Thanks again for all of your questions about U.S.A. Learns. You're certainly keeping us busy and thinking at this end! Here's another "batch" of answers to a few more of the questions that you submitted to David before we started the discussion:<div>
<br></div><div>
<p><b>How is learner progress measured?<span> </span></b></p>
<p>In USAL, this varies by activity type.<span> </span>For some activities (e.g, watching a
video clip), students simply receive an indication that they completed the
activity. For activities where students provide answers (e.g., activities with
multiple choice responses), they receive a percentage indicating their correct
responses.<span> </span>If scores fall below a
certain level, students receive a message suggesting they might want to do the
activity again.<span> </span>Still other
activities (e.g., dictation, spelling) provide feedback that indicates where
they have made errors and are given opportunities to correct themselves.
Students can re-do any activity until they have mastered the content.
Registered users of the site will see their progress charted on the lesson,
activity and unit menus each time they come to the site.<span> </span>In addition, there are unit tests built
into the first two courses.<span> </span>There
is no feedback mechanism for writing activities, unless the student is working
with a teacher or tutor.<span> </span>Students
who are working with a teacher or tutor in USAL can receive feedback on their
writing from their teacher tutor through the site's learning management system.</p>
<p> </p>
<p> </p>
<p><b>In adult education programs, an important emphasis is
standardized assessment of learner skills in order to appropriately place
students at the correct NRS instructional level.<span> </span>How does USA Learns handle assessment and placement? Does the
on-line system conduct some sort of on-line assessment of skills that then
directs the learner to on-line lessons at the appropriate level?</b></p>
<p>U.S.A. Learns does not include any online learner intake assessments
at this time.<span> </span>Students either
self-select into one of the courses in USAL or are directed to a particular
course by their teacher or tutor. In our usability studies, students were
assigned to courses by their teachers.<span>
</span>A few indicated that they had tried the other courses, but quickly
realized that the materials were not at their level, suggesting that students
may be able to identify which course is the best place for them to start.<span> </span>We also found that students tended to
go through the courses sequentially, rather than by selecting lessons either on
specific skills (e.g., spelling, reading comprehension) or topic (e.g.,
employment).<span> </span></p>
<p> </p>
<p><b>As an online learner (I've completed many courses through
many online mediums -- WebCT, D2L, Yahoo groups, Moodle, more -- and am
presently completing a master's online) and as a facilitator for online classes
of my own planning, I know that some courses can feel like "going through the
motions" (and satisfying required 'evidence' of participation in educational
opportunities) and yet not really propel one to meaningful learning; others can
be incredible life-changing experiences.<span>
</span>Except for a few cases, I believe that blended/hybrid models engage and
promote retention, motivation, meaningful learning MUCH more than 'solo' pure
online efforts. Could you comment on this? <span> </span></b></p>
<p>At Project IDEAL, we have always encouraged the hybrid model
for many of the same reasons you cite. The entire project staff was certainly cognizant of these concerns when
we were planning the structure and activities in USAL and attempted to provide
supports, tools and engaging content to help maximize student interest.<span> </span>It's important to keep in mind that U.S.A.
Learns was developed of as proof-of-concept of the use of an online portal to
serve adult learners. <span> </span>The feedback
we received from learners in the development stages has been positive, but since
it just launched a week ago, the effectiveness of the model has yet to be fully
evaluated.<span> </span>Our limited work with
students thus far suggests that the content and activities are sufficiently
engaging to keep students working (at far greater levels than we had
anticipated).<span> </span>For example, in one
of our usability studies, students were required to spend at least two hours a
week, for three weeks, working on the site.<span> </span>We had students spending two, three and in some cases four
times that many hours (as documented by their log-ins, not self-reports).<span> </span>Also, it is possible for teachers or
tutors to create classes on USAL, which would provide the hybrid approach for
students who prefer that model of learning.</p>
<p> </p>
<p><b>Are these models feasible to use with large numbers of
learners? (those programs over 1000.</b></p>
<p>U.S.A. Learns has the capability to easily support that many
independent learners, working from their homes or computers in various
locations. However, because of its wide bandwidth requirements, it could not be
used in lab settings because it slows significantly, making it a frustrating
learning experience for students.<span> </span></p>
</div><div><br clear="all"><br>-- <br>Leslie Petty, Ed.D.<br>Associate Director<br>Project IDEAL Support Center<br>University of Michigan<br>734-425-0748<br>
</div>