The IDEAL Consortium (a project of EdTech Center at World Education) is a national consortium of state ABE programs working to improve DL. Minnesota participates through the DL Supplemental Services grant.
Frequently Asked Questions
Yes. DL Basics is now available online here. This course is highly recommended for all ABE staff delivering DL. Beginning May 2015, completion will be required for all ABE managers, teachers, and support staff delivering DL.
- No. In fact, ABE sites receive stipends if they participate.
Yes. We have materials for new teachers at existing sites/DL101 alumni sites
As of May 1, 2015 all teachers, managers, and support staff involved with DL must complete Online Dl Basics (unless individuals have completed DL 101). It is highly recommended but not required that a manager and teacher from each ABE program participate in DL 101, offered biannually through the Supplemental Services project. Sites that participate have significantly increased their capacity to provide effective DL. Access Online DL Basics here. More information on DL 101 is available here. More information on getting started on distance learning is available here.
Our goal is to serve the entire state. While we may want to be able to serve everyone interested in a given year, over time there will be opportunities for all to participate.
Approved DL Platforms in Minnesota
In 2011-12, Skills Tutor, USA Learns, Learner Web, followed by English for All, Apex, Mindqwest, and i-Pathways.
- The platforms for which training and support are provided are Burlington English, i-Pathways (formerly GED-i), Plato Edmentum, Northstar Digital Literacy Assessment, and (through 12/31/16) Skills Tutor; and for Adult Diplomas programs, Learner Web. Contact Susan Wetenkamp-Brandt for assistance on Burlington English, ii-Pathways and Skills Tutor, Julia Tabbut for Learner Web, and email@example.com for Northstar. License fees for these platforms are also paid by the State.
- ABE programs are welcome to use any of the other approved platforms, but training will not be provided and fees will not be paid at the state level.
English for All, Crossroads Cafe, and EASY ESL.
No. There is a wide range of tools available for use in MN to make sure there is a range of learning opportunities available to meet our the needs of diverse ABE institutions and learners. Each program decides what it wants to provide and support.
MABE and MARCS can be used to track proxy contact hours. St. Paul ABE uses Filemaker Pro to maintain a database of all of their DL learners. A database is a great way to keep track of learners and gain information about program effectiveness. Contact Adam Kieffer for more information.
DL platforms should not be used in class - they are designed specifically for distance learning. If a site chooses to have students complete one lesson of a DL platform in class as an introduction, then contact hours rather than proxy hours must be claimed for that lesson.
The scores listed are suggestions that reflect the ability levels generally needed to benefit. However, students at lower levels may be able to benefit, especially in a hybrid setting. Students at lower than suggested levels should be monitored to ensure they are progressing.
Questions about Platforms
Where can I access basic information about Burlington English?
How can staff differentiate between student work done on Burlington English in class and at home?
- Students need to be sure to log in as "at home" and not "at school" when using it at home or elsewhere outside the classroom.
Where can I access basic information about Plato Edmentum?
How do I clear browser cache and cookies?
How do I turn off Pop Up Blocker?
- https://support.plato.com/Edmentum_Knowledge_Base/Technical_Solutions/General_Technical_Solutions/How_to_turn_off_pop-up_blockers (https://support.plato.com/Edmentum_Knowledge_Base/Technical_Solutions/General_Technical_Solutions/How_to_turn_off_pop-up_blockers)
How do I add to Trusted Sites?
Which URLs/IPs/domains need to be accessible in order to run PLATO lessons?
What are the network Requirements and Configuration?
How do I edit the status of a learner on an activity or test (lock, reset, edit progress, etc.) as an Instructor or as an Administrator?
Why there is such a large discrepancy between the Total Time logged in and Time on Acitivities?
- There are several reasons for the discrepancy between time logged in and time on activities:
- If students close the browser window without clicking “sign out,” they may not be logged out.
- Time spent looking over the list of activities and trying to decide what to work on is not counted, neither is time spent in the internal messaging system or looking over scores or reports. Students may spend quite a bit of time reviewing pretest scores, for example. This kind of activity is what the extra +25% in the proxy hour award is meant to cover.
