[Assessment 870] Re: FW: Re: Final Day for DL Assessment discussion!Jennifer A. Rafferty Jennifer.Rafferty at umb.eduMon Jul 16 10:34:06 EDT 2007
Hi Laura, Thanks for posting. The hybrid/blended program that you describe with more face-to-face in the beginning phase of enrollment is an approach that we have used in MA with our distance learning pilot programs. While we never coined it as a model per se, we discussed what we recognized as a trend with some learners who gradually made their way into the independent learning mode. I always imagine a spectrum when I see distance learners. At one end is the group that enters and can immediately engage in distance learning because they have the independent learning skills and other skills needed to persist. At the other end of the spectrum are those who require a blended model with more face-to-face time. Some of these learners who start with the blended model eventually move on the spectrum towards the independent learning mode as they gain comfort with the new delivery. Others continue to need regular face-to-face support. In short, we have used a flexible approach that addresses the needs of the individual. Jennifer -----Original Message----- From: assessment-bounces at nifl.gov on behalf of Laura Chenven Sent: Mon 7/16/2007 9:57 AM To: The Assessment Discussion List Subject: [Assessment 869] FW: Re: Final Day for DL Assessment discussion! Even though this discussion is officially over, we can still talk about the subject I hope. The Healthcare Career Advancement Program is, among other things, working with several labor management partnerships on distance learning nursing programs. One of the things we are interested in is the interaction between students and instructors. In some instances we understand that there is even more interaction in DL than would be possible in some of the lecture hall classes that many students experience in general education and nursing lecture courses. We are also looking at the issue of sheltered entry to college utilizing distance learning. For example, workers who have been out of school a long time often have difficulty making the transition to college and need a lot of support as they are beginning their gen ed courses and pre-requisites for nursing. We are considering a hybrid on-ground/on-line entry to college that starts with more classroom face time (and group computer time) and ends with more individual and asynchronous on line time. We think this would be particularly helpful for students interested in on line programs who need to get up to speed with using the computer and getting into distance learning. Do any of you have examples of these kinds of programs? Thanks, Laura ChenvenH-CAP National Coordinator P.O. Box 5688 Takoma Park, MD 20913 202 257-7108 lchenven at 1199funds.org -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Katrina Hinson Sent: Friday, July 13, 2007 4:47 PM To: 'The Assessment Discussion List' Subject: [Assessment 864] Re: Final Day for DL Assessment discussion! DL isn't always purely Distant. Students get stuck with a problem, or have an issue and he or she may not understand an area and may need some momentary face to face interaction with a real person. My DL students know that I teach from 8-3 but that any time after 3 they can come in and meet with me. I'll even give up my lunch time if need be to meet with my students. Additionally, I will give my DL students my IM information and they know they can find me online if they want "real" time interaction outside of my normal workday hours. The NRS requirments for DL were just recently posted to the list. One of the requirements mentioned in the document is that pre and post testing has to be done face to face. We already require our students to do that and all GED practice tests have to be done online. Additionally, one thing we've found is that it's helpful to have some kind of face to face interaction with the students. It's not as impersonal as it could be if the DL student didn't see a warm face and know they could really get the help they needed if they have questions or problems. Regards, Katrina Hinson >>> "Marie Cora" <marie.cora at hotspurpartners.com> 7/13/2007 12:58 pm >>> (My apologies if you are receiving duplicates of any posts) Hi Jennifer - thanks so much for this. Yes, I didn't make myself that clear in my post, but your reply definitely speaks to some of the questions that I do have. I was indeed asking about what you discuss below: I am interested in how post-testing might get accomplished when you can be in f2f situations, and whether or not being able to group students together would make any difference at all. But I was also wondering (and I'm showing the true colors of my lack of knowledge around the details of DL - but that's ok because I am here to learn) these things: -I assume that some DL is purely DL - no f2f (is that right?) -If so, how do you use required tests that do not lend themselves to on-line delivery? -And if post-assessment *can* be accomplished purely on-line, are there ways to make that post-test more of a group task, which might lead to more people completing that piece of the puzzle? (this group task idea is obviously an assumption on my part) Ok, thanks and looking forward to hearing what people's experiences are with this. Marie Cora Assessment Discussion List Moderator -----Original Message----- From: Jennifer A. Rafferty [mailto:assessment-bounces at nifl.gov] On Behalf Of Jennifer A. Rafferty Sent: Friday, July 13, 2007 10:06 AM To: The Assessment Discussion List Subject: RE: [Assessment 855] Final Day for DL Assessment discussion! Hi Marie, I don't know if I understood you correctly, but logistically it is not always possible to get the dl learners together to be post-tested. In Massachusetts, our dl programs run with an open enrollment schedule, so students start at different times and they accumulate "seat time" hours at different rates depending on the intensity of their studying. As is with the orientation process, our programs have to be prepared to provide support individually if the timing for orientation and pre/post-testing doesn't fit the learners' schedules. I have seen some dl students go to classroom-based programs when post-testing is being conducted in a group. This seems to be a good logistical set-up, to look at the scheduling of post-testing for classroom programs in the agency, and send the dl learner to be post-tested there if it fits their schedule and scenario. When I was teaching in a dl ESOL program back in 2003, we were using the BEST to assess learners and it was challenging to coordinate because each learner needed to be assessed individually and the test needed to be administrated by another instructor. We ended up doing an exchange where I would assess classroom learners and a classroom teacher came to my program to assess my distance learners. Jennifer Rafferty jennifer.rafferty at umb.edu -----Original Message----- From: assessment-bounces at nifl.gov on behalf of Marie Cora Sent: Fri 7/13/2007 9:13 AM To: Assessment at nifl.gov Subject: [Assessment 855] Final Day for DL Assessment discussion! Good morning, afternoon, and evening to you all. Today is our final day of conversation with Jennifer and Shannon on assessment in distance learning. I encourage you to post your questions and experiences now. I'm looking forward to reading the replies from yesterday's posts. Here's my next thought on this, I'm back to Post-Testing: does DL post-testing ever involve groups of learners together? Or is it usually a unilateral event for that one student? I'm asking because I know this is a tough area, and I was wondering if some amount of work with peers might alter this. What are people's thoughts and experiences on this? Thanks, Marie Marie Cora <mailto:marie.cora at hotspurpartners.com> marie.cora at hotspurpartners.com NIFL Assessment Discussion List Moderator http://www.nifl.gov/mailman/listinfo/assessment Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ ------------------------------- National Institute for Literacy Assessment mailing list Assessment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment Email delivered to khinson at almanid.com ------------------------------- National Institute for Literacy Assessment mailing list Assessment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment Email delivered to lchenven at 1199etjsp.org . "Please note that the email address for the person you are corresponding with has changed. The new address is listed above. 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