|Web resources||Print resources|
Below are annotated Web-based and additional print resources for distance education. For more information on a particular web resource or to download a pdf version of a text document, click on the blue title.
AdultEd Online provides two online self-assessments for adult educators. One is for distance teaching and the other on using technology in the classroom. Based on the self-assessment results, the program provides tailored recommendations for professional development.
EdTech Center @ World Education
The EdTech Center supports educators and local partners in the integration of digital technologies into instruction, promotes digital literacy and access to accelerate learning, college and career readiness, and offers mobile and online learning opportunities. The EdTech Center brings together existing educational technology projects at World Education and amplifies their services through our partners.
The California Distance Learning Project
Offers a historical overview of the development of distance education and links to products, professional development, and teaching and learning resources related to distance education.
LINCS - the Literacy Information and Communication System
LINCS is an online information and communications network for adult and family literacy. LINCS provides access to resources, focused on single topics and offers discussion lists and other networking opportunities for adult education professionals.
Literacy, Language & Technology Research (LLTR)
This is a community of faculty, staff and graduate students working together on a closely related set of grant-funded projects. Work ranges over basic, applied and action research in diverse educational, workplace and community settings, often involving the development or use of state-of-the-art educational technologies and content.
The Outreach and Technical Assistance Network (OTAN)
OTAN provides electronic collaboration, access to information, and technical assistance for literacy and adult education providers in California. Their website provides a range of resources and professional development options for adult educators.
The United States Distance Learning Association (USDLA)
The USDLA offers distance teaching certification program and publishes Distance Learning… A Magazine for Leaders, aimed at distance practitioners who use telecommunications to provide instruction.
The following were co-authored by Project IDEAL founder Dr. Jere Johnston.
Askov, E., Johnston, J., Petty, L. I., & Young, S. J. (2003). Expanding Access to Adult Literacy with Online Distance Education. Cambridge, MA: NCSALL, Harvard University.
Traces the history of distance education and examines the potential for online education to meet the needs of adult basic learners. Includes case studies of state efforts to implement distance education programs and an examination of distance education in Australia.
Johnston, J., & Toms Barker, L. (Eds.) (2002). Assessing the Impact of Technology in Teaching and Learning: A Sourcebook for Evaluators. Ann Arbor: Institute for Social Research, The University of Michigan.
Provides an overview of measurement issues in seven areas, from learner outcomes to technology integration. A collection of appendices includes examples of measures used in a variety of technology projects previously funded by the Institute of Education Sciences (IES)
Johnston, J. (2001). The Potential of Technology in Adult Basic Education. Ann Arbor: Institute for Social Research, The University of Michigan.
This short summary examines the lessons learned from the PBS LiteracyLink project about using the Workplace Essential Skills and GED Connection curricula at a distance.
Johnston, J., Young, S. J., & Petty, L. I. (2001). National Field Test of Workplace Essential Skills. Ann Arbor: Institute for Social Research, The University of Michigan. Executive Summary; Abstract
Reports on the findings of a national field test of WES designed to assess the potential of the materials to enhance the knowledge and skills of ABE students under optimal conditions.
Johnston, J., Petty, L. I., & Young, S. J. (2001). Using TV411 in a Facilitated Group. Ann Arbor: Institute for Social Research, The University of Michigan. Abstract
Examines the impact of using TV411 in a facilitated group setting on the attitudes, confidence, educational plans and academic gains of adult learners.
Johnston, J., Petty, L. I., & Young, S. J. (2000). Using TV411 at Home: A Pilot Test of Home View and Outreach Models. Ann Arbor: Institute for Social Research, The University of Michigan. Abstract
Explores the use of TV411 in two groups: ABE adults viewing and studying at home alone and ABE adults studying at home with weekly help from a tutor.
Johnston, J., & Young, S. J. (1998). LiteracyLink Pilot Test, Fall 1998. Ann Arbor: Institute for Social Research, The University of Michigan.
Reports on a pilot test of the LiteracyLink products midway through the project period conducted to determine if any design adjustments were needed to better meet the needs of the target audience.
Johnston, J., Brzezinski, E., & Stites, R. (1996). Executive Summary of the Evaluation of the Pilot Implementation of Crossroads Café
Provides brief highlights of the findings from the pilot evaluation of Crossroads Cafe.
Johnston, J., Brzezinski, E., & Stites, R. (1995). Crossroads Café: Evaluation of the Fall 1995 Pilot Implementation.
Offers a full report about the pilot evaluation of Crossroads Cafe used by ESOL students in three different approaches.