- If there are “offline activities” such as printable worksheets, time spent looking at those is not counted. For this reason, it's best to tell students to just open them, print them out, and do them as homework, and not spend their valuable online time on them. But if your students are spending a long time reading them, that time will not get clocked. If this gets to be a problem, you could consider creating custom courses that exclude those activities so students don’t see them at all.
- The “Plato Orientation” shows students how to use the software may also not be counted as “activity” time. So students might lose time on that. t's best to advise students to skip it, and just ask for help if they need it (since we have supported lab time, there’s someone there to answer questions.)
In an open lab, with staff to help get learners started, keep them focused, and not get sidetracked by the items above, the time on activities is pretty accurate; in fact it can add up to more than the lab time once you add in the extra 25%. However, when students are logging in at home/offsite, and there’s no one there guiding them, that’s when big discrepancies can occur.
Why can't my students access Plato on Samsung phone?
- This is a limitation within Plato.
Does the state have a license with Skills Tutor?
- Yes, through 12/31/16.
How can help with Skills Tutor be obtained?
- Email firstname.lastname@example.org to set up accounts, and for training and support.
How can students be deleted from Skills Tutor classes?
- Go into the “Enroll Students” screen (as if you were going to add a new student). Then scroll down, find the person you want to remove, uncheck his/her name, click save.
- Each quarter, the Skills Tutor administrator will move all student accounts that have been inactive for six months or more into a list of deleted users. These students can be restored to the active list if they should return - contact the Skills Tutor Administrator.
Does the state purchase a license for KeyTrain?
- DEED no longer purchases KeyTrain for statewide use. Individual ABE programs must purchase a license, or workl out an arrangement with their local workforce center to share their license.
What constitutes a lesson?
- All pages of a lesson have to be completed.
Do pre- and post-surveys count as lessons?
- Yes, each is worth two hours.
How can proxy hours be tracked to meet the requirement, "Actual student time spent on lessons, not to exceed 125% of the maximum expected time."
Time on Task Reports generated through GED Academy are automatically adjusted to satisfy this requirement. Reports should always be accurate and within the limit.
Yes, as long as adequate documentation has been maintained.
Fill out this form and send to Tom Cytron-Hysom. He will send it to the Virtual Task Force, which will make recommendations to the state ABE staff. The VTF bases its recommendations on many factors, including quality of curricula, whether there is a reasonable means of calculating proxy hour equivalents, whether similar platforms have already been approved, level of statewide interest in the platform, availability of resources such as superusers and and training to support the platform, and reporting functions within the platform.
No. The MDE ABE policy states, "Proxy Contact Hours can only be granted once per ABE student per distance learning curriculum unit. Once Proxy Contact Hours have been counted for a learner completing a distance learning unit, the learner cannot be given credit for the same unit again at a future time. This means a learner can go back and review units, but he/she cannot generate additional Proxy Hours for that same unit."
No. Tools must be approved by MDE based on applications that come from the field and are approved by the Virtual Task Force.
There are three: Table A, Total Enrollment and Contact Hours – Distance Learning, includes all DL hours; Table 4c, Educational Gains and Attendance for Participants in Distance Education, shows outcomes for adult learners with at least 50% of their total hours in distance learning; and Distance Learning and Student Completion and Post-test Rates (under Program Reports) can be set to show data for students with any number of DL proxy hours.
Superusers, who may know of programs using the platform for which they provide information and support are listed for most platforms in the Approved DL Platforms section of the website. We do not now have reports showing statewide usage of platforms by program, but are discussing this possibility with the MDE ABE office.
Public Assistance Students and Distance Learning
Enter the number of completed proxy hours, based on DL platform reports. Do not enter more than 4 hours on any given day, as this may create confusion with job counselors.
Yes. If a job counselor asks questions, let her/him know that the student is engaged in distance learning, using formal curricula that has been approved by the state for a specific number of contact hours, under the direct supervision of a qualified teacher.
ABE Distance Learning in Workforce Centers
Some local ABE programs may provide this service.