Plenary Session, Concurrent Sessions, and Inquiry Area Follow-Up Session
The sessions for presenters begin on Monday, April 18, at 10:45 a.m. with four Plenary Sessions exploring the Inquiry Areas: 21st Century Classroom, A Learner-Centered System, Social Change, and Workforce Development. The sessions conclude on Wednesday, April 20, 2011 at 4:30 p.m. after an Inquiry Area Follow-Up Session: Summary, Discussion, and Networking Session.
View the date, time, room, and presenter(s) of every concurrent session by clicking on the Concurrent Sessions at a Glance PDF file. The Concurrent Sessions at a Glance is not final and is subject to changes.
Monday, April 18, 2011
Plenary Sessions, 10:45 a.m.–12:15 p.m.
21st Century Classroom Inquiry Area
A Learner-Centered System Inquiry Area
Social Change Inquiry Area
Workforce Development Inquiry Area
Concurrent Session I
Interactive Learning I, 2:10–3:40 p.m.
Lecture Presentation IA, 2:10–2:50 p.m.
Lecture Presentation IB, 3:00–3:40 p.m.
Concurrent Session II
Lecture Presentation IIA, 3:50–4:30 p.m.
Tuesday, April 19, 2011
Concurrent Session III
Public Policy Panel, 9:45–11:15 a.m.
Interactive Learning III, 9:45–11:15 a.m.
Lecture Presentation IIIA, 9:45–10:25 a.m.
Lecture Presentation IIIB, 10:35–11:15 a.m.
Concurrent Session IV
Interactive Learning IV, 1:30–3:00 p.m.
Lecture Presentation IVA, 1:30–2:10 p.m.
Lecture Presentation IVB, 2:20–3:00 p.m.
Concurrent Session V
Interactive Learning V, 3:15–4:45 p.m.
Lecture Presentation VA, 3:15–3:55 p.m.
Lecture Presentation VB, 4:05–4:45 p.m.
Poster Session V, 3:15–4:45 p.m.
Wednesday, April 20, 2011
Concurrent Session VI
Interactive Learning VI, 10:00–11:30 a.m.
Lecture Presentation VIA, 10:00–10:40 a.m.
Lecture Presentation VIB, 10:50–11:30 a.m.
Concurrent Session VII
Interactive Learning VII, 1:15–2:45 p.m.
Lecture Presentation VIIA, 1:15–1:55 p.m.
Lecture Presentation VIIB, 2:05–2:45 p.m.
Inquiry Area Follow-Up Session, 3:00–4:30 p.m.
21st Century Classroom Inquiry Area
A Learner-Centered System Inquiry Area
Social Change Inquiry Area
Workforce Development Inquiry Area
Proposals are not being accepted!
The deadline to submit proposals was December 15, 2010
View the date, time, room, and presenter(s) of every concurrent session by clicking on the Concurrent Sessions at a Glance PDF file. The Concurrent Sessions at a Glance is not final and is subject to changes.
Monday, April 18, 2011
Plenary Sessions, 10:45 a.m.–12:15 p.m.
21st Century Classroom Inquiry Area
A Learner-Centered System Inquiry Area
Social Change Inquiry Area
Workforce Development Inquiry Area
Concurrent Session I
Interactive Learning I, 2:10–3:40 p.m.
Lecture Presentation IA, 2:10–2:50 p.m.
Lecture Presentation IB, 3:00–3:40 p.m.
Concurrent Session II
Lecture Presentation IIA, 3:50–4:30 p.m.
Tuesday, April 19, 2011
Concurrent Session III
Public Policy Panel, 9:45–11:15 a.m.
Interactive Learning III, 9:45–11:15 a.m.
Lecture Presentation IIIA, 9:45–10:25 a.m.
Lecture Presentation IIIB, 10:35–11:15 a.m.
Concurrent Session IV
Interactive Learning IV, 1:30–3:00 p.m.
Lecture Presentation IVA, 1:30–2:10 p.m.
Lecture Presentation IVB, 2:20–3:00 p.m.
Concurrent Session V
Interactive Learning V, 3:15–4:45 p.m.
Lecture Presentation VA, 3:15–3:55 p.m.
Lecture Presentation VB, 4:05–4:45 p.m.
Poster Session V, 3:15–4:45 p.m.
Wednesday, April 20, 2011
Concurrent Session VI
Interactive Learning VI, 10:00–11:30 a.m.
Lecture Presentation VIA, 10:00–10:40 a.m.
Lecture Presentation VIB, 10:50–11:30 a.m.
Concurrent Session VII
Interactive Learning VII, 1:15–2:45 p.m.
Lecture Presentation VIIA, 1:15–1:55 p.m.
Lecture Presentation VIIB, 2:05–2:45 p.m.
Inquiry Area Follow-Up Session, 3:00–4:30 p.m.
21st Century Classroom Inquiry Area
A Learner-Centered System Inquiry Area
Social Change Inquiry Area
Workforce Development Inquiry Area
Proposals are not being accepted!
