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Online Pre-Matriculation Workshops at GSE
Kristin Lofblad, Manager of Instructional and Research Technology Valerie Sutton, Director of Career Services
Jennifer Petralia, Assistant Dean for Master’s Studies
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Agenda
• Introduction and Technology Details
• Career Planning Online Workshop
• Writing Like an Educator Online Workshop
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Introduction andTechnology Details
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Similarities
• Both use the course platform and associated tools
• Both use HUID/PIN to log in (tricky due to time of year)
• Both have ability to track usage:– Page views via iCommons tracking – Discussion posts via discussion board tracking– Opening assets via AW stats on our server– Web conference attendance via Elluminate reporting
• Both are similar in session running / duration and site layout
• Both contain digital assets created with LTC / our ePlatform, following our standard development process
• Both are free, and neither are for credit
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Unique Characteristics
ITEM CSO WLE
Funding CIO DL grant GSE Dean’s Office
Development 6 months 3 months
Development team 8ish 3ish
Session length 10 hours each 5 hours each
# of participants 30 to start
15 to finish
40 to start
25 to finish *
Delivery Synch, asynch, SASB asynch, SASB
Audience Incoming master’s students <2 years work
Incoming international students
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Career PlanningOnline Workshop
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Challenge/Solution
• One-year master’s program
• 42% of students entering Harvard Graduate School of Education have less than two years of work experience
• Students are overwhelmed with decisions once they arrive on campus
• Career conversations need to start earlier so students can identify appropriate resources and courses for their professional path
• Leverage the time before students arrive on campus and make decisions regarding coursework and activities to begin career exploration!
• Audience: Pilot group of 15-25 incoming master’s students with less than two years experience
• Delivery:
– Online beginning in August; prior to arrival on campus
– Highly facilitated by Career Services staff
Challenge Solution
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The Opportunity
• Online workshop for incoming master’s students to help early identification of career interests/goals
• Project Goals:– Facilitate curricular planning
– Classify and narrow extracurricular activities
– Identify Harvard resources to assist in curricular and career planning
– Smooth the progress of a one-year master’s program to full-time position within three months of graduation
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Asset Development Phase
• Internally Developed:– E-Lectures (Articulate)
– Tutorials (Articulate)
– Podcasts (Audacity and course platform)
– Videos (iMovie and Flash video encoder)
– “Caselets”– Documents
• Outsourced:– CareerBeam– Strengthsfinder– Hired Networking tool
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Communication Plan
• Targeted communication sent to incoming master’s students with less than two years
• Students completed online registration form to express interest
• First 25 participants selected to participate in the pilot workshop
• Follow-up communications sent to all interested respondents alerting them to the self-paced offering
• Instructions sent to the registrants for the facilitated workshop
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Lessons Learned: Facilitated Module
• Introductions– Web conference for real-time relationship-building at the
start
• Timing– Synchronous components with geographically dispersed
students – Planning for potential move/arrival on campus
• Workload
• Drop-out rate
• Content creation– Realistic expectations for quantity of content that can be
developed in timeframe
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Next Steps
• Evaluation, focus group, and longitudinal assessment
• Additional content development for version 2– Facilitated summer 2008
– Self-paced fall 2008
• Next up: Virtual Career Days!
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Writing Like an EducatorOnline Workshop
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Project MotivatorsProject Motivators
•Student Requests for Pre-Matriculation Writing Support•Faculty Concerns Re: Student Writing Preparation•Needs of International Students•Disciplinary Cases
AudienceAudience
•All Incoming International Students
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Workshop GoalsWorkshop Goals
•Identify main characteristics of US academic writing •Identify common types of writing assignments at HGSE•Use APA formatting to cite sources/avoid plagiarism
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Delivery RationaleDelivery Rationale
•Face-to-face on-campus and synchronous distance (web conferencing) not feasible
•Asynchronous distance (discussion boards / email) •Web sites with which students could interact repeatedly during and after the workshop
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Delivery FormatDelivery Format
•iCommons course platform and associated tools•Four one-week sessions (approx. 5 hours/week work for students)•40 students total, broken into three sections•Three facilitators (one per section)•Combination of on- and off-line activities•Asynchronous communication via emails and discussion board
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Assessment Assessment
•Anonymous participant satisfaction survey using iCommons poll tool•Debrief with facilitators•Development team debrief•Tracking of academic success / lack of issues re plagiarism with class list
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Lessons LearnedLessons Learned
•Build in more development time•Offer workshop earlier in summer•Make each session two weeks•Break up sessions differently for more even workload•Better recruitment / training of facilitators•Incorporate completion requirements to avoid drop-out
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Next StepsNext Steps
•Continue to track and survey 2007 participants to gauge effectiveness
•Summer 2008–Secure funding
–Create new content and revise some existing content
–Promotion / outreach
–Recruit facilitators
–Create 2008 instance of course site