Critical Choices: Distance Learning for an At-Risk Workforce AC and SK Introduce and short background. Year One! Lessons learned from a non-traditional student population using online technologies Presenters: Aline Click Susan King

Northern Illinois University 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? SK Summarize why this is timely – the use of technology in non-traditional ways. February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University What’s in it for you? Defining issues associated with online classwork Identifying appropriate tools Understanding the flow of technology related to issues and tools SK You are not working with this audience so why would you be interested in this topic? But you may be making similar practical decisions. What are the major concepts to define? How do the tools work? Handout of a checklist for decision making? February 18, 2002 eLearning Services, Northern Illinois University

Defining the Critical Choices Program LAAP Grant Initiative Sk First I will give a brief overview of what we are dealing with – how we came to be part of the LAAP program

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 SK LAPP is part of FIPSE which is the Fund for the Improvement of Post Secondary Education 11 awards in 2000 6 in 2001 Submitted a proposal last spring, got accepted last summer, began in the fall $3 million program, half provided by Govt., half by matching grants University of Iowa Texas A&M University-Corpus Christi Indiana University School of Nursing University of Maryland College Park Virginia Polytechnic Institute and State University Northern Illinois University February 18, 2002 eLearning Services, Northern Illinois University

Critical Choices Project Overview “A comprehensive online workplace success skills program to provide low-income and welfare recipients with essential workplace skills” Design Develop Implement Evaluate Disseminate nationwide Support Sk LAAP is “seed money” from the government to develop programs that will be effective and financially successful on a national level. Not only design a course, market it, support it, etc February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University Partners Training Alliance of the YMCA of Metropolitan Chicago Training, Inc. Northern Illinois University E-learning services Department of Adult Education Center for Governmental Studies Sk For this project, NIU will provide project management skills; expertise in web-based course development and a course delivery platform; and expertise in counseling, adult education, and evaluation. Both the YMCA’s Training Alliance and Training, Inc. bring proven track records in providing welfare-to-work training and access to the computer hardware needed. The YMCA’s Training Alliance will provide the basic curriculum for Critical Choices, and Training, Inc. through its partner associates will provide the capacity to deliver the program nationally. February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University Course Focus Self-knowledge Educational and occupational exploration Career planning Life plan assessment Sk 1.       Currently, they are offered only in a classroom format, and thus are very labor intensive for instructors and offer very limited access to welfare recipients. Recipients must come to the centers to take the class and must work through the assignments at a pace determined by the instructor. In the case of the First Step, Training Alliance is able to serve only 200 students a year; 2.       Currently the First Step program has a 25% dropout rate. Students face barriers to completion that include childcare problems and the limited hours during which the course is offered; 3.       Other reasons that students drop out include lack of motivation and discouragement. February 18, 2002 eLearning Services, Northern Illinois University

Design and Development Issues Pioneering Program for Population and Delivery System Sk Now that we know what the overview of the program is, what specifically is NIU doing?

Issue 1: Sound Instructional Design Analysis Phase Design Phase Development Phase Evaluation Phase Sk Always the first thought – sound design Analyze the learners, content, environment, etc. and develop appropriate objectives Design the interface, curriculum, interactions, evaluations Develop the tools Check to see if the objectives were met February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University 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 Sk Take a closer look at these three major approaches as issues February 18, 2002 eLearning Services, Northern Illinois University

Issue 2: Target Audience and Motivation U.S. welfare system overhaul in 1996 Some success For the most part the jobs they find do not pay a livable wage Only 25% of those tracked held the same job after 18 months Why should they take another class? Sk This is the last group of people in the Welfare to Work group. The first group to merge into the job marketplace did so years ago. However, many are still under the poverty level. Why should they take another class? Flexibility YMCA track record of helping people get and keep livable wage jobs Connections support February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University 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 Sk Implications in the job market: Low level and low paying jobs don’t use computers Computer skills add to marketability How a person feels about his ability to use computers is pivotal to success. “Computer self-efficacy” and self esteem/confidence February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University 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 Sk Research on this population and computers is sparse Govt. feels it is important to fund this type of program This is pioneering work and probably the basis for future study February 18, 2002 eLearning Services, Northern Illinois University

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 progress Also found this population tends to drop out of the program, especially if they did not feel closely watched Sk How to monitor progress and motivate to completion? Major issue that shapes many design and development issues: Right to privacy Building community/Teamwork Information shared with case worker February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University Issue 3: Type of Content Skills necessary to qualify for higher paying jobs include “Soft Skills” such as: Communication Decision-making Teamwork Reasonable reflective thinking Sk Some is fairly easy to present such as how to find potential jobs and how to fill out an application. Other is fairly complex such as effective teamwork and the ability to communicate. February 18, 2002 eLearning Services, Northern Illinois University

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 activities Critical thinking to be evaluated as an outcome Sk Dept. of Adult Ed at NIU is analyzing the curriculum and designing activities for critical thinking February 18, 2002 eLearning Services, Northern Illinois University

Technology Considerations Addressing the Issues with Insight and Innovation AC Introduction to eLearning Services and most of the Critical Choices Technology Team Experienced at developing custom online education. Our team consists of … Technology as well as creative “Think Tank”

Northern Illinois University Test the theory that blended model can overcome traditional limitations: Greatly increase accessibility because of anywhere, anytime aspects Reduce dropout by blending enhanced counseling with increased accessibility Improve learning outcomes by accommodating differing learning styles Empower participants to overcome the digital divide AC #1 So the student can go to their local lab when auntie Jean is available to sit the kids. #2 F2F, Phone and/or email #3 Text, audio, graphical, interpersonal (journaling), extra personal (team work), research… February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University System Requirements Platform: Windows 95/98/2000, or Windows NT with Service Pack 4 Processor: Pentium II (233 mhz or better) RAM: 32 MB or greater Modem 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 February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University Public Side www.criticalchoices.org February 18, 2002 eLearning Services, Northern Illinois University

Critical Choices Technology Flow AC The private side Welcome Center Learning Center Community Center February 18, 2002 eLearning Services, Northern Illinois University

Learning Management System Security Personalization Information important to the individual Location Info Class Info Individual Info Communication Feedback February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University Welcome Center AC Parts Technology of Welcome Center Drag and drop photos Form input February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University Learning Center February 18, 2002 eLearning Services, Northern Illinois University

Learning Center as Focus of Project Computer Orientation Resources Communication Back Pack Personal documents Modules February 18, 2002 eLearning Services, Northern Illinois University

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) Video = choices February 18, 2002 eLearning Services, Northern Illinois University

Learning Interactions Between instructor/facilitator and learner Among learners Between learner and resources Hyperlinks Search tools Media February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University Other Technology Backpack (similar to a grade book) Personal documents Time spent online Profile Information (editing) To do list / calendar Module completion checklist Communication Threaded discussion Email > classmates > facilitator Chats February 18, 2002 eLearning Services, Northern Illinois University

Northern Illinois University Community Center February 18, 2002 eLearning Services, Northern Illinois University

Ongoing Effects of Community Connections to other people Access to information Financial Health Child care Any area of interest Place to keep personal information Resources Threaded discussions and chats are still available Ophra Ivillage February 18, 2002 eLearning Services, Northern Illinois University

Comparative Benefits of Online Experience Increases writing and reading comprehension skills Allows participants to move through the material at their own pace Facilitates independent working skills Provides a broad range of informational resources Develops an extended community that remains after the class February 18, 2002 eLearning Services, Northern Illinois University

Questions ?

Aline Click aclick@niu.edu Susan King scking@niu.edu www.criticalchoices.org Aline Click aclick@niu.edu Susan King scking@niu.edu