(SPEECH) [AUDIO LOGO] (DESCRIPTION) A logo depicting a person raising their arm in the air. (SPEECH) NARRATOR: OTAN, Outreach and Technical Assistance Network. (DESCRIPTION) Text: OTAN dot U.S. 916-228-2580. OTAN Online. Digital Leadership Academy, DLAC 24-26 Mid-Project Report: San Diego Community College District San Diego Continuing Education. Presenters: Johanna Gleason, Amanda Simons, Jessica Maguire, Ryane Willis. May 16, 2025. The presenters stand at the front of a classroom. Johanna Gleason. (SPEECH) JOHANNA GLEASON: Thanks for bearing with us all the way until the end. We'll be sure to leave lots of time for those questions. (DESCRIPTION) Slide, Mid-Project Report SDCCE ESL. DLAC Cohort 5. May 16, 2025. (SPEECH) So we are the San Diego College of Continuing Education. It's a part of the San Diego Community College District. (DESCRIPTION) Slide, San Diego College of Continuing Education. A bullet point list. (SPEECH) There are three credit colleges within the district. And we are the non-credit branch of that college. Compared to a lot of the institutions here, we're really quite large. We offer CTE, high school equivalency, ESL, emeritus, which is like 50 and better, and disability services classes. (DESCRIPTION) Slide, a bullet point list, a map, and pictures of the campuses. (SPEECH) And we have seven campuses within the San Diego area. Six of those campuses offer ESL classes. We also offer online courses in addition to all of those on-site locations. The college, the San Diego College of Continuing Education, which includes CTE, ESL, emeritus all of these things, currently has 30,188 students enrolled. That will continue to grow because we do have open enrollment. And we do start classes even in the last four weeks of the semester. So that number will end up being a little bit larger overall. We have about 8,000 students currently in the ESL program this spring 2025. And I'm not sure what the exact number of ESL teachers is because we're always hiring. We've got about 150 ESL teachers. And within the ESL department is also citizenship. That's ESL and citizenship put together. I'm just guessing. On our faculty distribution list, email distribution list, for CE, we have 508 recipients. So that kind of gives you an idea of the number of faculty members within the College of Continuing Education. And then remember, there's the three credit colleges on top of that. And we are offering 243 ESL classes on those six campuses and online this spring semester. I feel really fortunate to work here. I think I can speak for all of us to say that we all do. We have a lot of resources available to us. I've never worked for a place that has resources of this magnitude, I guess I should say. We have quite a few tech subscriptions in the ESL department alone. We have Padlet. We have Kahoot. We have Quizlet. We have Burlington English, ELLII, Pearson, MyEnglishLab. And we have more. And one of the things that's so great for us-- I mean, that means as teachers, we don't have to pay out of pocket for Padlet subscriptions, Kahoot subscriptions, all of that sort of thing. So I feel very supported by our district. And we are here because we still want to make a big difference in the lives of our students because some of that good fortune isn't yet transforming their lives in the way that I think we all want it to. (DESCRIPTION) Amanda Simons. (SPEECH) AMANDA SIMONS: Can I add that I think another perk that we're part of a community college system is that we have flex time? So that means we have a certain number of hours per semester where we are paid to go to professional development. We get our teaching rate for attending professional development. And we get to choose that professional development. There's so many tech options. So that's also something that I really appreciate. JOHANNA GLEASON: And in addition to these tech subscriptions, we have a lot of tech support for faculty and for students. In addition to being an ESL instructor, I am the tech coordinator for our department. So I monitor the subscriptions. I provide trainings for the subscriptions. Amanda and I co-chair our Teachers Using Technology committee, where we try to demonstrate the latest tech and help people who have any questions. We have a tech hub at a number of our campuses, where students can drop in with their devices and get any help that they need, which is fantastic. I would like to just let you know that not all the students have the ability to get to a campus to get that support. So it doesn't solve every single problem in the world. And we also have tutoring centers available. So we really are very well resourced. (DESCRIPTION) Slide, Our Leadership Team (Mid-City Campus). A picture of the staff, and a bullet point list. (SPEECH) Our leadership team is very supportive of us. I think I'm saying this correctly. Before Amanda and Ryane knew about DLAC, our dean, because of a project they'd done the year before, said, you guys should do DLAC. That recommended it to them because she saw the potential in a project that they had done last year. What you see here are pictures of our chair starting at the left-- the right. It's the left on my screen. The left, this is our chair, our newly elected chair, Diana Vera-Alba, who is also a DLAC alum. Next to her in the back. The gentleman in the blue shirt is Eric Miller, who is one of our on-site assistant program chairs. Because we have so many sites, we have an ESL program chair