: Pilot implementation at field test sites, formative evaluation of implementation.
    • Year 3: Field test site full implementation with summative evaluation of learning gains in end users.
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  • What are the plans for fundraising for the infrastructure and for the pilot sites?
  • A comprehensive funding strategy is in the works. Several large grants with national scope will be needed to complete the technical development and support the field test sites. Many foundations prefer to fund local projects where their employees are involved in the community. These may be sources of support for field test sites.
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