1. Web-Based Instruction and the Low Income, Adult Learner: Challenges and Solutions Presented by: Aline Click, Northern Illinois University Brian Walk, Northern Illinois University

2. Presentation Objectives Background on the LAAP/FIPSE grant project “Critical Choices” Review characteristics of the low income adult users Discuss pedagogical strategies used reach the low income audience

3. Project Background Funded in part by LAAP/FIPSE grant Partners include: YMCA Alliance of Chicago, Training Inc., National Association “The First Step” curriculum Blended learning model

4. Learner Characteristics What are the demographics of our target population? –Single mothers in their 20 -30s –Low Income/ working poor –Welfare to work –Teenagers –Older adult in career change Analysis

5. Barriers Reading Level Attitude towards school Time availability Access to computers and the Internet Access to support Computer literacy Analysis

6. Reading Level 6 th grade reading level English as Second Language (ESL) Terminology Analysis

7. Attitude Towards School Low success in the past Adult learners Tell me, show me and let me be done with it Goal oriented Analysis

8. Time Availability Childcare/family issues Work schedule Transportation issues Analysis

9. Internet Access Cost of computers ISP availability/cost Connectivity Speed Labs Analysis

10. Hardware/Software Processor speed Browser window size. Absence of software products for this population. Communication tools Analysis

11. 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 –Higher hourly wage Analysis

12. Access to Support Technical support Mentors Social support Analysis

13. Meeting the Needs Blended learning Facilities at the YMCA, Training Inc and other work force development facilities as well as high schools, and community colleges. Design

14. Instructional Design Why do we need ID? –Interactivity –Communication –Language support –Engagement –Retention/Transfer Design

15. Interactivity Content that requires interaction –Worksheets with feedbackWorksheets with feedback –SurveysSurveys –Non-linear content choices –Quizzes –Journaling –Discussion “Ask the coach” Design

16. Communication Interactivity –Student to studentStudent to student –Student to facilitator –Student to content Design

17. Monitor and Feedback 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. Design

18. Communicating with reading support 6 th – 8 th Grade Reading Level Audio narration of story text Bite size readings Glossary Links Dictionary Design

19. Engagement Personalize Searches online Active problem solving Design

20. Bite Size Learning Presentation via video, 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) Modular Time Management Design

21. Interface Considerations Development

22. Interface and Design How it looks – how it impacts student’s: –comfort level with technology –ability to navigate the site –motivation to complete the course How it functions? Development

23. Interface and Design How it is constructed – how it impacts: –our ability to add content, tools, and other functionality throughout the development of the course –our ability to make global changes to site efficiently –the limited experience of our target audience –the variability of equipment and connectivity in different facilities –a Learning Management System (LMS) Development

24. Usability Standard Web Conventions Consistent presentation of information –Chapters follow pattern –Multimedia presentations vary, but functionality remains the same throughout the course –Limited pop-up windows –Help features Development

25. Flexibility Can be updated quickly to address design concerns Designed to be efficiently customized if sold to other organizations –Use of simple layout table elements –Limited use of images to establish the look –Use of CSS for text and content styling –Use of Server Side Includes Development

26. Visual Aspects Create a unique, inviting look and theme Friendly color pallet, visual elements Page structured to keep navigation consistent, intuitive Page content “chunked” into manageable portions Development

27. Computer Literacy Here is how we addressed computer literacy –Orientation – online, F2F and/or phone –Clean Interface –Self-explanatory navigation –Screen help –Structure Development

28. Computer Literacy Clean interface Clearly labeled controls Underlined links Screen help for each screen Development

29. Learning Management System Custom Learning Management System (LMS) Development

30. Connectivity Speed of connection = multimedia considerations Audio text alternative to all video components Preloading Flash presentations with quotes to read while waiting Development

31. Comparative Benefits Increases accessibility through asynchronous delivery of learning material. Allows learners to move through the material at their own pace Facilitates independent working skills Develops marketable computer skills Provides a broad range of informational resources Develops an extended community that remains after the class Implementation and Evaluation

32. Contact information Aline Click – aclick@niu.eduaclick@niu.edu Brian Walk – bwalk@niu.edubwalk@niu.edu Marcia Medema - mmedema@ymcachgo.orgmmedema@ymcachgo.org Marty Miles - mmiles@traininginc.orgmmiles@traininginc.org