Getting Online: Getting Online: The GO Project The GO Project

Distance Education Promising Distance Education Promising Practices in the Canadian Practices in the Canadian

Literacy FieldLiteracy Field

Getting OnlineGetting Online

A national project designed to A national project designed to research trends, technologies and research trends, technologies and promising practices in online and promising practices in online and

distance learning in Canadadistance learning in Canada

““Being online is different – you can’t see facial Being online is different – you can’t see facial expressions, body language, get the feel of the expressions, body language, get the feel of the class, but it is one of the most efficient ways to class, but it is one of the most efficient ways to

learn.” learn.”

(Survey respondent)(Survey respondent)

Where the idea came fromWhere the idea came from Target group: Target group:

• Canadian literacy practitioners – specific Canadian literacy practitioners – specific demographicsdemographics

Experience with Writing Out Loud Experience with Writing Out Loud trainingtraining

Desire to learn what other online Desire to learn what other online training was being offered in literacy training was being offered in literacy fieldfield

Need for the projectNeed for the project

Growing interest in using computer Growing interest in using computer technologytechnology

Readiness to use technologyReadiness to use technology Desire to establish a consistency of Desire to establish a consistency of

practicepractice

Based upon an increasing need within the Based upon an increasing need within the literacy field for professional developmentliteracy field for professional development

The ProposalThe Proposal

National Literacy Secretariat was the National Literacy Secretariat was the matchmakermatchmaker

Joined up with CLO – Nov. 2005Joined up with CLO – Nov. 2005 Initial three year proposal submitted Initial three year proposal submitted

May 2006May 2006 Final approval and two year project Final approval and two year project

started May 2007started May 2007

PartnersPartnersThe GO Project is hosted by the Research The GO Project is hosted by the Research Centre at Athabasca University Centre at Athabasca University

Project partners: Project partners: • Writing Out Loud (Alberta)Writing Out Loud (Alberta)• Capilano College and Literacy BC (British Capilano College and Literacy BC (British

Columbia)Columbia)• Community Literacy of Ontario (Ontario)Community Literacy of Ontario (Ontario)

GO is funded by the Office of Literacy and GO is funded by the Office of Literacy and Essential Skills (HRSDC)Essential Skills (HRSDC)

Research TeamResearch TeamPan Canadian TeamPan Canadian Team Communicate and work using online and Communicate and work using online and

distance methods: Elluminate, First Class, distance methods: Elluminate, First Class, email, teleconferenceemail, teleconference

Have had two face to face research team Have had two face to face research team meetingsmeetings

““I love the cross-Canadian team of literacy based I love the cross-Canadian team of literacy based researchers/writers/ facilitators we have put researchers/writers/ facilitators we have put

together for the GO project.” together for the GO project.”

Goals of the projectGoals of the project

To strengthen and enhance the To strengthen and enhance the capacity of the Canadian literacy capacity of the Canadian literacy community by informing literacy community by informing literacy

practitioners of the use and practitioners of the use and value of distance education as a value of distance education as a

personal and professional personal and professional development tool. development tool.

Project deliverablesProject deliverables

Research ReportResearch Report Interactive online training coursesInteractive online training courses Website including self–directed Website including self–directed

learning moduleslearning modules Promising Practices manual for Promising Practices manual for

literacy practitionersliteracy practitioners Conference presentations, Conference presentations,

newsletters and publicationsnewsletters and publications

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The GO Project ResearchThe GO Project Research

““The sky is the limit and an open mind goes The sky is the limit and an open mind goes a long way! We don’t get stuck in old a long way! We don’t get stuck in old technologies, just because they are technologies, just because they are

comfortable. We try to look to the future: comfortable. We try to look to the future: like the youth we serve.”like the youth we serve.”

(GO research participant)(GO research participant)

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GO Research GoalsGO Research Goals To research how the Canadian literacy community is To research how the Canadian literacy community is

using online learning technologies in their practiceusing online learning technologies in their practice To research how organizations external to the To research how organizations external to the

literacy community are using online learning literacy community are using online learning technologies technologies

To research what forms of online learning To research what forms of online learning technology are being usedtechnology are being used

““Online training can be used by anyone, regardless Online training can be used by anyone, regardless of their political beliefs, their location, their income of their political beliefs, their location, their income

or their physical ability.”or their physical ability.”

