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Implementing Distance Learning into Montana ABLE

Implementing Distance Learning into Montana ABLE. Quality Initiative September 17 th , 2008. Distance Learning – Initial Steps. State selected Pilot Teams State applied for Rural Adult Education Collaborative Grant (RAEC) sponsored by OVAE Montana was one of five states to be awarded the

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Implementing Distance Learning into Montana ABLE

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  1. Implementing Distance Learning into Montana ABLE Quality Initiative September 17th, 2008

  2. Distance Learning – Initial Steps • State selected Pilot Teams • State applied for Rural Adult Education Collaborative Grant (RAEC) sponsored by OVAE • Montana was one of five states to be awarded the RAEC grant • State contracted with Missouri GED Online • State hired DL Education Consultant

  3. Montana’s Distance Learning Team • Office of Public Instruction • Margaret Bowles: Montana ABLE State Director • Jackie Provance: Distance Learning Education Consultant • Crow Agency/Hardin • Jerry Guay: ABLE Director • Patricia Whiteman: ABLE Instructor • Anita Schoppe: ABLE Instructor • Lewistown/Roundup • Diane Oldenburg: ABLE Director • Gloria Miller: ABLE Instructor • Marie Ann: ABLE Instructor • Paula Mentzer: ABLE Instructor • Miles City • Annette Gordon: ABLE Director • Jennifer Kocher: ABLE Instructor • Melinda Lynnes: ABLE Instructor • Shelley Freeze: ABLE Instructor

  4. State Preparation Summarized scope of work into project overview • Project Context • Project Development • Phases I, II, III • Product Development • Consultant • Data • Sustainability

  5. State Preparation Developed table to: • Identify objectives • Categorize key actions • Name personal responsible for actions • Describe outcomes • Identify measures • Create manageable time frame

  6. State Vision & Strategies for Distance Education • Train staff and implement a distance learning curriculum • Create a paradigm shift for Montana ABLE • Build partnerships with employers in order to identify and provide education for under-skilled employees • Revitalize partnerships with agencies serving unemployed, under-skilled adults

  7. What We’ll Cover Today • Stages of development: Phase I – Trainings & Preparation Phase II – Marketing & Establishing DL Phase III – Instruction, Evaluation, & Revisions • Is your program a good fit for distance learning? • Advantages • Potential challenges • Next Steps…

  8. Phase I Training and Preparation for Distance Education

  9. Phase I - Overview State Trainings: • Deliver “Online Methodology” to Pilot Teams • Project Ideal • Missouri GED Online • Introduction to distance learning software: • Missouri GED Online • SkillsTutor

  10. Trainers Introduce New Software to the Montana Pilot Teams Mary Grott introduces Missouri GED Online and SkillsTutor Leslie Petty introduces Project Ideal

  11. Montana Pilot Teams Begin to Explore Distance Education

  12. What are Effective Strategies for Online Instruction? • Identify: • DL student characteristics • Resources that will be needed to accommodated distance learning students • Professional development that will be needed for staff to adapt to distance education • How your program will recruit distance learning students • How your program will retain distance learning students

  13. What are the Characteristics of a Distance Learning Student? Distance learning students have • a consistent reading level with the course • a partial “visual” learning style • the ability to work independently • the ability to multitask • intrinsic motivation • the ability to seek help when needed

  14. What resources are needed for the success of distance students? • Knowledgeable instructors • A body of research material (both books & online resources) • Access to computers and relevant data sources • Technical Assistance • Accommodations to meet disabilities (if necessary) • Printers

  15. How do programs recruit distance learning students? • Work with current partner agencies • Create new employer partner agencies • Schedule Orientations or Open Houses • Attend Job/Business Fairs • Promote Community Outreach to: • Schools • Employers • Health Care Programs • Public Assistance Organizations

  16. How do Instructors Make Distance Learning Students Feel Comfortable Online? • Create friendly environment for students • Set expectations upfront • Make sure students understand procedures and how to navigate software • Set up welcoming e-mails • Respond to students in timely manner

  17. Will Your Program Match Instructor Personalities with Distance Learning Students? • How will matches be determined? • When will matches take place? • Will instructors plan quarterly meetings with distance students at scheduled times during the year?

