Introduction
My name is Kristi Thorland and I’m a student in the Information and Learning Technologies Masters of Education program through the University of Colorado Denver. I work at a community college as the administrative coordinator for academic advising. Part of the mission of our college is to encourage diversity and educational opportunities. Our academic advising department has several outreach programs directed toward underserved populations that encourageenrollment in our college. This paper projects 5 years into the future of our department’s mission and shows how we have been innovative in using Web 2.0 computer technologies (O’Reilly, (2005)), and blended learning strategies (Rosett, A., Douglis, F. & Frazee, R. V. (2003)), to prepare our at-risk students to enter main stream college classes and be successful in accomplishing their educational goals. We acknowledge that higher education is a privilege that should be accessible to all who are motivated to acquire knowledge (Johnson, (2006)).
I am doing this exercise to demonstrate my understanding of technology trends as they can be creatively and realistically applied in educational settings in order to of build up and prepare our “knowledge” work force for the global era.
Futures Forecast – Description of the Problem and the Solution
Five years ago we identified a major disconnect between what we were trying to do for the underserved student population at ACC and their success as college students. We had several outreach programs that brought students into the college but we found that these students weren’t prepared for college level classes (Watts, J. c. (2008)).
We provided three levels of developmental classes in math, reading and writing. In addition to that we needed to find other classes they could take to bring them up to 12 credits so that they could qualify for financial aid. Even though we used learning communities and had peer tutors and a professional tutoring center available, few students successfully passed the developmental classes to move into college level courses. It was discouraging for the students as well as the instructors for the developmental classes.
This problem was not unique to ACC but was a problem for all thirteen of Colorado’s community colleges. So we formed a collaborative community college “Advance” task force to address the developmental needs of the underserved student populations. We also
included representatives from the Arapahoe /DouglasCountyHigh Schools on the task force. The goal of the task force was to provide a variety of Web 2.0 tools, tutorials and human resources that would enable students to improve their literacy skills. These classes were designed to fill the gap for high school students needing to recover credits required for graduation as well as bring prospective college students up to college level prior to their acceptance into college.
How this Works Today
We received a government grant to build a blended learning approach to solving the developmental skills gap for many of our prospective students. Prospective students still come to our TestingCenter to take the Accuplacer exam. If their results show that they need remedial classes they are referred to our “Advance” resource specialists. The Advance resource specialist then gives the student some additional tests that will reveal the dominant “intelligences” through which they learn best and the learning styles that will best suit their individual learning needs (Campbell, Campbell, & Dickerson (2004)).
Learning Module FormatsLive face to Face (Formal) / Live face-to-face (informal)
Instructor-led classroom
Workshops
Coaching/mentoring
On-the-job training / Collegial connections
Work teams
Role modeling
Virtual collaborations/synchronous / Virtual collaboration/asynchronous
Live e-learning classes
E-mentoring / Email
Online bulletin boards
Listservs
Online communities
Self-pacing learning / Performance support
Web learning modules
Online resource links
Simulations
Scenarios
Video and audio CD/DVDs
Online self-assessments
Workbooks / Help systems
Print job aids
Knowledge databases
Documentation
Performance/decision support tools
Through our Advanced collaborative task force we have been able to create a matrix of courses that are offered to our students through a variety of modalities based on the student’s preferred learning styles. The Advance specialist becomes the student’s mentor and coach as they progress through the assigned learning modules. Below is a chart that illustrates the types of learning possibilities that the Advance task force offers (Rosett, A., Douglis, F. & Frazee, R. V. (2003)).
Based on their Accuplacer Test scores and learning preferences, students are assigned to a learning track and a block of learning modules related to remedial math, reading or writing skills that incorporate the use of learning technologies in the teaching curriculum. The Advance teacher/mentor works one on one with each student in our Tutoring lab to track the progression of each student through the learning modules.
Collaboration
The collaborative members from the high schools and community colleges who form the “Advance” team contribute their expertise to the development program on a continuing basis. Some faculty members are in charge of writing and evaluating specific lesson plans and tools for each of the learning modules. Other members who are technology experts make sure each learning modality is working correctly. Each year we have a formal evaluation of the program. Based on these results, updates and changes are made to include improved technologies and make revisions based on the progress reports of the students in the program.
