Chapter 4: Selecting Digital Tools

Table of Contents

1. Designing Meaningful Digital Learning Experiences
2. Flexible Digital Onboarding Strategies
3. Troubleshooting Strategies
4. Evaluating Digital Content, Resources, and Tools
5. Digital Learning Tools

Digital learning tools can support instruction in in-person, hybrid, and online environments (further discussed in Chapter 5) and can connect classroom learning to practical goals in education, employment, and daily life.

This chapter explores approaches for selecting and applying tools that support communication, collaboration, creativity, and critical thinking, including AI-powered, collaborative, and career navigation platforms. The chapter also examines learning management systems, digital onboarding, and the use of Open Educational Resources (OER) to create connected, adaptable learning environments.

Designing Meaningful Digital Learning Experiences

Effective instruction in digital learning follows the same core principles as instruction in any setting. It begins with clearly defined objectives: what learners should know and be able to do by the end of a lesson or unit. Once goals are established, the next step is identifying how learning will be assessed. Finally, digital tools and activities can be selected to support those outcomes and reinforce the intended skills or knowledge. Without clear objectives, it becomes difficult to determine which digital approaches or technologies will best support learning.

Lesson objectives also guide decisions about how learning will take place. Digital instruction can combine in-person teaching, live online sessions, and asynchronous activities to meet diverse learner needs. Each modality offers different opportunities to engage learners, present content, monitor progress, and provide feedback. The key is integrating these modalities in ways that align with the goals of the lesson.

The following frameworks offer practical approaches for aligning instructional decisions with technology use and connecting learning across formats.

The Triple E Framework, developed by Dr. Liz Kolb, is designed to help educators evaluate how well a technology tool supports learning goals. It focuses on three dimensions:

• Engagement: Does the tool focus learner attention and invite active thinking, problem-solving, or collaboration, rather than simple clicking or watching?
• Enhancement: Does it deepen understanding by providing support, feedback, or personalization that go beyond what traditional methods can offer?
• Extension: Does it connect learning to authentic contexts or create opportunities for continued practice and application outside of class?

The Triple E Framework emphasizes the ways in which technology can support learning rather than whether the tool is new or appealing on its own.

Example: Learners draft a workplace email using Google Docs. The platform supports engagement through real-time collaboration and shared editing (Engagement).

Commenting and translation tools enhance learning by allowing instructors and peers to suggest revisions that improve clarity and professional tone (Enhancement). The activity extends learning by connecting classroom writing to authentic workplace tasks, such as emailing a supervisor about a schedule change or following up with a customer or client (Extension).

Similarly, the SAMR model, developed by Dr. Ruben Puentedura, describes four levels of technology use, from simple substitution to full redesign of learning tasks. It helps educators reflect on whether technology is simply replacing traditional materials or meaningfully changing how learners engage with content, demonstrate understanding, and connect learning to real-world contexts.

• Substitution: Technology replaces a traditional tool with minimal change to the task design. For example, learners read a primary source document in a digital format instead of on paper. This increases access and flexibility for learners using different devices but keeps the learning process itself largely the same.
• Augmentation: Technology adds small but useful improvements that support understanding. For example, learners view a digital version of the document with hyperlinks to vocabulary definitions, audio read-aloud options, or instructor comments. These features help learners build comprehension, review content independently, and reinforce reading skills.
• Modification: Technology enables a redesigned learning task. For example, learners annotate the document collaboratively in Google Docs, comparing interpretations and citing evidence in comments. This interaction promotes reasoning, discussion, and peer learning, helping learners deepen their analysis through shared perspectives.
• Redefinition: Technology allows new types of learning activities that extend beyond the classroom. For example, learners create a short multimedia presentation that connects the historical document to a current civic issue and share it with peers or a community audience. This extends analysis into authentic communication, integrating digital literacy, critical thinking, and civic engagement.

The TPACK framework can be used to plan, assess, and reflect on how well instruction integrates three areas of knowledge:[1]

When these three areas work together, technology directly supports instructional goals rather than functioning as an add-on, helping learners connect theoretical knowledge to the clinical skills they need on the job.

Connecting Frameworks to Instructional Design

These frameworks can support adult educators in evaluating and improving instructional design. For instance, when planning a blended lesson, an instructor might use the SAMR model to redesign a worksheet into a collaborative digital project (Modification), or apply the Triple E Framework to select a tool that better supports learner engagement and sustained practice.

