Hi Michael,
 
Does VALUE have a discussion list for adult students?  VALUE is at
http://www.valueusa.org/
 
Or perhaps there is another organization that sponsors a list for
students?  Does anyone know?
 
Do practitioners use discussion lists with your students and if so, how
do you get feedback from them on their learning experience in that
venue?
 
Marie
 
-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Michael Gyori
Sent: Tuesday, July 14, 2009 5:53 AM
To: The Assessment Discussion List
Subject: [Assessment 2000] Re: Participation Inequality
 
Greetings,

I am sure that anybody can subscribe to the lists; all you need to do is
provide an e-mail address.

The key question for me is how to get learners to post, engage them as
peers, albeit from their perspective as service "recipients," and to
have them share their challenges and life outcomes as a result of what
they have learned.

I also wonder whether there should be a list dedicated to learners and
another for interactions amongst all participants.

Michael
www.mauilanguage.com

Sent via Blackberry by Turkcell 
Michael
www.mauilanguage.com

Sent via Blackberry by Turkcell 



> From: adenney at chattahoocheetech.edu

> To: assessment at nifl.gov

> Date: Mon, 13 Jul 2009 13:51:26 -0400

> Subject: [Assessment 1997] Re: Participation Inequality

> 

> Is there any way that learners can subscribe to this list or this just

for teachers, staff, and volunteers? 

> 

> Amy Denney

> Adult Education Instructor

> 

> Appalachian Campus

> Building 100, Room 127B

> 100 Campus Drive

> Jasper, Georgia 30143

> p:706-253-4527

> f: 706-253-4531

> adenney at ChattahocheeTech.edu

> A Unit of the Technical College System of Georgia

> 

> 

> 

> -----Original Message-----

> From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

On Behalf Of Michael Gyori

> Sent: Sunday, July 12, 2009 11:55 AM

> To: jackie at jataylor.net

> Cc: assessment at nifl.gov

> Subject: [Assessment 1994] Re: Participation Inequality

> 

> 

> Hello everyone,

> 

> To begin, I fully agree with Jackie that there is a huge difference

between observable and unobservable audiences.

> 

> In terms of which discussion list areas may be deemed most important -

I don't think the numbers of subscribers tells a meaningful story.
We must remember that the most important people in the audience are
almost completely missing - the audience of learners. 

> 

> Without learner outcomes in the picture, I really

> believe that we are preaching to the choir; I don't believe doing

so provides the needed leverage to promote sustainability of particular
types of programs or to inform and set policy.

> 

> Michael

> www.mauilanguage.com

> 

> Sent via Blackberry by Turkcell

> 

> Jackie A. Taylor wrote: 

> > Hi Phyllis and all, 

> >   

> > Phyllis, I totally

> > agree; I don't like the term "lurker" either. I think of myself as a

> > "peripheral participant" in most communities. In fact, this is

> > probably the most I've said on this list! ;-) I believe Etienne

Wenger, the guru of online communities

> > of practice < http://www.ewenger.com/ > calls lurking

> > "legitimate peripheral participation." 

> >   

> > Once, the Professional

> > Development List got into a huge spontaneous discussion about the

term lurker; at the end of the

> > discussion they officially abolished the term on that list! People

learn and

> > participate differently, and that's OK to me. 

> >   

> > Jackie Coelho asked, " And

> > aren't there some 'lurkers' in a face to face class? What is the

connection if

> > any?" 

> >   

> > Great question. I think one difference is that in a

> > face-to-face class, you can gauge participation through observation:

does the

> > learner appear engaged, or disconnected? Does she appear to have a

question but

> > may be afraid to ask? Is she taking what she's hearing /seeing /

reading

> > and using it in a way that's meaningful for her? 

> >   

> > These types of things are much harder to know online, on a

> > discussion list where we cannot see one another. The only way we'll

know

> > whether others have questions is if they voice (post) them. We can't

know

> > if others are reticent about posting; we can only hope that everyone

feels

> > comfortable enough to post a question when they have one. 

> >   

> > In a face-to-face class, how long might students go without

> > asking questions? Can we take advantage of down time here on the

list (in

> > between guest discussions) for asking questions that may lead to

more spontaneous

> > discussions? 

> >   

> > What else helps? (Here's

> > my 2 cents, what do you think?) 

> >   

> > .         

> > Hearing

> > how you use the information you receive, any subsequent questions,

issues, or

> > challenges that raises for you 

> > .         

> > Sharing

> > back with the list what others in your program have been discussing

about

> > assessment issues 

> > .         

> > Hearing

> > how our discussions here are informing policy and research 

> >   

> > (I do not think that "ditto"

> > types of responses help.) 

> >   

> > So I find myself

> > wondering, we're resources for each other right now; are we sure

that we're

> > making the most of it? (and maybe we are!) 

> >   

> > Enough from me. I want

> > to know what you think. 

> >   

> > Sincerely, 

> >   

> > Jackie Taylor 

> >   

> 

> 

> 

> 

> -------------------------------

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