Implemented Technologies
The following technologies are currently being incorporated into the learning modules on a regular basis:
Learning Technology Tools / Incorporation into Learning CurriculumPodcasts / Podcasts are used to introduce and provide overviews of new topics. Students can listen to these repeatedly to reinforce basic
lesson content.
Scheduled use of online wiki spaces / Use of the wiki spaces includes specific instructions for the expectations of the students within the wiki spaces and the learning outcomes.
Students are expected to demonstrates critical thinking skills and shared collaborative space with instructor and other students
Online skills assessment modules / Students can take pretests, post tests and surveys online. The information gained helps assess the student’s progress and understanding of the information being taught.
Computer Video cameras / Webcams are utilized to enhance communication with students online in synchronous tutoring sessions. The video camera helps the student and the instructor discern the interpretation of conversation content.
Video clips and DVD lessons / These media options provide additional ways to engage the attention of the student through auditory and visual content.
The videos and DVD lessons can be observed several times by the students to help with content clarification in addition to working one on one with their instructor.
Student Success
We have found the Advance Program to be highly successful in moving remedial students forward into college level course work. A survey showed that 80 % of these students reported that the inclusion of the learning technologies along with their assigned instructor helped them gain knowledge, skills and confidence to continue on with their courses at the college level.
Economics
We were fortunate to have formed the Advance program when we did. Because we were able to obtain the grant money to develop this program through the collaborative efforts of all of the Colorado Community Colleges and some high schools, we were able to design and build our developmental program. We then obtained a copyright of our learning structure and system. We have since marketed our program to other learning institutions and have sold operating licenses to them. The revenue from this allows us to continue to provide resource staff at each of the colleges, funding to update our learning modules and technologies, as well as provide continual assessment and feedback to our students.
The other benefit is that we are not wasting the collective millions of dollars trying to provide remedial classes to prospective students on our campuses. We are able to charge only nominal fees to students, who can then take their time mastering the materials until they have reached college placement standards. The students are then confident to move ahead with their college level coursework.
Reflection
Reading the books “Disrupting Class” (Christiansen, (2008)), and “Privilege, Power and Difference” (Johnson, (2006)), has had a profound effect on changing my views of how best to serve the underserved student population that I work with. Currently, we place these students in the remedial classes and provide them with traditional class room experiences.
Now I know that we need to be more creative and skillful in assessing what works best for these students to get them ready for the main stream of college level courses. We need to provide more variety in the learning modalities than what we currentlyinclude in our classes.
We are using learning communities with some success and this semester we started a mentoring program. But there are more instructional options that can include Web 2.0 technologies that can help to increase the students’ successes in these classes.
I also have a new awareness of privilege and differences and the possibilities of using innovative technology. I would want to encourage the creation of a developmental task force that would include faculty who teach the developmental classes and representatives from our e-learning department. Even if we started small and provided only a few different learning options it would be a great start and would give momentum for more assessment and change in this area.
My professional eyes have been opened to being more sensitive to differences in students and that their former schooling may not be preparing them adequately for entrance to college. My goals would include becoming a facilitator to help bring about constructive change. We have a new Professional Development Center at the college that includes a book club. To get the ball rolling I will recommend the books “Disrupting Class” (Christiansen, (2008)), and “Privilege, Power and Difference” (Johnson, (2006)), be added to their reading list and hope this opens up new possibilities.
References
Campbell, L., Campbell, B., & Dickenson, D. (2004). Teaching and learning throughmultiple intelligences. Boston, MA: Pearson.
Christensen, C. M., Johnson, C. & Horn, M. (2008). Disrupting class: how disruptiveinnovation will change the way the world learns. New York, NY: McGraw-Hill Companies.
Educause learning initiative, 2008 Horizon Report (ID: CSD5320)." EDUCAUSECONNECT- Transforming Education Through Information Technologies. 29 Jan. 2008. The New Media Consortium & EDUCAUSE Learning Initiative. Retrieved from 1 Nov. 2008.
Johnson, A.G. (2005). Privilege, power, and difference. New York, NY: McGraw-Hill Companies.
O'Reilly, T. (2005) What is web 2.0. O'Reilly. Retrieved from November 1, 2008.
Rosett, A., Douglis, F. & Frazee, R. V. (2003). Strategies for building blended learning. Learning Circuits. 2003. Retrieved from ASTD November 1, 2008.
Watts, J. C. (2008). Make sure kids are prepared for college.Las Vegas Review-Journal. Retrieved from 1 Nov. 2008.