Research shows that educators benefit from structured approaches to technology integration. Frameworks provide guidance that moves beyond ad hoc tool selection and helps build capacity to design instruction where digital activities are directly tied to learning goals.[2] This is particularly important in adult education programs, where aligning digital activities with career-related skills such as résumé writing, job search strategies, or collaborative problem-solving supports both academic progress and workforce preparation.

The essential principle is intentionality. Technology should be chosen because it helps learners achieve defined goals, not simply because it is engaging or available.

Flexible Digital Onboarding Strategies

Before selecting specific tools, programs can put structures in place that help learners build confidence with digital platforms and handle technical issues as they arise.

Digital onboarding is the process of introducing learners to the platforms and digital skills they will use in their coursework. Adult learners bring varied levels of experience: some use digital tools regularly in life or at work, while others may be using an LMS, email, or a desktop computer for the first time.

Though most adult learners today have familiarity with smartphones, this does not always transfer to confidence with laptop or desktop computers. Tasks such as using a mouse, opening files, switching tabs, or resizing windows often require guided practice. Providing structured time to build these skills supports participation in LMS-based, blended, or online learning.

Onboarding is more effective when spread over time rather than limited to a single session. Approaches that introduce skills gradually and offer repeated opportunities for practice help learners build confidence in context. Examples of onboarding strategies include:

• Pre-Class Orientation: Give learners access to key technologies before a course begins. Options include drop-in labs, online walk-throughs, or a short login task to resolve access issues early.
• Week 1 Onboarding: Dedicate time in the first week for learners to practice essential tasks such as posting in a discussion board or accessing materials.
• Just-in-Time Tutorials: Share short guides or videos for common digital tasks in a central location such as the LMS or a shared folder. Grouping videos by topic (e.g., in a YouTube playlist) allows learners to revisit them when needed.
• Modular Digital Skills Lessons: Provide short, topic-specific lessons at relevant points in the course so skills are built in context.
• Peer Support Models: Encourage systems where more experienced learners assist others during technology use. This reduces instructor workload and builds community.
• App-Based Onboarding: Deliver orientation content through mobile-friendly tools that align with how many learners already use smartphones.
• Scheduled Tech Help Hours: Offer regular times, in person or online, for learners to ask technology-related questions outside class.
• Reusable Centralized Materials: Create shared onboarding resources (e.g., Google Sites, LMS module, or tutorial folder) that can be reused and updated across classes, especially in programs with continuous enrollment.
• Embedded Onboarding: Integrate technology tasks into instruction. For example, submitting an assignment by email or using a discussion board for research practice develops digital skills alongside academic content.
• Repetition and Practice: Provide spaced opportunities to use key tools, with increasing complexity over time.

Programs can develop a centralized onboarding hub, such as an LMS template or shared Google Site, that instructors adapt to their courses. This promotes consistency, saves time, and gives learners a single access point for key tools and guidance.

Plain language practices include:

• Using short, clear sentences and everyday words.
• Organizing instructions step by step with headings or bullet points.
• Replacing jargon or acronyms with simple explanations.

Educators experimenting with AI can adapt existing materials into plain language. For example: “Rewrite the following instructions to align with the Plain Writing Act.”

Applying plain language can make civic and workforce systems more accessible and model inclusive digital citizenship by ensuring information is understandable and usable for everyone.

Troubleshooting Strategies

Once learners are introduced to core tools, instructors can reinforce digital skills by modeling resilience when issues arise. Introducing a new platform can create challenges for both instructors and learners. When instructors troubleshoot visibly and calmly, it demonstrates persistence and shows that seeking help and problem-solving are part of the learning process. Narrating a brief think-aloud while resolving an issue allows learners to see the process, not just the outcome.

Common troubleshooting strategies include:

• Quick triage: Confirm account access and permissions, refresh the page, try another browser, open an incognito window, clear cache, switch devices, check internet connectivity, or restart if needed.
• Look up answers: Use a targeted web search, the vendor’s knowledge base or help center, release notes, or the product status page for outages.
• Learn from peers: Review short tutorial videos, a program playlist of one- to three-minute clips, or a shared staff chat where common fixes are posted.
• Use a sandbox: Try potential fixes in a sample course or demo student account before making changes in the active class site or shared board. This helps confirm the solution works without disrupting learner activities or data.
• Seek support: Submit a help ticket with a clear description, screenshots, and steps to reproduce; involve program IT if applicable.
• Capture learning: Add the solution to a shared FAQ, create a one-page tip-sheet with screenshots, and link it in the LMS for future classes.
• Keep instruction moving: Provide an alternate path for the activity (printable prompt, different tool, or paired work) while the issue is addressed.
• Set class norms: Establish and highlight patience during technology issues, shared responsibility for problem-solving, and rotating screen share so different learners practice navigation.