at each of those sites. Next to him, the lady in the back in the black shirt, that is Carolyn McGavock. She is our interim dean. And then you see the rest of us who are up here. I'll let everyone introduce themselves and our wonderful and incredibly inspiring coach, Susan Gair. In addition to us being here, I mentioned Diana Vera-Alba that you see there is a DLAC SME and also alum. And we have had two other cohorts from our institution here who have completed the DLAC program. (DESCRIPTION) Slide, Team Members. A picture of the team, and a list of names. (SPEECH) And just because I have the microphone, I'll go ahead and introduce myself first. But then I think we'll all introduce ourselves. So my name is Johanna Gleason. I'm an adjunct, which means part time, ESL instructor for the college. And I'm also the tech coordinator. I'm also an online accessibility mentor for our district. So I provide trainings on how to ensure that materials and online classes are fully accessible to people who are using assistive technology. And one of the reasons I'm telling you that is not just to brag but to let you know that our district really does support us. The fact that we have online accessibility mentors funded by the district to support each college to me is really important. AMANDA SIMONS: My name is Amanda Simons. I am also an adjunct instructor. I help with the TUT committee, Teachers Using Technology committee. All of us are in the ESL department at our school, by the way. JESSICA MAGUIRE: I'm Jessica Maguire, also adjunct instructor. JOHANNA GLEASON: And Jessica is our longest serving member. She's been with the district for 24 years. Is that right? JESSICA MAGUIRE: No. JOHANNA GLEASON: No, OK. I make things up. JESSICA MAGUIRE: I started when I was 12. No, 20. About 19, 20 years. RYANE WILLIS: Sorry. My name is Ryane Willis. And I teach ESL. And I also work on the ELL Healthcare Pathways Grant with the Certified Nursing Assistant program. (DESCRIPTION) Slide, Project Context & Background. A bullet point list. (SPEECH) JOHANNA GLEASON: And I think with that, we move over to Amanda. AMANDA SIMONS: So I am going to give you a little bit of background for our project. It really came to fruition through experiences in our classroom as well as a program that we had last summer, where what we were doing was specifically teaching digital literacy skills for three weeks. And that was some English as well but mostly just digital literacy skills. And we had some pretty good materials. Students were going through them. They were hitting all the marks. But then they weren't retaining the processes. And they weren't quite connecting them to real life. I think Johanna had a great story that she got her student in the portal, looking at their class and the start date every day. And then two weeks after the semester started, didn't ask, hey, when does school start? even though they looked at it, they'd written it down and everything. So we just were seeing that, oh, we have some good materials. We have teachers who understand this stuff. But we're not seeing the connections that we'd like to see. And then also having classroom experiences, for example, Kahoot. Maybe it's time for Kahoot. Everyone scan the QR code. And I think some of the teachers would have the experience of 30 students handing them their phones to be able to access the Kahoot. (DESCRIPTION) Slide, Result: videos. A bullet point list, and screenshots of animated videos. (SPEECH) And so what our project is are these videos that demonstrate the rationale for learning tech, that school is easier. You can function so much better in everyday life in the United States. And also make these videos appropriate for our immigrant refugee students who maybe are pre-literate so that we can't just translate the text that we write into their first language. They might not have any limited or formal-- they have limited or they might not have any formal education. So this idea of reading a paper and having that translate to a broader picture might not be connecting. And some of them do come with no English. So we need something that's very mimed, that they can see and understand. (DESCRIPTION) Slide, Project Addresses: A bullet point list. (SPEECH) Our project also addresses students who do not have computers, Wi-Fi at home, or maybe the interest to learn digital skills because maybe, you know what, they've gotten along just fine. They might come from countries where they don't have digital infrastructure or much technology that they're using in their daily lives. And also, there's a way that these processes can take a long time. And it's just so much easier to hand your phone to someone else and have them do it. So we're trying to address-- this is some of the context that is addressing the videos that we're trying to make, that really do rationale rather than just the processes. (DESCRIPTION) Slide, a YouTube video titled Learn to Type - Capital Letters. (SPEECH) RYANE WILLIS: Hi. So I don't know about you. But when's the last time you took 35 students to a computer lab and 95% of them didn't know how to use a computer? Anyone? Anyone? Anyone? Good. Good. Good. OK. So every time I teach capital letters, I try to say Shift and letter. And don't do it at the same time. And don't do the letter first. Do the Shift first. And so I'm always explaining this and re-explaining. And I end up like holding a lot of their hands to type. And no HR complaints yet. The