  18. How do programs retain distance learning students? • Make students feel excited they are participating in a distance learning program • Extend the vision of online learning • Use welcome strategies • Mail certificates and/or send e-cards • Set reasonable goals with specific measurable results and review them often, give positive feedback, and enjoy your jobs!

  19. Planning for Online Instruction Community Zero Assignments (Distance Learning 101) • What's Needed for Students to be Successful? • Student characteristics? • Classroom requirements? • Resources needed for success? • Identifying and Recruiting the Target Audience • Who is your audience? • What is the best way to recruit them? • Specifying Training Needs • What are your training needs? • How will training be provided? • Planning for Teaching • What teaching activities need to be provided for a distance learner? • How will these activities be implemented • Plans for Learner Assessment • What strategies will be used with distance learning students and how will these strategies be implemented?

  20. Helpful Suggestions to programs that plan to implement a distance learning program… • Work as a team to develop strategies and plan for distance education • Create a blended ABLE model of classroom instruction and distance delivery • Provide staff time to explore distance learning curriculum and navigate around software • Research “best practice” and utilize Montana’s Protocol Guide • Maintain communication with all participants

  21. Initial Marketing Preparation Begins and Materials are Produced at OPI • A Needs assessment is created to gain insight to educational needs from employers perspective • Marketing materials are designed to advertise Montana ABLE and distance education • Fliers • Brochures • Generic Newspaper article is written to help with local advertising • OPI creates materials for display board to use at Job Fairs and Business Fairs

  22. Outcomes of Phase I • Assignments completed • Instructors learned how to manipulate DL software • GED Online and SkillsTutor • A process for online instruction evolved at each site • Partner agencies & potential employers were identified to target potential DL students • A tracking system was incorporated into MABLE • State produces marketing materials • Monthly conference calls with pilot teams began • pilot teams shared DL ideas

  23. Phase II Marketing and Incorporating Distance Learning into Montana ABLE programs

  24. Incorporating Distance Learning into Montana ABLE Programs Distance learning teams: • Identify current and potential partner agencies • Make introductory phone calls and plan visits to meet with partners and local employers • Share distance learning materials that have been created to introduce students to distance education and track student progress • Welcome guides • Students surveys • Student introductory letters • Student tracking process • Trouble shoot with GED online • Walk through student enrollment process with each instructor

  25. Marketing Continues Distance Learning Coordinator works with each pilot team to: • Organize marketing packets • Needs assessment updated with site information • Orientation fliers created for packets • Created site labels for distance learning fliers & brochures • Included business cards • Lead distance learning instructor • State distance learning consultant • Program hours of operation • Site Brochures • Meet with local newspaper reporter • Meet with several partner agencies to describe distance learning and deliver marketing packet

  26. Collect Business Cards from current & potential partner agencies • Keep business cards in rolodex for future reference • Place relevant information on the back of the business card to remember • Contact Names • Phone numbers • E-mail Addresses

  27. Marketing Continues…SupportiveMaterials are Produced for • Staff and Students • Employer Tracking Charts are updated with relevant information • Phone scripts are created • Introduction • Follow Up • Business cards are collected in Rolodex • Newsletter templates & articles are shared • Student User’s Guides are implemented • Congratulation letters, certificates, and cards are shared

  28. Marketing Continues…SupportiveMaterials are Produced for • Employers • Revised Needs Assessment includes site specific questions • Pre-stamped envelopes are included in the marketing packets for return of needs assessment • Win-Win-Win Document created and shared with community • Employer Sign Up Sheets used for businesses afar • Display Board materials are created to use at job fairs/business fairs • Marketing Packets are put together and delivered throughout community • Revised fliers & brochures • Site specific address labels are created to place on fliers

  29. Marketing Milestones • Each site developed a site-specific packet of materials for local employers • Outreach into communities • All local newspapers published an article on distance learning becoming available in their community • The education consultant and instructors made follow up calls to local employers • Reminded employers of the upcoming orientation • Reminded employers to return the needs assessment

  30. Milestones Continued… Analysisof Needs Assessment: • Employers see a need for: • Montana ABLE services • Distance learning • Soft Skills Curriculum • Employers will support adult education and distance learning in a variety of ways: • Pay partial or all of the GED testing costs • Increase salary after employee receives GED • Provide space and/or computer access to employees pursuing academic studies