Modeling and celebrating troubleshooting as part of instruction helps learners build digital resilience and apply problem-solving strategies independently when they encounter new tools or unexpected issues.

Evaluating Digital Content, Resources, and Tools

The rapid development of new apps, websites, and instructional tools requires adult educators to make continuous careful decisions about which resources to incorporate. A structured, evaluative approach helps ensure that digital tools are purposeful, accessible, and aligned with instructional goals.

The criteria in this section help educators review specific tools to decide whether they are useful, usable, and accessible for their learners.

Pedagogical usability focuses on how well a tool supports the learning process. Key criteria includes[3]

• Understandability: The tool provides clear and concise descriptions of content, such as an intake app that explains each step of a digital registration form in plain language.
• Added Value: The tool improves the learning process, for example by enabling real-time feedback on writing through shared documents.
• Goal Orientation: The tool supports learners in meeting their established learning goals, such as a GED prep app that aligns practice questions directly with tested competencies.
• Time Efficiency: The tool helps learners engage with content efficiently, such as a vocabulary app that adapts review activities to focus only on unfamiliar words.
• Interactivity: The tool encourages active participation, such as a polling platform that gathers immediate learner input on a reading passage.
• Multimedia: The tool presents content through varied media, such as a workforce orientation module that combines video demonstrations, diagrams, and short quizzes.

Technical accessibility refers to how easily learners and instructors can access and use a tool or resource.[4] Several evaluation frameworks developed in K–12 education can also be applied in adult education:

The 4A Framework evaluates edtech tools based on the following four elements:[5]

• Accessibility: Materials should meet accessibility standards and function across devices and internet connections.
  • Are videos captioned? Can the content be accessed on mobile devices or with limited data? Does it work with screen readers?
• Active Engagement: Learners should be prompted to take action or make decisions.
  • Does the tool include interactive prompts? Are learners asked to respond, reflect, or apply knowledge?
• Advocacy for Inclusion: Content should represent diverse learners respectfully and accurately.
  • Do visuals, names, and scenarios reflect the diversity of adult learners? Are there inclusive features such as multiple language options, captioning, adjustable text size, or culturally relevant examples?
• Accountability: Tools should be transparent about their instructional purpose and data practices.
  • Are sources cited? Is it clear what data is collected and how it will be used?

Interoperability is the controlled, seamless, and secure exchange of data across applications.[6] The goal of interoperability is to help learners focus on the learning experience rather than spending time on digital navigation and technical support issues.

Some questions to consider related to interoperability include:

• When using multiple tools, will they “speak” to each other? For example, if learners have a Google or Microsoft account, can they use that account to log in to a chosen digital curriculum or LMS?
• Can instructors and learners move between platforms without losing work or re-entering information? For example, can a link from Canvas open a Padlet activity or Kahoot quiz without requiring a new account or separate password?
• When learners use third-party tools, is personal information such as names, email addresses, or photos shared only as needed, and are permissions clear before accounts are created?

Evaluation can include structured reflection by educators as well as formal review processes. The EdTech Center @ World Education created the Criteria for Evaluating Workforce EdTech Tools to support programs in assessing how digital resources align with workforce education goals. The criteria address instructional effectiveness, accessibility, learner engagement, ease of use, and data privacy, with the complete list available online.

The Teacher Ready Evaluation Tool, developed by ISTE, provides a research-informed rubric for evaluating edtech products. It focuses on five core areas: 1) user interface and learner agency, 2) learning design, 3) digital pedagogy, 4) inclusivity, and 5) assessment and data. The scoring process is flexible, allowing users to rate only the indicators that are relevant to their context. The results are summarized in a numeric score that reflects overall fit and usability.

Digital learning tools can be integrated with or without the use of formal frameworks, but research shows that digital learning tools are most effective when they are intentionally integrated into core instruction.[7] Programs that scheduled dedicated time for digital learning and provided ongoing instructor support reported higher levels of learner engagement and stronger outcomes than programs where technology was treated as an optional add-on.

