Facilitated
The courses in this category are all lead by an instructor.
This course provides foundational learning and guidance for integration of digital skills and tools into adult education settings. It offers recommendations for instructors at varied levels of digital proficiency, with a primary focus on purposeful planning for integrating technology into a specific instructional context. Participants will design a personalized technology integration action plan in stages as they work through the course. The course also suggests tools and activities to support adult learners’ development in different domains of digital skills as identified in the Digital Skills Library.
Course hours: 5 hours
- Teacher: Adria Katka
This dedicated section of the Engaging Adult Learners in Science course is available to participants in the STEM strand of the 2024 Summer Teacher Training Institute.
Course hours: 3 hours
- Teacher: Adria Katka
Welcome to Motivating Adult Learners to Persist!
This course and the accompanying materials were developed by Kristi Reyes, in collaboration with the American Institutes for Research.
This course will take about 3 hours and 30 minutes to complete. Please note, items with solid boxes can be self-checked to indicate completion; however, the self-assessment and all learning checks are graded and required for completion.
This course is intended for multiple audiences:
Disclaimer: Please note the LINCS System is maintained under contract with CivicActions with funding from the U.S. Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE), under Contract No. ED-EVP-O-16-F-0001. The opinions expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education should be inferred.
The course may contain resources by a third party outside of the Department of Education. As such, the Department is not responsible for its content, nor can it guarantee it is accessible in accordance with Section 508 of the Rehabilitation Act of 1973. If you need access to an accessible version, please reach out to the third-party vendor for assistance.
- Teacher: Adria Katka
Formative assessment refers to both the formal and the informal processes that teachers and students use collaboratively to gather evidence of student learning for the purpose of improving the learning. Formative assessment occurs while the learning is taking place, as opposed to summative assessment that typically occurs at the end of a learning unit or course to determine what the student has learned. Formative assessment is a process, not a one-time event; it is assessment for learning, rather than assessment of learning, as with summative assessment.
- Teacher: Marie Cora
- Teacher: Marcela Movit
Formative assessment refers to both the formal and the informal processes that teachers and students use collaboratively to gather evidence of student learning for the purpose of improving the learning. Formative assessment occurs while the learning is taking place, as opposed to summative assessment that typically occurs at the end of a learning unit or course to determine what the student has learned. Formative assessment is a process, not a one-time event; it is assessment for learning, rather than assessment of learning, as with summative assessment.
- Teacher: Marcela Movit
- Teacher: Heidi Schuler