(GO research participant)(GO research participant)

Research MethodsResearch Methods

First Research Team meeting -- May 2007First Research Team meeting -- May 2007 Created six key research questionsCreated six key research questions AU’s Research Ethics Board approvedAU’s Research Ethics Board approved Data gathering: July to November 2007Data gathering: July to November 2007 Second Research team meeting – Nov Second Research team meeting – Nov

20072007 Data analysis and writing – first draft Data analysis and writing – first draft

complete May 2008complete May 2008

Research QuestionsResearch Questions

Asked about:Asked about: DemographicsDemographics Training tools and methodsTraining tools and methods Training objectivesTraining objectives Results/evaluationResults/evaluation Differences notedDifferences noted How the training was introducedHow the training was introduced Future trendsFuture trends

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Surveys Surveys

Surveys sent out from July to October Surveys sent out from July to October 2007 via personalized emails2007 via personalized emails

Active follow-upActive follow-up 127 relevant responses127 relevant responses Pan Canadian Pan Canadian Diverse organizations Diverse organizations Diverse levels of practitioner experienceDiverse levels of practitioner experience Diverse technologies Diverse technologies

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Key Informant Interviews Key Informant Interviews

46 interviews46 interviews Identified through website research, Identified through website research,

surveys and knowledge of field surveys and knowledge of field Structured interviews Structured interviews Survey questions explored in more depthSurvey questions explored in more depth Telephone /in personTelephone /in person Two focus groups (20 people in total)Two focus groups (20 people in total)

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Analysis / Write-Up Analysis / Write-Up

Data analysis – Atlas TIData analysis – Atlas TI Research report written: February – May 2008 Research report written: February – May 2008 Final editing and production – Summer 2008Final editing and production – Summer 2008 On GO website in fall 2008On GO website in fall 2008

““We have had excellent results with online learning We have had excellent results with online learning – this has made college programs accessible to – this has made college programs accessible to

students who cannot attend the campus in person students who cannot attend the campus in person every day. Most of our students have full time life every day. Most of our students have full time life

responsibilities in addition to being students.”responsibilities in addition to being students.”(GO research participant)(GO research participant)

Demographics of respondentsDemographics of respondents

Number of years of work experienceNumber of years of work experience Educational credentialEducational credential ProvinceProvince Number of learners enrolledNumber of learners enrolled Number of tutorsNumber of tutors Organizational type and sizeOrganizational type and size

Training Interests - rankedTraining Interests - ranked

1.1. Online course curriculum developmentOnline course curriculum development

2.2. Using/choosing distance education Using/choosing distance education technologiestechnologies

3.3. Providing learning support in e-learning Providing learning support in e-learning environmentenvironment

4.4. Developing online facilitation skillsDeveloping online facilitation skills

5.5. Creating an online communityCreating an online community

6.6. Introduction to online learningIntroduction to online learning

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Question 1 Question 1

What online or distance tools or methods do What online or distance tools or methods do you presently use? you presently use?

Learning Management SystemsLearning Management Systems Self-study web-based modulesSelf-study web-based modules Online meeting / conferencingOnline meeting / conferencing Blended learningBlended learning Supplemental technologiesSupplemental technologies

Question 2: PractitionersQuestion 2: Practitioners

What are the objectives or purposes of the online or What are the objectives or purposes of the online or distance practices you use?distance practices you use?

Establishing and maintaining connections Establishing and maintaining connections Doing workDoing work Saving time and moneySaving time and money Getting and keeping up to dateGetting and keeping up to date Gaining access to formal and informal training Gaining access to formal and informal training

opportunitiesopportunities Honing computer skillsHoning computer skills Innovation and technologyInnovation and technology

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Question 2: Organizations Question 2: Organizations

What are the objectives or purposes of the online or What are the objectives or purposes of the online or distance practices you presently use? distance practices you presently use?

Content specificContent specific Reduce barriersReduce barriers Innovation and technologyInnovation and technology Broader accessBroader access Delivery of accredited educational coursesDelivery of accredited educational courses Members onlyMembers only

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Question 3 - EvaluationQuestion 3 - Evaluation

What results, good or bad, have you obtained with What results, good or bad, have you obtained with your online or distance learning or support your online or distance learning or support practices, and how did you determine this?practices, and how did you determine this?

