Few learners are experienced with formal online learning and have limited digital literacy and study skills. They needed additional support to promote success in the English as a Second Language (ESL) program.

This instructional aid was designed to help onboard learners enrolling in the hybrid and virtual learning environments of our ESL program. The resource was added into the student orientation module of Canvas.

Learners had easy access to the resource and the topics are easy to implement.

The template in the college's Canvas shell did not meet the needs of the adult ELLs to understand what the course entails, requirements, and semester plan, especially for beginner ELLs with no English knowledge.

Using Smore.com, I created a visually appealing bilingual syllabus for this 1-week pilot course.

Learners were aware of the expectations of class, no matter what their English level was. This was especially helpful for a fully online course.

The college's academic honesty policy was not accessible to our ESL students due to a language barrier.

The policy was written in simplified English and translated for our primarily Latino student population. YouTube videos were evaluated for language speed and complexity, and selected to help portray the basic fundamentals of the policy.

Students enrolled in the ESL program are now aware of the academic honesty policy and have to agree to it in their student orientation module in Canvas.

Most learners had never used a learning management system (LMS) and only had experience with mobile devices. They needed to feel comfortable navigating the Canvas Student app in order to complete their assignments in the blended ESL Course.

This resource was created as a partner activity. Images were used to show the main pages of the Canvas app that learners would use. The instructions were in English and Spanish to help support the learners during the first week of class.

Working in partners, the learners were able to find the answers by interacting with the Canvas Student app. The question word bank was added in a second iteration of the activity for added language support.

COVID19 forced many schools to close resulting in instructors teaching from home and having to haul important student documents and teaching materials between home and school. This caused a lot of additional stress on instructors.

This resource enables instructors to organize and locate essential school papers that will be needed to fulfill their work duties. Instructors put papers together into an organized binder with slash pocket plastic dividers designated for each topic. This is a highly customizable system to use with whatever subject area or age level an instructor teaches.

Results could be measured by the feedback from instructors on how better organized they feel in their workspaces and how more efficient they feel being able to locate particular items that they need throughout their work week.

Our English as Second Language program is a Bring Your Own Device (BYOD) program. The only rules we had set in place were that learners must silence their phones during class and they need to answer phone calls outside the classroom. Learners needed more education on netiquette when it came to school, work and online learning environments.

I compiled suggestions from multiple resources into this bilingual document. The language had to be kept simple for English Language Learners.

Learners applied the recommendations in school emails, the learning management system discussion boards, and Remind app text messages.