Meeting the Digital Literacy Needs of Low-Skilled Workforce Center Clients:

1. Meeting the Digital Literacy Needsof Low-Skilled Workforce Center Clients: Using supported distancelearning across systems Summer Institute 2013

2. Presenters • Tom Cytron-Hysom, Coordinator • Ray Douha, UI • Nola Speiser, DEED • Brian Sturm, Mankato Computer Skills Teacher • Allison Runchey, Volunteer Coordinator

3. Agenda • Project Overview • Background (Need and Purpose) • Partner Roles and Perspectives • Use of Supported Distance learning • Service delivery model • Northstar Digital Literacy Assessment • Learner Web • Service Delivery • Evaluation • Discussion and Questions

4. Project Overview • Lack of digital literacy skills identified as risk factor for REA UI clients (at risk of exhausting benefits) • Goal: To assess and remediate this risk factor • Assess skill level • Provide targeted education for identified skills gaps • Re-assess and credential skills gained

5. Project Overview - continued • Pilot project: April – November 2013 • Collaborative project including ABE, DEED/UI/REA • Sites: Workforce centers in Ramsey County, Osseo, Mankato, and Duluth

6. Background: Need • Significant number of applicants lack literacy skills • Unable to perform jobs in their labor market area • Unable take advantage of job training programs • Lack basic skills and competencies • They are structurally excluded from job training opportunities • UI reached out to ABE staff in DEED • To Better understand this concern • Use computer literacy as starting point

7. Background: UI Applicants Lack literacy skills

8. Background: Purpose • Determine if basic literacy needs could be identified during Unemployment Insurance intake processes • Determine if applicants could be successfully referred to other providers • To identify their exact needs • Create a remediation plan • Provide an opportunity to better understand this need so that policy makers could address the longer term need

9. Partner Roles • DEED – initial facilitative role • UI/REA – provide clients • Workforce Centers – host sites • ABE – assessment and instruction

10. Cross-System Challenges • Different funding streams and accountability measures • Differences in organizational (system) cultures • Centralized vs. de-centralized • Turf • Communication

11. Service Delivery Model • Brief paper screener during REA sessions • Those with some skills can take full Northstar assessment • Those with limited skills assigned to Learner Web learning plans • Participation written into work plan requirements • Regular supported instructional sessions provided, with tutor support, in computer labs • Northstar administered on completion; certificate awarded

12. Supported Distance Learning • To assess digital literacy needs • To teach digital literacy skills • To credential digital literacy knowledge • Staff/tutor support essential element of instruction

13. Northstar Digital Literacy Assessment

14. Northstar – Assessment and Certification • Specific standards developed through community-based process • Being adopted by MDE ABE as statewide digital literacy standards • Includes six online, self guided assessment modules • Available to anyone on the Web • Successful completion (85% correct) at sponsor sites leads to Northstar Digital Literacy certificate

15. Learner Web - Instruction

16. Learner Web • Made for ABE • Research-based • An approved DL platform in Minnesota • Customizable according to regional and program needs • Most effective with face-to-face support

17. Learner Web Provides • Dynamic content matched to learner needs and goals • Designed for adults • Built around free web-based resources and needs • On-going assessment of learner mastery • Assistance from staff and trained tutors

18. Learning plans for this project include • Northstar 1: Basic Computer Use • Northstar 2: World Wide Web • Northstar 3: Windows 7 • Northstar 4: Using Email • Northstar 5: Microsoft Word 2010

19. How it works in practice

20. The role of volunteers • Provide individualized help to participants • Assist staff with assessment of client’s needs • Bring unique perspectives, skills and optimism • Enhanced learning outcomes for clients

21. Volunteers – what works? Clear communication

22. Volunteers – what works? Support from staff

23. Volunteers – what works? Building relationships

24. Volunteers – what works? Tapping into their strengths

26. Program Results through mid-July • Four WFC sites staffed and operating • 610 individuals screened • 365 completed at least one Northstar module • 147 began at least one Learner Web plan • 244 proxy hours earned • 17 volunteer tutors have contributed over 130 hours

27. Evaluation • Results will help determine continuation/expansion of project • Quantitative date: Number served, services received, etc. • Formative/Qualitative: Project development and implementation, systems issues, recommendations • Longitudinal: DEED to look at re-employment outcomes

28. Challenges • Many individuals resist digital literacy instruction – limited time, don’t understand relevance to job search, etc. • Coordination of REA and UI • Adequate lab space and hours

29. Questions?