The deadline to submit proposals was December 15, 2010
Inquiry Areas
Educational Focus
Adult Basic Education (ABE) Literacy
Adult Secondary Education (ASE) HS Diploma
Advocacy and Marketing
Career and Technical Information (CTE)
Community Education
Correctional Education
English as a Second Language (ESL)
GED Preparation
Literacy
Numeracy
Post-secondary Transitions
and Student Re-entry Programs
Professional Development
Program Management and Improvement
Public Policy
Special Learning Needs
Technology
Workforce Development
Adult Secondary Education (ASE) HS Diploma
Advocacy and Marketing
Career and Technical Information (CTE)
Community Education
Correctional Education
English as a Second Language (ESL)
GED Preparation
Literacy
Numeracy
Post-secondary Transitions
and Student Re-entry Programs
Professional Development
Program Management and Improvement
Public Policy
Special Learning Needs
Technology
Workforce Development
Additional Educational Focus
Distance Education, English as a Second Language, LINCS, Professional Development*, Public Policy, Technology**
*Sponsored by Association of Adult Literacy Professional Developers
**Featured Technology Presentation
*Sponsored by Association of Adult Literacy Professional Developers
**Featured Technology Presentation
Four Inquiry Areas
The field of Adult Education is facing many new challenges in the coming months and years. The 2011 conference committee believes that an innovative approach to problem solving and professional development is necessary to meet those challenges. We hope this will be a meaningful, professional learning experience for participants and one that offers a wide variety of sessions to meet the training needs of our field. The conference theme will be addressed through key note presentations, panel presentations, and will be explored through multiple lenses in various workshop presentations.
Professional Development Formats for Concurrent Sessions
Four types of professional development formats will take place during seven concurrent sessions.
Panel Discussions
At least three presenters, each with a unique perspective on a topic, will use approximately 1/2 of the session to present their views. Participants will have open discussion, moderated by the lead presenter, for the remainder of the session. (1.5 hour session)
Interactive Learning Session
These sessions are designed to be interactive, and engage participants in collaborative problem solving associated with the topic. Ideally presenter(s) will introduce content that is informed by research on teaching and learning or that offers a model innovative practice and includes evidence from practice. (1.5 hour session)
Lecture Presentation
Presenter(s) will introduce and explore in lecture format information on adult education research, policy, and practice. There will be limited participant interaction in the session, but it may include Q & A. (40 minute session)
Poster Session
Designed to encourage presentations by adult learners and new professionals. The poster session is an opportunity to present and share teaching and learning practices in an informal way with a small group. The poster session(s) will take place in carousel format. Presenters will be at table rounds with 8-10 participants and numerous other presentations occurring nearby. Participants will rotate in 20 minute intervals to different poster sessions taking place in the 1.5 hour overall time frame. (20 minute session)
Inquiry Areas
1. Workforce Development
What is the role of the workforce education system in a global economy and what role should adult education play in that system?
Description: The Workforce Investment Act legislation has attempted to develop a network of services to connect job seekers with appropriate employment opportunities. Adult Education is a stated component of this system and funding is increasingly tied to collaboration with career one-stop centers and workforce development results. Adult Education Service Providers need to ensure that all adult learners who have employment related goals will have access to those networked services that develop the skills necessary to utilize the workforce development system and then succeed in the workplace.
2. Social Change
How do we balance the increasing emphasis on workforce development with the varying educational and social needs and goals of adult students?
Description: As work readiness and preparation for postsecondary education and training take center stage in our field, how can we continue to provide other types of educational opportunities for adult students. Will adult education in the future address only the needs of adults as workers, or must it also address students’ needs as parents, citizens, and life-long learners? How can social growth continue to be emphasized in the workforce development context of adult education? Does it mean equipping students to find jobs in the current economy? Does it mean supporting adults in all the facets of their lives? Does it mean seeing learners not just as participants in static institutions, but as people who could (and should) shape what society looks like – not just for their benefit, but for the benefit of all?
3. The 21st Century Classroom
To meet the demands of the 21st century what should the 21st century adult education classroom look like and why?
Description: The adult education system strives to prepare adult learners to be effective citizens, workers, family members, community members and leaders. The demands of a globalized world economy and the Information Age have profound implications for adult basic education policy, practice, and community coordination. There is increasing demand for a skilled labor force that requires education beyond a GED or high school diploma. The standards for “basic education” have come to include not only the “Three Rs” but what the Partnership for 21st Century Skills refers to as the “Four Cs”: Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation.
The ubiquity of technology and media requires all of us to have both knowledge management and digital skills. In particular, Web 2.0 tools offer adult education new two-way channels to connect with students, potential students, community members and other providers. The COABE conference offers an opportunity to explore how these new tools can support our work.
4. A Learner Centered System
What does an adult basic to post-secondary education system truly built for student learning look like, and why?
Description: In the field of adult education, being learner-centered is widely accepted as a foundation of quality instruction and programming. However, there are many interpretations of learner-centeredness, and educators’ selection and application of learner-centered practices vary greatly. What does it mean in practice to be truly learner-centered? How can we as a field ensure that our goal does not stop at quality instruction, but prioritizes quality learning? How should professional development influence and support our learner-centeredness? Given the current emphasis on students’ transitions to post-secondary opportunities, what are the implications for classrooms, schools and systems that aspire to be learner-centered? How should technology support learner-centered instruction?
The field of Adult Education is facing many new challenges in the coming months and years. The 2011 conference committee believes that an innovative approach to problem solving and professional development is necessary to meet those challenges. We hope this will be a meaningful, professional learning experience for participants and one that offers a wide variety of sessions to meet the training needs of our field. The conference theme will be addressed through key note presentations, panel presentations, and will be explored through multiple lenses in various workshop presentations.
- What is the role of the workforce education system in a global economy and what role should adult education play in that system?
- How do we balance the increasing emphasis on workforce development with the varying educational and social needs and goals of adult students?
- To meet 21st century demands what should take place in the 21st century adult education classroom and why?
- What does an adult education system built for student learning look like and why?
Professional Development Formats for Concurrent Sessions
Four types of professional development formats will take place during seven concurrent sessions.
Panel Discussions
At least three presenters, each with a unique perspective on a topic, will use approximately 1/2 of the session to present their views. Participants will have open discussion, moderated by the lead presenter, for the remainder of the session. (1.5 hour session)
Interactive Learning Session
These sessions are designed to be interactive, and engage participants in collaborative problem solving associated with the topic. Ideally presenter(s) will introduce content that is informed by research on teaching and learning or that offers a model innovative practice and includes evidence from practice. (1.5 hour session)
Lecture Presentation
Presenter(s) will introduce and explore in lecture format information on adult education research, policy, and practice. There will be limited participant interaction in the session, but it may include Q & A. (40 minute session)
Poster Session
Designed to encourage presentations by adult learners and new professionals. The poster session is an opportunity to present and share teaching and learning practices in an informal way with a small group. The poster session(s) will take place in carousel format. Presenters will be at table rounds with 8-10 participants and numerous other presentations occurring nearby. Participants will rotate in 20 minute intervals to different poster sessions taking place in the 1.5 hour overall time frame. (20 minute session)
Inquiry Areas
1. Workforce Development
What is the role of the workforce education system in a global economy and what role should adult education play in that system?
Description: The Workforce Investment Act legislation has attempted to develop a network of services to connect job seekers with appropriate employment opportunities. Adult Education is a stated component of this system and funding is increasingly tied to collaboration with career one-stop centers and workforce development results. Adult Education Service Providers need to ensure that all adult learners who have employment related goals will have access to those networked services that develop the skills necessary to utilize the workforce development system and then succeed in the workplace.
2. Social Change
How do we balance the increasing emphasis on workforce development with the varying educational and social needs and goals of adult students?
Description: As work readiness and preparation for postsecondary education and training take center stage in our field, how can we continue to provide other types of educational opportunities for adult students. Will adult education in the future address only the needs of adults as workers, or must it also address students’ needs as parents, citizens, and life-long learners? How can social growth continue to be emphasized in the workforce development context of adult education? Does it mean equipping students to find jobs in the current economy? Does it mean supporting adults in all the facets of their lives? Does it mean seeing learners not just as participants in static institutions, but as people who could (and should) shape what society looks like – not just for their benefit, but for the benefit of all?
3. The 21st Century Classroom
To meet the demands of the 21st century what should the 21st century adult education classroom look like and why?
Description: The adult education system strives to prepare adult learners to be effective citizens, workers, family members, community members and leaders. The demands of a globalized world economy and the Information Age have profound implications for adult basic education policy, practice, and community coordination. There is increasing demand for a skilled labor force that requires education beyond a GED or high school diploma. The standards for “basic education” have come to include not only the “Three Rs” but what the Partnership for 21st Century Skills refers to as the “Four Cs”: Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation.
The ubiquity of technology and media requires all of us to have both knowledge management and digital skills. In particular, Web 2.0 tools offer adult education new two-way channels to connect with students, potential students, community members and other providers. The COABE conference offers an opportunity to explore how these new tools can support our work.
4. A Learner Centered System
What does an adult basic to post-secondary education system truly built for student learning look like, and why?
Description: In the field of adult education, being learner-centered is widely accepted as a foundation of quality instruction and programming. However, there are many interpretations of learner-centeredness, and educators’ selection and application of learner-centered practices vary greatly. What does it mean in practice to be truly learner-centered? How can we as a field ensure that our goal does not stop at quality instruction, but prioritizes quality learning? How should professional development influence and support our learner-centeredness? Given the current emphasis on students’ transitions to post-secondary opportunities, what are the implications for classrooms, schools and systems that aspire to be learner-centered? How should technology support learner-centered instruction?