After selecting a digital tool, evaluation should continue during its use. Observation and feedback help determine whether the tool supports learning in practice. A structured implementation process may include:

• Piloting new tools in short, optional activities before full program integration
• Gathering learner feedback on accessibility, ease of use, and relevance
• Monitoring evidence of progress, such as participation levels, skill development, or learner persistence
• Preparing paper-based or low-tech backup options for use during technical disruptions
• Limiting the number of tools in use to reduce complexity for both instructors and learners
• Reviewing decisions periodically to remove or replace tools that no longer meet instructional needs
• Sharing evaluation findings with colleagues to build a program-level knowledge base

Evaluation is an ongoing process. The focus is not on trying every new tool but on maintaining a manageable set of resources that consistently support learning goals and work well in the local context.

Digital Learning Tools

Digital tools provide instructors and learners with options for communication, collaboration, creation, and problem-solving. The choice of tool should be guided by the learning goal and instructional context. For adult learners, tools are most effective when they are accessible on mobile devices (as well as laptop or desktop computers), are low-cost or free, and are appropriate for the program’s specific learner population.

This Guidance does not provide tutorials on individual platforms. Instead, it highlights categories of tools with examples of how they can be integrated into instruction. Many tools can be adapted for both simple and more complex activities. A tool that supports short text responses can also be used for multi-step projects that include images, links, or video. Instructors can demonstrate this progression by beginning with straightforward applications and gradually expanding to more complex uses, modeling for learners how digital skills can be built over time through practice.

The sections that follow outline key categories of digital tools and provide examples of classroom applications.

Digital Tools for Communication

Communication tools support interaction between learners and are important for building connection in digital learning environments. These tools may be text, audio, or video-based, and can be used asynchronously (not in real-time) or synchronously (in real-time). Providing multiple modes of communication increases access and flexibility for adult learners who balance work, family, and other responsibilities.

Asynchronous Communication

Asynchronous tools allow learners to engage at their own pace. Examples include:

• Discussion forums in platforms such as Canvas or Google Classroom
• Group messaging tools such as WhatsApp or Remind
• Email, text messaging, class blogs, and other communication apps

These tools can support learners who prefer time to process and respond or who cannot join live sessions because of scheduling conflicts. For example, an instructor might post a discussion question on Monday, with responses due later in the week. In a literacy or ESL class, a WhatsApp group might be used for learners to write short messages in English or share voice notes between classes. Because many learners already use text messaging and mobile message apps in daily life, these tools often require less troubleshooting than LMS forums.

Instructors can also design low-bandwidth activities for mobile devices, such as responding to short text or audio reflection prompts in a group chat. These approaches allow learners to participate digitally in ways that reflect their access to devices and connectivity.

Synchronous Communication

Synchronous tools facilitate real-time communication for instructors and learners. Common platforms include Zoom, Google Meet, Microsoft Teams, Slack, and Discord. These tools support live class sessions, virtual office hours, and one-on-one meetings.

In addition to basic video and audio call features, video conferencing platforms allow users to share screens, display presentations, use chat for written responses, and react with emojis. Breakout rooms can support small group work or partner activities. For example, in a workforce preparation class, an instructor might host mock interviews in breakout rooms, with learners rotating as interviewer, interviewee, and observer. In an ESL class, a live session might include a short listening activity followed by discussion in the chat or aloud. Instructors can also record sessions and share them through a learning management system or email for learners who cannot attend.

Some platforms also support both synchronous and asynchronous communication. For instance, Microsoft Teams, Slack, and Discord include chat and file-sharing features that allow learners and instructors to continue conversations or access materials outside of scheduled sessions.

When used thoughtfully, these platforms can support all levels of digital proficiency. Instructors might begin with simple interactions such as using chat or reaction buttons. As learners gain confidence, additional features can be introduced, such as breakout rooms or short presentations where learners walk through a few slides. Recording sessions for later review provides another form of support. The same platform can be used for both introductory activities and more advanced collaborative projects.

Pronunciation Tools for English Language Learners

Several tools can support pronunciation practice outside of class:

• YouGlish: A free website where learners can hear how words and phrases are pronounced in context across a wide range of YouTube videos.
• ELSA Speak: A mobile app that provides pronunciation feedback using speech recognition. Learners can record themselves, receive feedback on specific sounds, and repeat practice as needed. Both free and paid versions are available.

These tools can be used independently, like when learners use YouGlish to study how phrases are spoken in authentic conversations, or as an extension to classroom speaking activities, like using ELSA to practice vocabulary introduced during instruction.

Digital Tools for Collaboration

Collaboration tools help adult learners share ideas, co-create projects, and develop teamwork skills. All tools can be adapted for in-person, hybrid, or fully online instruction.