dean is listening. Hi, Carolyn. So I take my students to the computer lab to help with those basic skills and using a keyboard and using a mouse. And also, I think, this fits into our broader project of, if we want a student to log into their email, they have to be able to use a Shift key to create a special character, because our email requires a special character. So this is our prototype video that's going to be inserted into a broader sequence of videos. We have many ideas on our team. So we are working through them all. So this is our first prototype video I want to share with you. I want you to get ready because it might sound like we are in a club here on site. Zoom, you'll just get one sound. But we might get the double sound again. Gerald, what do I do again? Do I just press Play? OK. Just checking. So here's our first video. It's one minute. So don't send an email. Look at the screen. What? Yeah. [VIDEO PLAYBACK, MUSIC PLAYING] (DESCRIPTION) The video plays. A woman sits at a computer in a lab and types. We zoom in on the keyboard. The shift keys are circled. She presses shift then a letter. The capital letters appear on the screen. (SPEECH) Almost. [MUSIC PLAYING] (DESCRIPTION) Text: Backspace and Enter. The keys are circled. She types the word class, then uses backspace to erase the letters one at a time. She types class again, then hits enter to advance to the next line. She types class again, then hits enter to advance to the next line. She hits backspace to return to the previous line and erase the letters. Text: Let's Review. Arrows point to the backspace, enter, and shift keys. A DLAC 2025 Production. You can do it! (SPEECH) [END PLAYBACK] It is. [APPLAUSE] Oh, thank you. Thank you. So a few things you might notice. There are no words in this video because it's for an ESL student that may or may not speak many English words or read. Also, I think I've seen a lot of these kind of very basic videos. And people talk like this very slowly. Now, press the Shift bar. Now, press the letter. And I think we have to adjust that model because everyone pauses a video. Everyone scrolls back and forth, finds the part that they need. And then they keep going on. Nobody-- I mean, I speak for myself, I guess-- watches a whole three-minute video anymore. Thanks, TikTok. So this is like-- I'm imagining someone is in the room helping them. And they're saying, type a capital letter. Everybody look, look. Now, do it. So there's a lot of context. But that's what was envisioned-- the context envisioned for this video. Jess, your turn. JESSICA MAGUIRE: Thank you. (DESCRIPTION) Slide, Progress to Date. (SPEECH) Ryane is the mastermind editor, creative. I know. Although it took me a really long time to prepare for my role in that video, she made that beautiful and edited in video. RYANE WILLIS: But lovely hands, Jess. JESSICA MAGUIRE: Well, it was a non-nail day, so I want a redo. RYANE WILLIS: You don't have to tell them that. They don't know that. JESSICA MAGUIRE: OK, progress to date. We have a few testimonial videos. Thank you. Is that better We're working on register online videos. These are kind of works in progress. We're getting there. (DESCRIPTION) Slide, Plan for Additional Videos: QR codes. A bullet point list. (SPEECH) Next one plan for additional videos QR codes. I don't need to say more. So many places to go with that. We're thinking of honing in on job applications, appointments, maybe more like doctor appointments, and paying for the internet and parking and parking tickets and so on. JOHANNA GLEASON: Our district is actually going to require-- our district is going to start requiring students to buy parking permits online, which is, in some ways, disheartening because it's so hard for our students but also good progress. JESSICA MAGUIRE: I mean, there's just so many places you could go with QR codes. We're just trying to hone it in on what would be the best life skill. (DESCRIPTION) Slide, Plan for Additional Videos: How to register online. A picture of people standing in line. (SPEECH) Oh, thank you. Plan for additional videos. Uh-oh, there it is. How to register online and not wait. And that's a very small example of what a line can look like. JOHANNA GLEASON: And it wraps around you. JESSICA MAGUIRE: Yeah, it's kind of like the TSA line when I came to fly up here. So we are hoping at some point to get more students to be able to register themselves. That's the end game. And also, we were thinking maybe one about emailing your teacher about absences or whatnot. JOHANNA GLEASON: Because students will take the bus-- sorry. Students will take the bus to school to tell their teacher that they're sick and can't come to class that day. Well, they don't want to be dropped from class. They worry about that. RYANE WILLIS: My student came in with a mask and said, teacher, I have COVID. And I was like, eh, OK. I was like, see you in a week or two. JESSICA MAGUIRE: So plans, plans-- still a work in progress. Would you like to do the thank yous? (DESCRIPTION) Slide, Thank you! A bullet point list. (SPEECH) JOHANNA GLEASON: OK. Well, thank you very much to everybody. We're so grateful to have been accepted onto this program. Thanks for all of your support, Dr. Porter, Nada, Destiny. We've learned so much from you. I know that we're running out of time. So I don't want to go on too much. Oh, and, Wendy, thank you so much for all of your help. Where's Wendy? I don't see her. But