Critical Choices: Distance Learning for an At-Risk Workforce

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Critical Choices: Distance Learning for an At-Risk Workforce

Presenters:Aline ClickSusan King

February 18, 2002 eLearning Services,

Northern Illinois University 2

Today’s Presentation

What is the Critical Choices Program?What are some of the issues in designing and developing the program?How does technology help address the issues?

February 18, 2002 eLearning Services,

Northern Illinois University 3

What’s in it for you?

Defining issues associated with online classworkIdentifying appropriate toolsUnderstanding the flow of technology related to issues and tools

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Defining the Critical Choices Program

LAAP Grant Initiative

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Northern Illinois University 5

Learning Anytime Anyplace Partnership

LAAP is a grant program for asynchronous, innovative, scalable, and nationally significant distance education projects

Funded by US Department of Education

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Northern Illinois University 6

Critical Choices Project Overview“A comprehensive online workplace success skills program to provide low-income and welfare recipients with essential workplace skills”DesignDevelopImplementEvaluateDisseminate nationwideSupport

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Northern Illinois University 7

Partners

Training Alliance of the YMCA of Metropolitan Chicago Training, Inc.Northern Illinois University

E-learning servicesDepartment of Adult EducationCenter for Governmental Studies

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Northern Illinois University 8

Course Focus

Self-knowledgeEducational and occupational explorationCareer planningLife plan assessment

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Design and Development Issues

Pioneering Program for Population and Delivery System

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Northern Illinois University 10

Issue 1: Sound Instructional Design

Analysis PhaseDesign PhaseDevelopment PhaseEvaluation Phase

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New Approach

Help an at-risk group develop critical work-related skillsDevelop a technology-based delivery system Bridge the digital divide to learn anytime and anywhere

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Issue 2: Target Audience and Motivation

U.S. welfare system overhaul in 1996Some success

For the most part the jobs they find do not pay a livable wageOnly 25% of those tracked held the same job after 18 months

Why should they take another class?

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Computer Literacy

Digital Divide: Gulf between Those who have access to computer technology and the necessary skills to use it effectively And those who do not

Implications in the job market

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Research

A Study by California State University Institute (1999) Defined needs of welfare to work, low literacy and skills population

Sound instructional design Appropriate use of technology Adequate support for sustained involvement

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Monitoring Progress vs. PrivacySiegel (1996) found that a key component to successful online education for at-risk populations seems to be closely monitoring student progressAlso found this population tends to drop out of the program, especially if they did not feel closely watched

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Issue 3: Type of Content

Skills necessary to qualify for higher paying jobs include “Soft Skills” such as:

CommunicationDecision-makingTeamworkReasonable reflective thinking

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Critical Thinking Defined

The skill of reasonable reflective thinking that is focused on deciding what to do or believe (Baron & Sternberg, 1987)

Critical thinking to be embedded in course activitiesCritical thinking to be evaluated as an outcome

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Technology Considerations

Addressing the Issues with Insight and Innovation

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Test the theory that blended model can overcome traditional limitations:

Greatly increase accessibility because of anywhere, anytime aspectsReduce dropout by blending enhanced counseling with increased accessibilityImprove learning outcomes by accommodating differing learning stylesEmpower participants to overcome the digital divide

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Northern Illinois University 20

System RequirementsPlatform: Windows 95/98/2000, or Windows NT with Service Pack 4 Processor: Pentium II (233 mhz or better) RAM: 32 MB or greaterModem Speed: 28.8 kbps modem or faster Audio: 16 bit Sound Card and Speakers Video: Display card (minimum 65,000-color) Monitor: Set to 800 x 600 resolution or better Software: Internet Explorer 5.5 SP1, RealPlayer 8 (free version available), Acrobat Reader, Shockwave Player

Platform: MacOs 8.1 or Later Processor: 604 Power PC (200 Mhz) or faster RAM: 32 MB or better, Virtual Memory turned on, set to 64MB Modem Speed: 28.8 kbps or greater Monitor: Set to 800 x 600 resolution or better Software: Internet Explorer 5.0, RealPlayer 8 (free version available), Acrobat Reader, Shockwave Player

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Public Side

W hoP ar tne rs

e L ea rn ing S erv ic esA d ult E d , Y M CA , T ra in ing ...

W h atP rog ra m O u tline

W h ereL o ca tio ns

L og inG o to p r iv a te s ide

P ortal

www.criticalchoices.org

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F ac ility Support Personnel

H ouse R u les S etu p

C lassm ates O n line P ractice

W elcom eC enter

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Modules

H elp D esk Ins tru c tor

C lassm ates C ase M anager

Com m unication

Books L inks

P laces

R esources

W ork ing docum en ts P rof ile

Tim e Spen t To D o L is t

BackPack

C om puter O rien tation

Learn ing C enterH ot Topics M y R esou rces

M y F r iends Person al

C om m unity C enter

Login

Portal

Critical Choices Technology Flow

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Learning Management System

SecurityPersonalization

Information important to the individual• Location Info• Class Info• Individual Info

CommunicationFeedback

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Welcome Center

L a b Ho u rs

F ac ility

In s tru c to r C a se M a na g er

H e lp D e sk

Su p po rt P erso n el

A tte nd an ce L an gu age

A tt itu de

H o u se R u les

E m a il W h o a m I

P ic tu re

P ro file S e tup

N a m es P h otos

E m a il

C lassm a tes P racticeO n line C om m u n ica tion

W elcom e C enter

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Learning Center

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M o du les

H e lp D e sk In s tru c to r

C la ssm a tes C a se M a na g e r

C o m m un ication

B o o ks L in ks

P la ces

R e so urces

W o rkin g do cu m e n ts P ro file

T im e S p e nt T o D o L ist

B a ck P a ck

C o m p uter O r ien tation

Learning C enter

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Learning Center as Focus of Project

Computer OrientationResourcesCommunicationBack Pack

Personal documentsModules

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Technology in Learning Modules

Presentation via video scenarios, audio/slideshow, or activity (media intensive)Interactive quiz/activity (images used for visual support)Threaded discussion with classmates and/or a case manager or facilitator Assignment/Activity (varied and checked online by facilitator)

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Learning Interactions

Between instructor/facilitator and learnerAmong learnersBetween learner and resources

HyperlinksSearch toolsMedia

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Other Technology

Backpack (similar to a grade book)Personal documentsTime spent onlineProfile Information (editing)To do list / calendarModule completion checklist

CommunicationThreaded discussionEmail > classmates > facilitatorChats

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Community Center

N e w s Jo b O pe n in g s

H o t To p ics

Jo b B a nk D a yc a re

H ea lth C o n tinu ing E d .

H e lp D e sk

M y R e so u rc es

A d de s s b o ok C h at

W ho is o n line D iscu ss io n B oa rd

E m a il

M y F rien ds

T o d o L ist C a le nd ar

C ha n ge P ro fi le D o cu m e n ts in P ro gre ss

P e rso n al

C om m unity C enter

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Ongoing Effects of Community

Connections to other peopleAccess to information

FinancialHealthChild careAny area of interest

Place to keep personal informationResources

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Comparative Benefits of Online Experience

Increases writing and reading comprehension skillsAllows participants to move through the material at their own pace Facilitates independent working skillsProvides a broad range of informational resources Develops an extended community that remains after the class

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Questions ?

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www.criticalchoices.org

Aline Clickaclick@niu.edu

Susan Kingscking@niu.edu