implementing distance learning into montana able

Montana Office of Public Instruction Linda McCulloch Superintendent www.opi.mt.gov

Implementing Distance Learning into Montana ABLE

Quality Initiative

September 17th, 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 RAEC grant

• State contracted with Missouri GED Online

• State hired DL Education Consultant


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


State Preparation Summarized scope of work into project

overview– Project Context– Project Development

• Phases I, II, III

– Product Development– Consultant– Data– Sustainability


State PreparationDeveloped table to:

– Identify objectives

– Categorize key actions

– Name personal responsible for actions

– Describe outcomes

– Identify measures – Create manageable time frame


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


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…


Phase I

Training and Preparation for Distance Education


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


Trainers Introduce New Software to the Montana Pilot Teams

Mary Grott introduces Missouri GED Online

and SkillsTutor

Leslie Petty introduces Project Ideal


Montana Pilot Teams Begin to Explore Distance Education


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


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


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


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


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


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?


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!


Planning for Online InstructionCommunity 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?


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


Initial Marketing Preparation Begins and Materials are Produced at OPI

• A Needs assessment is created to gain insight to educational needs from employersperspective

• Marketing materials are designed to advertise Montana ABLE and

distance education– Fliers– Brochures

• Generic Newspaper article is written tohelp with local advertising

• OPI creates materials for display boardto use at Job Fairs and Business Fairs


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


Phase II

Marketing and Incorporating Distance Learning into Montana

ABLE programs


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


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


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


Marketing Continues… Supportive Materials 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


Marketing Continues… Supportive Materials 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


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


Milestones Continued…

Analysis of 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


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


Milestones Continued...

• State continues to support 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 communication continues via– E-mails– Conference calls– Telephone calls providing technical support


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


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


Phase III

Instruction, Evaluation, and Revision


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.


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


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


EvaluationDistance 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


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


Revisions Continued

Student Benefits

Community BenefitsEmployer Benefits

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


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


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


Challenges?

• Reallocation of existing budget & resources

• Incorporation of distance learning into current mode of operation

• Time and staff commitments

• Software demands

• Marketing challenges


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 [email protected]– Incorporate site information into Blackboard to prepare for 2008-

2009


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

implementing distance learning into montana able

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