Internet

El Centro Adult Education

WHAT | Students use their personal calendar to set goals, stay organized, and track their learning progress, strengthening their organizational ability, independent learning, and skills for future jobs and career opportunities.

WHY | This routine ensures that students can make consistent progress in their online course by engaging with the online content, setting up deadlines to their personal calendar, staying regularly involved, setting clear goals, and tracking their learning effectively. This process strengthens organizational and time management skills, promotes independent learning, and builds essential digital competencies, better preparing them for advanced training and future career opportunities.

HOW | Online Calendar

1. After students receive access to the online course from their advisor, they will:

   1. Meet with their advisor via a Zoom video call.

   2. Share their computer screen during the Zoom call.

   3. Navigate to the online course platform and log in.

   4. Open their personal calendar (Google, Outlook, Yahoo, etc.).

   5. Review the total duration of the online course and estimate a realistic pace based on the time they can dedicate to studying.

   6. Set progress goals by assigning deadlines to specific sections of the online course and adding them to their personal calendar.

   7. Complete up to three course activities (video, reading, or assignment) during the call with the advisor.

2. Progress Tracking: To support progress monitoring, students will complete a weekly survey reporting:

   1. The sections of the online course they have completed

   2. Any challenges they are experiencing

   3. Whether they need to schedule a meeting with the advisor

3. Follow-Up (Check-In) Meetings: Follow-up meeting frequency will depend on the student’s progress in relation to the goals established with the advisor. During these meetings, students will:

   1. Join a Zoom video call with the advisor.

   2. Share their computer screen.

   3. Navigate to the online course platform and log in.

   4. Review progress made since the last communication (meeting or survey).

   5. Adjust goals as needed to maintain steady progress.

   6. Complete up to three certification activities (video, reading, or assignment).

DIGITAL SKILLS | Implementing this routine connects to the following digital skill(s):

• LL.3 Set Goals and Reflect | This routine of accessing the online course, setting goals, completing learning activities, and tracking progress supports the development of lifelong learning skills. Through self-paced videos, readings, assignments, and reflection on progress, students practice taking responsibility for their own learning. They learn how to navigate digital learning environments, identify gaps in their knowledge, and develop strategies to continuously improve their digital and professional competencies over time. These habits reinforce the understanding that learning is ongoing and self-directed, which is essential for success in the fast-evolving technology field. Ask them: What new skill or concept did you learn today that you did not know before? How are you taking responsibility for your own learning during this process? What strategies help you stay motivated when the content gets challenging? How can you continue learning outside of our scheduled meetings?

• Workplace & Productivity | The routine requires students to set deadlines and manage their time using the online course calendar alongside their personal calendar. This strengthens their ability to organize tasks, prioritize assignments, and meet deadlines—essential workplace productivity skills. By planning their learning schedule and tracking the completion of specific activities, students develop time management habits that mirror real-world professional expectations. Ask: How did you organize your tasks for this week? Did you meet your goals and deadlines? If not, what got in the way? How does using a digital calendar help you stay on track? How can you apply these organizational skills to your work or school in the future?

EMPLOYABILITY SKILLS | Implementing this routine connects to the following employability skill(s):

• Information Use: Analyzes information | Students read, watch, interpret, and respond to course content such as videos, instructions, and quizzes. This strengthens their ability to locate, understand, evaluate, and apply information. Ask: What type of information do you review during an online lesson? How do you decide what information is most important? How do you apply what you learn to an assignment or task?

• Resource Management: Manages time | By syncing the online course calendar with their personal calendar and setting deadlines, students practice planning, organizing tasks, and managing their time efficiently. Ask: How do you decide when to work on your online assignments? What helps you stay on schedule? What happens if you don’t manage your time well?

• Personal Qualities: Demonstrates responsibility and self-discipline | This routine requires students to take ownership of their progress, log in regularly, track their goals, and complete required activities without constant supervision. Ask: How do you hold yourself accountable for completing tasks? What motivates you to stay consistent, even when it’s difficult? How does this connect to workplace responsibility?

• Personal Qualities: Works independently | Students navigate the online course platform, follow instructions, and complete lessons on their own, strengthening independence and confidence. Ask: What do you do when you don’t understand something right away? How do you solve a problem without immediate help? How is this similar to working independently in a job?

• Personal Qualities: Takes responsibility for professional growth | This routine promotes continuous learning and encourages students to invest in their own development and long-term goals. Ask: What new skills are you building for your future career? Why is it important to keep learning even after completing the course? How does this routine prepare you for your goals?

• Technology Use: Understands and uses technology | Using the online learning platform, email, and digital calendars increases students’ comfort with technology and strengthens their digital literacy. Ask: What new digital tools have you learned to use? How has your confidence with technology changed? How do these skills help you in school and at work?

International Institute of New England

WHAT | At the beginning of every session, participants log into public computers and open the Microsoft Edge browser in InPrivate mode to access the Northstar Digital Literacy site, which has been bookmarked for them. Participants re-enter their emails and passwords each time. (Note: IINE uses Edge as our main browser, and InPrivate mode is Microsoft’s equivalent of Google’s Incognito mode.)

WHY | Observation has taught us that many clients have developed browser habits that significantly compromise their online security. These include logging into personal accounts like Google accounts on public computers without signing out at the end of the session, and forgetting important passwords because of a reliance on browser password managers.

Repeated logging in, as well as repeated use of InPrivate mode, should create familiarity with these processes and illustrate to participants the importance of using login information and passwords effectively.

HOW | InPrivate Mode

1. Using public computers in a lab, the instructor will direct students to power on their computers, hit “Enter” to log in as “Student,” and arrive at the desktop.

2. Students will open a window in InPrivate mode, rather than opening the Microsoft Edge browser normally.

3. Students navigate to the Northstar Digital Literacy homepage, either by searching through Google or by using the bookmarked page. 

4. Students log in to Northstar using their login credentials and password.  

5. After the session, participants sign out of their Google accounts, and close the browser. 

DIGITAL SKILLS | Implementing this routine connects to the following digital skill(s):

• EF.12 Protect My Privacy on Shared Devices | Students will be able to remove an account from a web browser that they have accessed on a public computer, offering an additional layer of security while also using private browsing at a school computer lab. Ask: We use InPrivate mode in classes because the computers are public. Where else do you use public computers? Should you log out of a Private window when you are done using the computer? (Yes, it is always good to keep the habit of logging out, even if you are in a private window that you close.)

EMPLOYABILITY SKILLS | Implementing this routine connects to the following employability skill(s):

• Technology Use: Understands and uses technology | When students regularly practice using private browsing and routinely enter in login information, it normalizes the routine of safe login habits. Ask: Why is privacy and care with your passwords important? How can and should you treat password safety differently at home versus at work? Why?What might happen if you forget to sign out of a workspace? What might someone do with your Google login?