  31. Milestones Continued… • Each site planned, organized, and held a distance learning orientation • The first distance learners were enrolled • Exploration of workplace curriculum occurred at state level • Instructor commitment contributed to student success • Professional bond was created within distance learning team

  32. Milestones Continued... • State continues tosupport marketing efforts • Display board purchased for ABLE programs to check out and use at business events and job fairs • Advertise individual program • Advertise distance learning • Montana ABLE posters created to advertise: • Montana ABLE programs (Montana map with specific site information) • Distance Learning • Montana facts on adult education • Supportive communicationcontinues via • E-mails • Conference calls • Telephone calls providing technical support

  33. Outcomes • Enrollment numbers increased 20-50% • GED's were obtained through distance education • On the average distance learners logged 8.5 contact hours/week • On the average distance learners were enrolled for 2 -3 months • On the average distance learners made a 20% educational gain after post testing

  34. Outcomes Continued… • Local newspapers and Montana’s State School Superintendent, Linda McCulloch recognizes and honors first distance learning student to obtain a GED through distance education • Draft of Distance Learning Protocol Guide • Draft of Distance Learning Guidance for ABLE

  35. Phase III Instruction, Evaluation, and Revision

  36. Instructional Support Montana Protocol Guide is developed from best practices to guide programs with DL implementation: • Introduction to RAEC grant • Preparation for online learning • Delivery of online instruction • Examples of dl orientation process • Resources for instructors & students • A listing of online curriculum approved by Montana ABLE • Marketing strategies to help deliver distance learning into local communities.

  37. Instructional Support Continued…… • The Distance Learning Policy for ABLE is developed which defines and facilitates the implementation of distance learning delivery • sets the context for distance learning • describes general distance learning requirements • includes the application and approval procedures to operate a distance learning program • describes funding • describes training requirements

  38. Instructional SupportContinued… State provides Web site on FTP server as resource to support ongoing communication • Promotes collaboration between pilot sites • Access a state Website to find distance learning resource: • Newspaper templates • Newspaper articles • Advertisements • Certificates and awards • Protocol Guide

  39. Evaluation Distance learning team meets in Billings, May 2008 • Evaluate latest Marketing Tools • Display Board • Win Win Win document • Employer Sign up Sheet • Evaluate and make final contributions to Distance Learning Guidance Manual • Share and evaluate new deliverables • Complete electronic student management system • Evaluate Pros and Cons of Missouri GED Online • Review Best Practices • Functionality concerns • Technical problems • Evaluate RAEC folder contents

  40. Revisions • Marketing Strategies were revised to better meet the needs of our local programs • Outreach will be determined by individual programs • Functionality and technical issues were presented to Missouri GED Online • GED Online established a system for report non functioning links • GED Online established a trouble shooting folder to help instructors • Manage data • Access student information (student reports) • GED Online (Blackboard) will include student sample test that will allow students to determine if online curriculum will meet their needs

  41. Revisions Continued Win-Win-Win document was created and revised to improve marketing. Montana ABLE programs and distance learning make a difference in our lives!

  42. Can your program support DL? Do you have… • Commitment to professional development? • Time to integrate a new curriculum? • Time to support marketing efforts? • Commitment to ongoing communication with other distance learning programs? • Commitment to provide annual distance learning improvement plan? • Analysis/assessment of employer and student needs • A goal to increase the number of distance learners served with an accompanying marketing plan

  43. Benefits? • Increase student numbers and improve state outcomes • Bridge gap between employer, community and Montana ABLE programs • Protocol Guide • Share distance learning resources and best practices • Utilize state resources and support • Recognition for effort and success

  44. Challenges? • Reallocation of existing budget & resources • Incorporation of distance learning into current mode of operation • Time and staff commitments • Software demands • Marketing challenges

  45. Next Steps…… • Become familiar with distance learning resources • RAEC folder • Montana's Adult Basic and Literacy Distance Learning Protocol Guide • Montana's Distance Learning Guidance for Adult Basic and Literacy Education • Send distance learning team to professional development training scheduled on the 23rd and 24th of October in Bozeman at the Grand Tree Inn • Complete Interest Inventory and email to jprovance@mt.gov • Incorporate site information into Blackboard to prepare for 2008-2009

  46. Catch the wave! Climb aboard and surf your way into 2009 with distance learning • Embrace distance learning and make the paradigm shift for the future success of Montana ABLE

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