Formal evaluationFormal evaluation• Surveys Surveys • Success, retention and failure ratesSuccess, retention and failure rates• External evaluatorExternal evaluator• Research studyResearch study• Measuring outcomesMeasuring outcomes• User-testingUser-testing

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Question 3 – (continued) Question 3 – (continued)

Informal evaluationInformal evaluation• Informal participant feedback Informal participant feedback • Increasing demandIncreasing demand• Real world successReal world success• Advisory group / volunteersAdvisory group / volunteers

No evaluationNo evaluation

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Evaluation ResultsEvaluation Results

Positive resultsPositive results• Geographically accessible, any time / Geographically accessible, any time /

anywhere training, reduced cost; reduced anywhere training, reduced cost; reduced time pressures; access to new client groups, time pressures; access to new client groups, great outcomes, meeting student needsgreat outcomes, meeting student needs

Mixed resultsMixed results• Ability to adapt, interactivity, technologyAbility to adapt, interactivity, technology

Evaluation Results (continued)Evaluation Results (continued)

Negative Results:Negative Results: Challenge getting people online and used to the Challenge getting people online and used to the

technologytechnology Technical glitchesTechnical glitches Insufficient hardware/software needed to do the Insufficient hardware/software needed to do the

tasktask Learning mode: Learning mode:

• Learning styles not addressedLearning styles not addressed• Social and group dynamic aspect of learning not being Social and group dynamic aspect of learning not being

metmet

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Question 4Question 4Do you find online or distance training or support methods Do you find online or distance training or support methods

produce different results from face-to-face methods or produce different results from face-to-face methods or strategies? If so, what are the differences?strategies? If so, what are the differences?

Positive results with online:Positive results with online: Reduction in geographic barriersReduction in geographic barriers Convenient and flexible learningConvenient and flexible learning Reduced costsReduced costs More in-depth training experienceMore in-depth training experience Personal preferencePersonal preference Access to specialized knowledge /expertsAccess to specialized knowledge /experts Increased instructor time and accessIncreased instructor time and access Easier to update and keep content currentEasier to update and keep content current

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Question 4 (continued)Question 4 (continued)

Negative results with online learning:Negative results with online learning: Less interactivityLess interactivity Lack of depthLack of depth Personal preferencePersonal preference Less networking / information sharingLess networking / information sharing More difficult to instructMore difficult to instruct More difficult to create contentMore difficult to create content Misunderstandings occur onlineMisunderstandings occur online Visual/emotional learners struggle with onlineVisual/emotional learners struggle with online Don’t get immediate feedback (asynchronous)Don’t get immediate feedback (asynchronous)

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Question 5Question 5

How were online or distance training or support methods How were online or distance training or support methods or tools introduced? or tools introduced?

Participant supportParticipant support MarketingMarketing Training for online instructorsTraining for online instructors Providing user-friendly technologyProviding user-friendly technology Effective content developmentEffective content development Continuous improvementContinuous improvement PilotingPiloting Adequate funding and organizational capacityAdequate funding and organizational capacity Having high level organizational supportHaving high level organizational support

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Question 6Question 6

What future do you see for the use of online or distance What future do you see for the use of online or distance training or instruction, support or professional training or instruction, support or professional

development methods?development methods?

Exploring new technologiesExploring new technologies Expanding current opportunitiesExpanding current opportunities Increasing the quality online learningIncreasing the quality online learning Need for adequate resourcesNeed for adequate resources Increased access to trainingIncreased access to training Offering “just in time” trainingOffering “just in time” training Challenges to future growthChallenges to future growth Offering more blended learningOffering more blended learning

Question 6 (continued)Question 6 (continued)

Combination of excitement and resignation about Combination of excitement and resignation about the use of technologythe use of technology

““If we can arrive at a way for people to have equal If we can arrive at a way for people to have equal access to practitioner training, then we can get access to practitioner training, then we can get somewhere. The use of technology could assist somewhere. The use of technology could assist

in achieving this goal.” in achieving this goal.”

((Interview respondent.)Interview respondent.)

FindingsFindings

Computer literacy, like other literacy skills are a Computer literacy, like other literacy skills are a continuum of skillscontinuum of skills

There is significant capacity currently being There is significant capacity currently being developed in the Canadian literacy communitydeveloped in the Canadian literacy community

However, there are many pockets where However, there are many pockets where practitioners have a lack of experience with and practitioners have a lack of experience with and therefore confidence in online learning therefore confidence in online learning

Regional variance in use and experienceRegional variance in use and experience It is more a workplace learning challenge than an It is more a workplace learning challenge than an

adaptation to technology oneadaptation to technology one

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In Conclusion...In Conclusion...

““Online has much wider access and can go to areas Online has much wider access and can go to areas we could never dream of going with face-to-we could never dream of going with face-to-

face”.face”.