Digital Bulletin Boards, Whiteboards, and Multimedia Collaboration

These platforms provide shared visual spaces for brainstorming, discussion, and collaborative content creation. They can be used synchronously or asynchronously to support interactive tasks.

• Padlet: A simple digital board for posting text, images, links, and media. It has a low barrier to entry because collaboration does not require a login.
• Jotboard: A digital whiteboard from Jotform designed for structured workflows and form-linked tasks. A login is required for all collaborators.
• Miro: A digital whiteboard with an infinite canvas and templates for a wide range of collaborative activities. A paid plan is required for collaborators without an account to edit boards.
• FigJam: A digital whiteboard with an infinite canvas. An open session allows collaborators to join without a login for up to 24 hours; longer-term access requires an account.

Padlet and similar tools can be scaled for different purposes. Some classes may use them for short text responses, while others may develop multimedia boards with images, links, and videos or structured group projects.

Example uses include:

• Learners in a Science class post examples of how energy is used in daily life, such as heating, lighting, or transportation on digital sticky notes then revisit the collection to categorize examples as renewable or nonrenewable based on what they learn in class.
• During a Math Zoom session, learners work together to solve problems on a shared digital whiteboard.
• Learners in a Health Literacy course create a concept map on healthy lifestyle habits.
• Learners in an ESL class design a basic business plan using a board template.

These collaboration platforms can also be viewed through the SAMR model. For instance, Padlet may substitute for sticky notes, but it can also modify activities by allowing learners to add multimedia, or redefine collaboration by connecting groups across locations in real time.

Jamboard Alternatives

Google Jamboard, a widely used application, was discontinued at the end of 2024. Alternative tools with similar collaborative features include:

• Jotboard
• Padlet Sandbox
• FigJam
• Miro

Document and Workspace Collaboration

These platforms allow learners to co-create, edit, and organize written content, data, and presentations. They support both group work and individual contributions, often with commenting and revision features. Because many of these tools are also widely used in workplaces, they provide learners with opportunities to practice on platforms they may encounter in employment settings.

• Microsoft Loop: A shared workspace where learners can co-edit pages, tables, and checklists.
  • Example: A group uses Loop to plan an event, assign tasks, and track progress.
• Google Docs / Microsoft Word Online: Real-time document editing with commenting and revision history.
  • Example: A group of learners co-writes a personal finance tip sheet, each contributing one section.
• Google Sheets / Microsoft Excel Online: Collaborative spreadsheets.
  • Example: Pairs of learners build a budget spreadsheet to calculate monthly expenses.
• Google Slides / Microsoft PowerPoint Online: Collaborative presentation tools.
  • Example: Learners contribute slides to a group presentation on digital safety, with each learner responsible for one topic.
• Google Drive / Microsoft OneDrive: Cloud storage for organizing and sharing class files.
  • Example: An instructor shares a folder where learners upload assignments and download weekly materials.

These platforms can be adapted for a range of tasks, from short contributions to extended projects that involve formatting, editing, and peer feedback. A single tool can introduce learners to basic navigation and later support more complex collaborative writing and project development.

Digital Tools for Communication

Critical thinking in adult education involves analyzing information, comparing options, and making decisions that mirror real academic, workplace, and daily-life situations. Rather than being tied to a single type of tool, these skills can be developed across many digital platforms. Discussion boards, collaborative documents, forms, and multimedia tools can all prompt learners to interpret information, weigh choices, or justify decisions in ways that extend beyond recall.

Digital tools make it possible to design tasks that reflect authentic decision points. A budgeting scenario in a Google Form can ask learners to choose among weekly shopping lists. A shared Padlet board can present short workplace situations for groups to compare possible responses. Branching simulations created with form logic or slide hyperlinks can walk learners through safety procedures or customer-service interactions, with each choice leading to a different next step. These activities give learners structured opportunities to practice reasoning, apply content knowledge, and reflect on their choices, strengthening critical thinking within the broader digital learning environment.

Digital Tools for Creativity

Creative projects give adult learners additional ways to demonstrate understanding and connect learning to real-world goals. Many digital tools can support visual design, multimedia storytelling, and personalized communication, but some are optimized for just these types of tasks.

Design Tools

These platforms allow learners to create visual content using templates, drag-and-drop features, and customizable layouts:

• Canva and Adobe Express (formerly Adobe Spark): Free versions are available.
  • Example: Learners in an ESL class create an infographic about their hometown, combining short written descriptions with images.
  • Example: Learners in a career transitions course design a digital résumé or personal vision board highlighting goals and strengths.

