Critical Choices: Distance Learning for an At-Risk Workforce

1

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?



What’s in it for you?

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

4

Defining the Critical Choices Program

LAAP Grant Initiative



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



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



Partners

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

E-learning servicesDepartment of Adult EducationCenter for Governmental Studies



Course Focus

Self-knowledge

Educational and occupational exploration

Career planning

Life plan assessment

9

Design and Development Issues

Pioneering Program for Population and Delivery System



Issue 1: Sound Instructional Design

Analysis PhaseDesign PhaseDevelopment PhaseEvaluation Phase



New Approach

Help an at-risk group develop critical work-related skills

Develop a technology-based delivery system

Bridge the digital divide to learn anytime and anywhere



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?



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



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



Monitoring Progress vs. Privacy

Siegel (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



Issue 3: Type of Content

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

CommunicationDecision-makingTeamworkReasonable reflective thinking



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

18

Technology Considerations

Addressing the Issues with Insight and Innovation



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



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



Public Side

W hoP ar tne rs

e L ea rn ing S erv icesA d u lt E d , Y M C A , 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



F acility S upport P ersonnel

H ouse R u les S etup

C lassm ates O n line P ractice

W elcom eCenter

1 -15

Modules

H elp D esk Instructor

C lassm ates C ase M anager

C om m unication

B ooks L inks

P laces

R esources

W ork ing docum en ts P rof ile

T im e S pen t To D o L is t

BackPack

C om pu ter O rien tation

Learning Center

H ot Topics M y R esou rces

M y F riends P ersonal

Com m unity Center

Login

Portal

Critical Choices Technology Flow



Learning Management System

SecurityPersonalization

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

CommunicationFeedback



Welcome Center

L a b H o 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

S u p po rt P erso n el

A tte nd an ce L an gu age

A ttitu 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 ates P rac ticeO n line C om m u n ica tion

W elcom e C enter



Learning Center

1 -15

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 er

C o m m un ication

B o o ks L in ks

P la ces

R eso 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 ack P ack

C o m p uter O rien tation

Learning C enter



Learning Center as Focus of Project

Computer OrientationResourcesCommunicationBack Pack

Personal documents

Modules



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)



Learning Interactions

Between instructor/facilitator and learnerAmong learnersBetween learner and resources

HyperlinksSearch toolsMedia



Other Technology

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

CommunicationThreaded discussionEmail > classmates > facilitatorChats



Community Center

N e w s Jo b O pe n in gs

H o t To p ics

Jo b B a nk D a yca re

H ea lth C o ntinu ing E d .

H e lp D e sk

M y R eso u rces

A d de ss 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 en ts in P ro gre ss

P erso n al

C om m unity C enter



Ongoing Effects of Community

Connections to other peopleAccess to information

FinancialHealthChild careAny area of interest

Place to keep personal informationResources



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

33

Questions ?

34

www.criticalchoices.org

Aline [email protected]

Susan [email protected]

Documents

Critical Choices: Distance Learning for an At-Risk Workforce