(GO research participant) (GO research participant)

Getting Online: PilotGetting Online: Pilot

Purpose:Purpose: Introduce online learning as an optional Introduce online learning as an optional

tool for professional development for tool for professional development for literacy practitionersliteracy practitioners

Audience:Audience: Group of 10 literacy practitioners from Group of 10 literacy practitioners from

across Canadaacross Canada

Course SupportsCourse Supports

Moodle (Athabasca and GO staff)Moodle (Athabasca and GO staff) TeleconferencingTeleconferencing Elluminate SessionsElluminate Sessions EmailEmail MailMail Resource MaterialResource Material

CurriculumCurriculum

Unit 1: Getting StartedUnit 1: Getting Started

Unit 2:Unit 2: Welcome to Online Welcome to Online LearningLearning

Unit 3: Online Learning CommunitiesUnit 3: Online Learning Communities

Unit 4: Online Learning and LiteracyUnit 4: Online Learning and Literacy

Unit 1: Getting StartedUnit 1: Getting Started

To gain personal and technical To gain personal and technical readiness for the coursereadiness for the course

ActivitiesActivities TeleconferenceTeleconference Post a picture and bioPost a picture and bio Research GO on the NALD websiteResearch GO on the NALD website Post on Hopes and FearsPost on Hopes and Fears

Unit 2: Welcome to Online Unit 2: Welcome to Online LearningLearning

To identify and discuss common To identify and discuss common characteristics, requirements, roles, characteristics, requirements, roles,

and attitudes in online learningand attitudes in online learning

ActivitiesActivities Elluminate meetingElluminate meeting Discussion of group guidelinesDiscussion of group guidelines Reading and Responding to QuestionsReading and Responding to Questions

Unit 3: Online Learning Unit 3: Online Learning CommunitiesCommunities

To summarize the key components, To summarize the key components, attributes, and behaviours of a well attributes, and behaviours of a well

functioning online communityfunctioning online community

ActivitiesActivities Online Learning Styles InventoriesOnline Learning Styles Inventories Partnering activity related to readings and Partnering activity related to readings and

discussion on “community”discussion on “community”

Unit 4: Online Learning and Unit 4: Online Learning and LiteracyLiteracy

To consider how online distance learning To consider how online distance learning might benefit literacy practitioners and might benefit literacy practitioners and

the broader literacy fieldthe broader literacy field

ActivitiesActivities Internet research on literacy and online Internet research on literacy and online

learninglearning Elluminate meetingElluminate meeting

Course FindingsCourse Findings

Relaxed approach worksRelaxed approach works Interaction between participants did not Interaction between participants did not

happen until mid-pointhappen until mid-point Expectation for interaction needs to be Expectation for interaction needs to be

clear at the onset of the courseclear at the onset of the course Early engagement necessary for successEarly engagement necessary for success People did not catch up when they missed People did not catch up when they missed

the first sessionsthe first sessions Facilitators energy was affected by lack of Facilitators energy was affected by lack of

group participationgroup participation

Course Findings (continued)Course Findings (continued)

Participants have a need to know Participants have a need to know who is around themwho is around them

Isolation disappears when the Isolation disappears when the community emergescommunity emerges

Participants enjoyed the technologyParticipants enjoyed the technology Participants are eager for more Participants are eager for more

learninglearning Collaborative learning creates Collaborative learning creates

enriched learningenriched learning

Course Findings (continued)Course Findings (continued)

Moodle features all functioningMoodle features all functioning Elluminate meetings, Email, and Moodle Elluminate meetings, Email, and Moodle

working togetherworking together Don’t assume anything about participants’ Don’t assume anything about participants’

technical knowledge skillstechnical knowledge skills The only way to learn about online The only way to learn about online

learning is to be an online learnerlearning is to be an online learner Participants and facilitators learned Participants and facilitators learned

togethertogether

Recommendations Recommendations

Pre-course orientation and partneringPre-course orientation and partnering Extend course from 6 weeks to 8 weeksExtend course from 6 weeks to 8 weeks Keep curriculum and materialsKeep curriculum and materials Establish expectations for interaction Establish expectations for interaction

immediatelyimmediately Clarify expectations for online interactionClarify expectations for online interaction Involve pilot course participants as Involve pilot course participants as

mentors for new course participantsmentors for new course participants

SummarySummary

““I really appreciated being able to get my I really appreciated being able to get my toes wet with all this technology. I had toes wet with all this technology. I had read about online learning, but I really read about online learning, but I really

didn’t get it. This course has been a really didn’t get it. This course has been a really helpful experience.”helpful experience.”

(Pilot course participant)(Pilot course participant)

Sharing KnowledgeSharing Knowledge

Papers and publicationsPapers and publications ConferencesConferences

Contact informationContact information

www.nald.ca/gettingonline