Projects in Canva can range from simple template-based flyers to more advanced designs such as résumés, infographics, or slide decks. This adaptability allows instructors to start small and expand as learners gain digital confidence.

Multimedia and Digital Storytelling

These platforms support the creation of short videos, narrated slideshows, and audio-based projects:

• Animoto and Powtoon Provide templates and guided tools for creating basic animations or videos.
  • Example: Learners create a short video titled “Balancing Work and School,” scripting the message, selecting visuals, and recording narration.

Open-Ended Productivity Tools

Common platforms like Google Slides, Microsoft PowerPoint, and Microsoft Word also support creative expression in flexible formats: Examples:

• Example: A learner designs a tri-fold pamphlet on local community health services using Microsoft Word.
• Example: Learners research a career and present findings in a visual slideshow rather than a written report.

These formats allow learners to demonstrate knowledge in ways that are manageable and relevant while also practicing skills in widely used workplace tools.

Extended Reality (XR), Virtual Reality (VR), and Augmented Reality (AR)

Extended Reality (XR), Virtual Reality (VR), and Augmented Reality (AR) are emerging tools that blend digital and physical experiences. They can offer new ways to create simulated practice across contexts, including career pathways such as health care, manufacturing, and skilled trades, as well as language learning, civic education, and other applied instruction.

• Virtual Reality (VR): Creates fully immersive simulations that place learners inside a 3D environment using headsets or 360-degree video. For example, learners can practice patient care tasks in a simulated hospital room before entering clinical rotations.
• Augmented Reality (AR): Adds digital information or images as an overlay to the real world through glasses, a phone, or a tablet camera. For example, learners in a construction skills course can scan printed blueprints with an app to view 3D models of building components and safety equipment.
• Extended Reality (XR): Combines elements of VR and AR so learners can interact with both digital and physical components at the same time. For example, learners in an advanced manufacturing course can use a mixed-reality headset to see step-by-step assembly instructions projected onto real machinery while completing the task.

These tools align closely with the Extension dimension of the Triple E Framework because they immerse learners in realistic scenarios that connect classroom instruction to authentic workplace and community contexts. By simulating real tasks and environments, they help learners apply knowledge in situations that mirror those they will encounter beyond the classroom.

Research on immersive environments highlights that XR is most effective when tied to clear instructional goals and integrated into a lesson sequence.[8] For example:

• Before XR: Learners review safety procedures for a clinical or shop environment.
• During XR: Learners complete a virtual simulation of those procedures.
• After XR: Learners reflect on challenges, compare approaches, and practice the same steps with real equipment or role play.

This structure helps learners transfer skills from virtual settings to authentic contexts, especially in workforce pathways such as health care, advanced manufacturing, or logistics.

As interest in XR tools grows, educators and program leaders should approach adoption thoughtfully. These technologies can be engaging, but their value depends on how well they fit program goals, available resources, and learner needs. Before implementing XR, it helps to reflect on several key factors that influence success in adult education settings:

• Cost and access: XR tools vary widely in affordability and technical requirements. Mobile-based or web-based apps often make participation possible for learners who use personal phones or shared devices, while high-end headsets may be unrealistic in some adult education settings. Starting with low-cost or easily accessible tools like can help programs pilot XR without creating new barriers.
• Program resources: At the program level, leaders should assess budgets, connectivity, and classroom infrastructure to determine what can be supported sustainably. Reviewing licensing models, maintenance needs, and staff capacity helps ensure that any investment aligns with long-term instructional and equity goals.
• Workforce relevance: Choose XR activities that reflect the tasks learners will encounter in their training or future jobs. When practice scenarios mirror real workplace situations, learners can more easily see how classroom skills apply in employment settings.

Career Navigation Tools

Adult education programs often serve learners who are preparing for their first job in a new country, changing careers, or building skills for advancement. Career navigation tools support these goals by helping learners explore career options, develop résumés, search for jobs, and practice interviews. Using these tools during instruction can connect classroom learning to real employment pathways while also strengthening essential digital skills.

The tools listed below are free or low-cost and provide practical applications for adult education settings.