anyway, she's amazing. Our deans, Jan Jeral, who retired, and then Carolyn McGavock, who has taken over from her as interim dean-- Carolyn was chair before she was dean. And now, we have a new chair, Diana Vera-Alba. Thank you so much to our coach, Susan Gair, and to our colleagues and previous DLAC participants who worked together with us, told us what they had done, gave us ideas for what we can do, how to manage our time, how to find time to get together, that sort of thing. And I think that's all. Questions, questions. (DESCRIPTION) Slide, Questions or Suggestions. (SPEECH) Do we have questions? Shall we call on-- I forgot Long Beach principal. AUDIENCE: Two questions. Two questions. First question, do you all work at the same location? Or do you work at different locations? How many different locations? Two different locations. RYANE WILLIS: I'm at two different locations. JOHANNA GLEASON: I'm also at two different locations. And all of us have been shuffled around. From one semester to the next, we might move from one-- AUDIENCE: Ryane, this is probably for you. What program did you use to edit your video? RYANE WILLIS: Adobe Premiere Pro. AUDIENCE: Thank you, ma'am. AUDIENCE: So I know you said you teach in two programs or two sites. Same site-- no, OK. Because there's seven. Is that right? There were seven. Oh, gotcha. AUDIENCE: Are your CTE programs spread out throughout your seven campuses? Or is this each one have all of them there? RYANE WILLIS: So it's kind of complicated because some of them are only at one site. And then some of them are spread out. And ESL is probably the broadest, I would say. We require the least amount of specialized equipment. It makes us a little more flexible. But welding is only at one. And certified nursing is only at one because they need mannequins and hospital beds and all of that. JESSICA MAGUIRE: Automotive only at one. AUDIENCE: Hi, everyone, Anthony from OTAN. Love the videos. Are you thinking about where these videos are going to go and be housed? And then how do people who don't have digital skills know how to get there to watch the videos? RYANE WILLIS: Thank you first for that very complicated question, Anthony. We really appreciate that on Friday at 3:00 PM. So this is something we're working on. This video is on YouTube. We created a YouTube channel. But obviously, we're going to need a little bit more organization. We've got some suggestions from our colleagues at work. We have some ideas about-- but right now, we're kind of in the decision process, I would say, unless someone else has a different idea, about how to house them, store them, and how to make them accessible to students and teachers. AMANDA SIMONS: And this might be a great place that if people have suggestions, we would be willing to hear those suggestions. There's ideas such as making Canvas shells or something that's available in Canvas Commons. But then there's the issue of, oh, you have to be in Canvas or have to have imported into a shell. Then there's SharePoint, which our school's a Microsoft school. And that sounds nice. But then it's like, oh, it's only internal to our school. We can't share it outside of our school. So I think that is something that we're thinking about. JOHANNA GLEASON: I think our vision is that teachers would share these videos with their students. I don't think we're envisioning that students would access them directly unless maybe a teacher embeds it in Canvas. Or would that be correct? But totally open to suggestions. So please do suggest. AUDIENCE: So I do have just one suggestion after actually listening to the Long Beach presentation. They talked about a digital support hub. So I'm not quite sure what that means. But one idea I have is that in Canvas, a Canvas user can create a public Canvas course, which means that it's basically a Canvas course that anybody can go to. They don't need to have a Canvas license. So that's one possibility. And just the idea that Canvas doesn't have to be just for courses. It can be a resource hub. And at OTAN, we have some thoughts about that, about how you might go about doing that. But there are other things to do in Canvas besides just make courses 1, 2, and 3. AMANDA SIMONS: Thank you. AUDIENCE: I just wanted to say awesome job with those videos. And then hopefully, I can borrow them to make TWT lessons and post them on our TWT website for all of the old time people that come to look for videos and lessons. I think they're amazing. But I can be a girl to give you credit. RYANE WILLIS: I will send them to you. MODERATOR: I like it. I like the way she thinks. Comes full circle. And thank you, administrators on the line. Carolyn, I saw you came off on camera for a little bit there. Did you want to say anything? CAROLYN: Oh, thank you. Sure, I just wanted to say how pleased I am with our team. First of all, they were willing to jump in and go for it. And they're doing work that we are really in desperate need of right now. So thank you all for your contribution. It's really exciting to get to watch your presentation today. Thank you. MODERATOR: Beautiful. Thank you so much. Thank you San Diego team. Great work. [APPLAUSE] (DESCRIPTION) OTAN - Outreach and Technical Assistance Network. Follow Us. x.com slash OTAN - LinkedIn dot com slash company slash OTAN underscore 2. Like Us. Facebook.com slash OTAN Serves Adult Education. Subscribe. YouTube.com slash OTAN Serves Adult Education. support at OTAN dot u s.