1 Critical Choices: Distance Learning for an At-Risk Workforce Presenters: Aline Click Susan 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 classwork Identifying appropriate tools Understanding the flow of technology related to issues and tools

4 Defining the Critical Choices Program LAAP Grant Initiative

February 18, 2002 eLearning Services, 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

February 18, 2002 eLearning Services, 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” Design Develop Implement Evaluate Disseminate nationwide Support

February 18, 2002 eLearning Services, Northern Illinois University 7 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

February 18, 2002 eLearning Services, Northern Illinois University 8 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

February 18, 2002 eLearning Services, Northern Illinois University 10 Issue 1: Sound Instructional Design Analysis Phase Design Phase Development Phase Evaluation Phase

February 18, 2002 eLearning Services, Northern Illinois University 11 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

February 18, 2002 eLearning Services, Northern Illinois University 12 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?

February 18, 2002 eLearning Services, Northern Illinois University 13 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

February 18, 2002 eLearning Services, Northern Illinois University 14 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

February 18, 2002 eLearning Services, Northern Illinois University 15 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

February 18, 2002 eLearning Services, Northern Illinois University 16 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

February 18, 2002 eLearning Services, Northern Illinois University 17 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

18 Technology Considerations Addressing the Issues with Insight and Innovation

February 18, 2002 eLearning Services, Northern Illinois University 19 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

February 18, 2002 eLearning Services, Northern Illinois University 20 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 21 Public Side

February 18, 2002 eLearning Services, Northern Illinois University 22 Critical Choices Technology Flow

February 18, 2002 eLearning Services, Northern Illinois University 23 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 24 Welcome Center

February 18, 2002 eLearning Services, Northern Illinois University 25 Learning Center

February 18, 2002 eLearning Services, Northern Illinois University 26 Learning Center as Focus of Project Computer Orientation Resources Communication Back Pack Personal documents Modules

February 18, 2002 eLearning Services, Northern Illinois University 27 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)

February 18, 2002 eLearning Services, Northern Illinois University 28 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 29 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 > classmates > facilitator Chats

February 18, 2002 eLearning Services, Northern Illinois University 30 Community Center

February 18, 2002 eLearning Services, Northern Illinois University 31 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

February 18, 2002 eLearning Services, Northern Illinois University 32 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

33 Questions ?

34 Aline Click Susan King