• LinkedIn: A professional networking platform that also functions as a digital résumé and job search tool. Learners can create free profiles, highlight skills, and set job alerts by title, location, or experience level. Classroom use can include building profiles, analyzing job descriptions, or practicing professional communication.
• Online Résumé Builders: Tools such as Resume.com, Canva templates, and the résumé builder in CalJOBS (California’s job search system) guide learners through résumé formatting. AI-supported tools can also help identify keywords from job postings to align résumés with employer expectations and applicant tracking systems (ATS).
• O*NET Online and My Next Move: Provide occupational details such as required skills, education levels, and job outlooks. Learners can compare occupations, interpret job profiles, and set career goals. Tools like Career Dreamer generate personalized skill profiles that map prior experience to in-demand occupations.
• GoPursue and Gladeo: Career exploration platforms that highlight industries and mentorship opportunities. Where access is limited, programs can replicate this function with local guest speakers, career panels, or recorded industry interviews.
• Job Search Engines: Platforms such as CalJOBS, Indeed, and Monster allow learners to search for positions by location, industry, and remote work options. Lessons can focus on analyzing job descriptions, setting alerts, and submitting applications.
• Interview Practice Tools: Platforms such as Google Interview Warmup and Big Interview provide structured, digital environments to rehearse responses and receive feedback. These tools extend practice beyond the classroom and help build comfort with both virtual and in-person interviews.
• Career Training Platforms: Free or low-cost programs such as Northstar Digital Literacy and Google Career Certificates offer training in areas like IT support, customer service, and project management. These courses can complement classroom learning and provide credentials valued by employers.

Example Instructional Sequence

To show how digital tools, workforce preparation, and instructional design strategies can come together in practice, the following instructional sequence outlines one way an Integrated Education and Training (IET) class might embed career navigation and digital literacy.

1. Career Research: Learners use O*NET or My Next Move to explore two occupations. They document skills, required education or credentials, and salary ranges in a shared worksheet or slide deck. Each learner selects one occupation of interest and compares local training programs (CalJOBS, community college catalogs, or program websites) to find courses or credentials that align with job requirements. Small groups discuss which programs are most accessible and relevant to their goals.
2. Résumé Development: Learners choose one job title and use a résumé builder (CalJOBS, Resume.com, or Canva) to create a résumé tailored to that role. Drafts are shared in Google Docs for structured peer review, using comments to provide feedback on formatting, clarity, and alignment with the target job. After revisions, learners finalize their résumés with instructor feedback. AI tools such as Gemini or Anthropic’s Claude can be used to identify keywords from job postings to strengthen alignment with employer expectations.
3. Application Walkthrough: Learners select a real job posting that matches their target role and practice completing a full application. Activities cover résumé upload, online forms, short answers, and confirmation steps, with learners tracking submissions and follow-ups in a job search log.
4. Interview Practice: Learners rehearse responses to common questions using tools such as Google’s Interview Warmup or by recording responses on a phone. Role-plays in pairs or small groups simulate phone, video, or in-person interviews, with peer or instructor feedback.
5. Career Reflection and Planning: Learners complete a short reflection identifying one current skill, one skill in progress, and one next step, such as applying for a job, enrolling in training, or updating LinkedIn. Reflections may include a simple timeline or checklist.

Together, these activities form a complete, data-informed career navigation process. Learners use labor market data and local program information to identify opportunities, apply digital tools to document and present their skills, and reflect on next steps using evidence gathered throughout the sequence. For educators, this approach demonstrates how career exploration, skill building, and planning can be woven into instruction as a continuous, data-driven cycle rather than a one-time activity.

Learning Management Systems (LMS)

A Learning Management System is a platform that organizes and delivers digital learning content. Common platforms in adult education include Canvas, Moodle, Schoology, and Google Classroom. In California programs, Canvas and Google Classroom are especially prevalent. Canvas often aligns with systems used in K–12 schools, community colleges, and CSU or UC institutions. Google Classroom is frequently adopted for its simple structure and integration with Google tools.

An LMS supports flexible instruction by centralizing materials, communication, and progress tracking. While initially used in online or distance learning settings, LMS platforms are now applied in in-person, blended, synchronous, and asynchronous courses. They provide anytime, anywhere access to materials and enable communication and collaboration beyond class sessions.

