(DESCRIPTION) OTAN logo. A bright light ripples over an outline of a person with a raised hand. (SPEECH) NARRATOR: OTAN. Outreach and Technical Assistance Network. (DESCRIPTION) Text, OTAN Outreach and Technical Assistance Network. To lead California adult education in the integration of technology into the educational process, ultimately empowering learners to meet their academic, employment, and civic goals. Face-to-face and Online Training, Teaching with Technology, Teachers' and Administrators' Digests, Online Resources for Adult Education, Annual Technology and Distance Learning Symposium, News Articles. OTAN dot u s. 9 1 6 2 2 8 2 5 8 0. Title, OTAN Online Digital Leadership Academy (D LAC) 2020, Los Angeles Community College District. Team Members, Martha Clayton, Luciano Morales. Coach, Susan Gaer. -- May 15, 2020. Martha Clayton smiles. (SPEECH) MARTHA CLAYTON: Good afternoon, everyone. My name is Martha Clayton. I am an ESL instructor at Los Angeles City College. I'm going to just share my screen here with everyone. (DESCRIPTION) Slide Title, Elements of Effective Change. Text, Martha Clayton, Carmen L Delgado, Los Angeles City College. (SPEECH) So, good afternoon. As I was saying, my name is Martha Clayton. I am an ESL instructor at Los Angeles City College. I am also the digital literacy coordinator and DLAC team leader. And with me is Carmen Delgado. Go ahead, Carmen. CARMEN L. DELGADO: My name is Carmen Delgado. I teach computer basics and Los Angeles City College. I am a DLAC team member and computer instructor coordinator. (DESCRIPTION) Text, "It's no use going back to yesterday, because I was a different person then." Quotation from Alice in Wonderland. (SPEECH) MARTHA CLAYTON: It's no use going back to yesterday because I was a different person then. (DESCRIPTION) Slide Title, Goals. Text, S I S Workshops streamlining student onboarding, increasing access to technology. Digital E L Civics, Lessons, Assessments. Seated students work with laptops in a photo. (SPEECH) CARMEN L. DELGADO: When we started our participation in DLAC, we had two goals. We wanted to create student workshops that offer scaffolding to low-tech proficiency students So. We could increase learning and engagement with our student information system and Office 365 Suite. We also wanted to create Digital EL Civics, learning materials, and assessments in order to increase student participation. This goals are complementary, and they have been very successful projects. We saw increases in student engagement with technology because instructors were collaborating. ESL and computer technology instructors develop concurrent curriculum and supported each other and students. (DESCRIPTION) Text, Surveys, informal interviews, and class projects. A student works with a laptop and tablet. (SPEECH) MARTHA CLAYTON: Through surveys, informal interviews, and class projects, students were asked to share their feelings about the web enhance flips and hybrid class experiences. (DESCRIPTION) Slide title, Student Testimonials, Expectations. (SPEECH) "I like the online classes because it saves time and no need to travel to the college campus." (DESCRIPTION) Text, Syeda. (SPEECH) "I like using Canvas because I can do homework on my phone, tablet, or computer." (DESCRIPTION) Balbino. (SPEECH) "I like using Canvas for our online classroom because there are no papers. You just see your assignments and reply on the spot." (DESCRIPTION) Kristine. On the next slide, a person smiles in front of a laptop. Text, Concerns and Apprehension. (SPEECH) So we knew that students were excited but also had some apprehension. This encouraged us to develop course materials and more collaboration opportunities that would increase learner competencies and confidence. (DESCRIPTION) Slide title, Student Testimonials, Concerns. (SPEECH) "I'm using Android cell phone, and I'm having a hard time looking at the screen very small." (DESCRIPTION) Text, Cecilia. (SPEECH) "I don't like online classes because I can't interact with my friends and teacher." (DESCRIPTION) Syeda. (SPEECH) "Sometimes it's hard that everyone is talking and listening at the same time." (DESCRIPTION) Diane. (SPEECH) We began to make plans for future semesters based on the data that we compiled during the pilot phase of our projects. (DESCRIPTION) "Maybe it's not the distance, but how you handle it." Quotation from Leviathen. (SPEECH) CARMEN L. DELGADO: Maybe it's not the distance but how you handle it. (DESCRIPTION) Slide title, COVID 19. Text, Mobilization, Leadership Skills, Distance Learning Training, Instructor Collaboration. Digital Literacy hub screen. (SPEECH) And then COVID-19 happened, and we switched to emergency remote instruction. But in order to be successful as remote instructors, we needed to develop a rapid response with situation that none of us had ever experienced before. So we created a centralized resource, communications, and training hub in campus called Digital Literacy. We were able to initiate this because of our leadership training and distance learning training. We focus on people's strengths to share the workload. We utilize our DL 101 and 102 training to design the digital literacy shell so it could support faculty needs and simultaneously model effective distance learning methods, techniques, and resource management. (DESCRIPTION) Slide title, Teamwork. Text, Then, Distance proved challenging for our D LAC team. Now, Distance doesn't have to restrict us. A map of colleges in Los Angeles. (SPEECH) MARTHA CLAYTON: In the past, distance impeded our ability to move forward with our DLAC projects. When team members were at different home campuses, it was challenging. So we reformed the team to include more instructors from the same home campus. At that time, the idea that team members could effectively collaborate via Zoom seemed impossible even though we were in the same city. Now, distance is offering us an opportunity to explore new ideas and offer students opportunities that would have been impossible prior to our transition to remote instruction. For example, I recently finished a class project called "Cooking With Imperatives." This project would not have been possible in the traditional classroom setting. [VIDEO PLAYBACK] [MUSIC PLAYING] (DESCRIPTION) Title, Cooking with Imperatives. In a Zoom window, Martha Clayton stands and waves her arms in a kitchen. She wears an apron over her clothing. (SPEECH) - Can you see me OK? - OK. (DESCRIPTION) Alma Patino smiles in a Zoom window. (SPEECH) Yes. - OK, so what is my first step? (DESCRIPTION) Martha turns to the kitchen counter behind her. (SPEECH) - You have all the ingredients ready, right? (DESCRIPTION) Text, Karen Ruano. (SPEECH) - Check the garlic and the ginger. - (DESCRIPTION) Martha chops ingredients at the counter. (SPEECH) What I'm excited for is next week to see some of your recipes. (DESCRIPTION) She turns her head to her students in Zoom and smiles. (SPEECH) Everyone goes quiet then. [LAUGHTER] (DESCRIPTION) A pile of garlic on a cutting board. (SPEECH) Look at how big this pile of garlic is. It's huge. How should I cut the ginger? (DESCRIPTION) Text, Karen Ruano. (SPEECH) - Oh, I don't remember. [INTERPOSING VOICES] - Beans? (DESCRIPTION) Miguel Angel -- Cortes. (SPEECH) - I heard someone say it. What was the-- [INTERPOSING VOICES] (DESCRIPTION) In Lee. (SPEECH) - It's beans? - Yeah, the shape that sticks through. Do you remember that word? (DESCRIPTION) Martha makes a long, thin shape with her fingers. (SPEECH) - It's beans? -- Batons. (DESCRIPTION) Text, Karen Ruano. (SPEECH) KAREN RUANO: Oh, yeah. - That was the word he used, right? And we looked at the picture. What about ginger? How do people feel about ginger? Yes or like ginger? Like or dislike? (DESCRIPTION) Alma Patino. (SPEECH) - I like it. (DESCRIPTION) In Lee smiles. (SPEECH) - Look, here are some little ones. (DESCRIPTION) Martha holds up small, thin ginger slices. (SPEECH) [INTERPOSING VOICES] (DESCRIPTION) Alma grins. Text, Miguel Angel -- Cortez. (SPEECH) - It's matchsticks? Matchsticks? - It's actually a good way of-- that's a good thing. That's a good name for it too. What do I do next? (DESCRIPTION) Karen Ruano. (SPEECH) - You put the pot on the stove so you can get hot. - Yeah, the oil first. (DESCRIPTION) Martha holds up a tablespoon and a squeeze bottle of oil. (SPEECH) - Does anyone know how many tablespoons of oil? Do you remember? (DESCRIPTION) Text, Alma Patino. (SPEECH) - It's like two or three because you put a lot. - OK. (DESCRIPTION) Martha holds a pot of ground meat. She stirs a black pan on the stove with a slotted spatula. She points into a pot of boiling water and lifts long noodles from a green pot into it. (SPEECH) You have to make this recipe at home. Change-- if you don't eat pork, put beef in it. Or you could even do this with lamb. I think you could even do with ground turkey. (DESCRIPTION) In a photo, Martha grins and holds a bowl of food. (SPEECH) [END PLAYBACK] MARTHA CLAYTON: OK. Let's see if we can get our PowerPoint going again here. [CHUCKLES] Thank you for your patience. (DESCRIPTION) Slide Title, Cooking with Imperatives. In Lee smiles in a photo. (SPEECH) OK. (DESCRIPTION) Slide title, Where do we go from here? Text, Remote field testing C O A P P assessments, Faculty lead series on vision for future. (SPEECH) Go ahead, Carmen, if you're there. CARMEN L. DELGADO: Yes. MARTHA CLAYTON: OK. CARMEN L. DELGADO: Where do we go from here? While we aren't completely sure what the future has in store for us, we do know that DLAC has given us the skills and knowledge we needed to make this abrupt transition to remote teaching possible. Our instructors are supported through hands-on training, shared resources, and increased collaboration, while students are supported through level and made appropriate course design, presentation, and communication. MARTHA CLAYTON: Additionally, we recently participated in field testing of EL Civics COAAP's remote assessments. And the faculty in our program are currently collaborating on a four-week series that focuses on identifying our core values as a community of practice and how they can be implemented to support our students in the future. And as we close, we would like to thank everyone at OTAN for their support, guidance, and patience over the past two years, especially our phenomenal coach, Susan Gaer. This has been an incredible experience. We would also like to thank the amazing team at City College. We have been supported by almost 80 adjunct instructors, an incredible team of coordinators, and our deans, Angelica Ramirez and Dr. Imelda Perez. We could not have done this without their unwavering support. Thank you. (DESCRIPTION) Title, OTAN Online Digital Leadership Academy (D LAC) 2020, Los Angeles Community College District. Team Members, Martha Clayton, Luciano Morales. Coach, Susan Gaer. -- May 15, 2020. OTAN Outreach and Technical Assistance Network. Face-to-face and Online Training, Teaching with Technology, Teachers' and Administrators' Digests, Online Resources for Adult Education, Annual Technology and Distance Learning Symposium, News Articles. Subscribe, You Tube, OTAN Serves Adult Education. Like Us, Facebook, OTAN Serves Adult Education. Follow Us, Twitter, OTAN. -- OTAN dot u s. 9 1 6 2 2 8 2 5 8 0.