Common LMS features include:

• Centralized Content: A single location for lesson materials, readings, videos, and audio. Organizing by week, module, or topic helps learners review past lessons, catch up after absences, or preview upcoming content. Clear structure also supports digital navigation skills important for adult learners. Research on online learning standards highlights that effective LMS use depends on clear navigation and manageable cognitive load so learners can focus on instruction rather than system management.[9]
• Embedding External Resources: Instructors can link or embed videos, simulations, or open educational resources directly within LMS pages. Keeping materials in one system reduces confusion and minimizes extra logins, which is useful when learners share devices or are building digital confidence.
• Communication Tools: Built-in announcements, discussion boards, and messaging allow instructors to share updates, encourage asynchronous participation, and facilitate peer interaction. These options support adult learners with varied schedules.
• Assignments and Feedback: Digital submission tools allow instructors to provide feedback through written comments, audio, or rubrics. This supports learners balancing multiple responsibilities by making feedback available outside scheduled class time.
• Progress Tracking: Gradebooks and activity logs help learners monitor their progress and allow instructors to follow up after missed work or lapses in activity.
• Quizzes and Auto-Grading: Quiz functionality within an LMS can streamline formative or summative assessment activities. Features often include auto-grading, which might reduce instructor workload.

An LMS can serve as a digital hub, extending learning beyond scheduled sessions. Effective use often begins with a basic structure such as posting a syllabus, lesson materials, and announcements, with assignments or quizzes added gradually. Lessons and resources can be saved, adjusted, and reused each term, reducing the need to recreate content. Most systems support course duplication or templates, making it easier to build on what works.

Programs may also align LMS use with local colleges or workforce partners. This supports smoother transitions for learners who move between adult education, higher education, and training programs, and allows content sharing across institutions.

When evaluating an LMS, educators can draw on the TPACK framework to reflect on how the platform supports effective teaching and learning. For example, an LMS that allows differentiated instruction demonstrates pedagogical and andragogical alignment by enabling personalized learning paths that match learners’ goals and skill levels. Considering how well the system integrates features such as assessments, discussions, and collaborative spaces also helps determine whether it supports both the content being taught and the broader learning outcomes of the course.

Open Educational Resources (OER)

Open Educational Resource (OER) is a term used to describe teaching and learning materials that are free to use, adapt, and share under open licenses such as Creative Commons. Examples include textbooks, worksheets, lesson plans, and videos. OER can lower costs for programs and provide flexibility to adapt materials for local contexts and learner needs.[10]

Several platforms and strategies are especially useful in adult education:

• OER Commons: Searchable library of open materials, with filters for subject, education level, and resource type. Includes adult basic education content.
• OpenStax: Free textbooks in math, science, and social studies written at the college or advanced high school level. Sections can be excerpted or adapted for adult learners.
• MERLOT: A curated collection of free materials hosted by the California State University system. Resources include lessons, simulations, modules, and assessments across subject areas. While many items are openly licensed, others are free-to-use but not fully open, so instructors should check licensing details before adapting or redistributing materials.
• Web searches: Adding terms such as “OER,” “open license,” or “CC-BY” can help locate materials that are free to adapt and share, including ESL and math resources.
• CK-12 FlexBooks® 2.0: Free STEM-aligned digital textbooks, interactive lessons, and adaptive practice. Widely used in high school equivalency and math instruction.
  • Note: CK-12 is not fully open. Some materials are free to adapt, but use is limited by the platform’s Terms of Use. Instructors should confirm that permissions fit program needs, especially for adaptation or redistribution.

Evaluating OER for Adult Learners

When selecting OER, programs can consider the following factors:

• Relevance and Level: Review materials to ensure they match instructional goals and learner skill levels. Many open resources were originally developed for K–12 classrooms and may reference topics such as school schedules, playground activities, or high school events. These can be revised to use examples that reflect adult settings, such as workplace communication, family responsibilities, or community participation.
• Bias and Representation: Ensure materials reflect adult learners’ diversity and contexts. Names, scenarios, or visuals may need adjustment to match adult roles such as work, family, and community responsibilities.
• Engagement: Static materials can be paired with discussions, writing prompts, or hands-on tasks to increase engagement.

1. https://www.learntechlib.org/p/99246/
2. https://www.proliteracy.org/wp-content/uploads/2024/07/6.2.1_Research-1.pdf
3. https://doi.org/10.28945/1106
4. https://doi.org/10.28945/1106
5. https://doi.org/10.1007/s11528-021-00671-z
6. https://www.projectunicorn.org/what-is-interoperability
7. https://eric.ed.gov/?id=EJ1455783
8. https://www.mdpi.com/2079-9292/11/21/3547
9. https://bplawassets.learningaccelerator.org/artifacts/pdf_files/Research-Based-Online-Learning-for-Teachers.pdf
10. https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources