The Online Course at HOBY

The Final Draft of the Online Course

For this fourth assignment, we will take a look at the final course draft, while also looking at two courses that could probable be converted to online. As you recall, the the previous week, I developed a comprehensive outline for what the online courts at HOBY would look like. In this assignment, we will look at that while deciding what other courses could potentially be online.  But, first, here is the outline that was designed last week.

An Outline for the Online Course

Learning Goals Learning Activities Assessment Activities
Introduction/The Beginning (Module 1)—Learners will understand the “why” behind blended learning in seminar operations. Staff will watch the video by Monique Markoff, and will analyze the literature review on volunteer retention

Discussion: Based on what you learned from the resources, how do you think blended learning could help volunteer retention at your seminar site?

Assignment 1: Staff will be asked to submit a broad “Why” Statement pertaining to the relevance of blended learning in staff training at their seminar site. This “Why” statement should give a how, why, and what example of how to incorporate blended learning at a seminar site. Volunteer retention could be a focal point of this statement.
Blended Learning (Module 2)—Learners will begin to reflect on their own learning philosophy and will begin to establish the framework for blended learning systems in their seminar staff training. View the following videos and participate in a class discussion:

·       Constructivism

·       Learning philosophy

Discussion: After looking at your learning philosophy and the other resources, how do you plan to use blended learning in staff training?

Assignment 2: Develop a learning philosophy and identify how it pertains to blended learning at your seminar site. See how your passion for volunteering connects to the content area, staff training, and current human resource issues in this area. A good learning philosophy should make use of your teaching style and how you plan to make use of it at HOBY through volunteering.
Growth Mindset (Module 3)—Learners will use the growth mindset and discussions to collaborate about their seminar technology training and develop possible solutions to existing problems. Watch a video by Ken Robinson

Dr. Carol Dweck will give a presentation, in person or online, on the importance of the growth mindset

Discussion: How will you use the growth mindset to improve technology training at your seminar site?

Assignment 3: Create an infographic about how you will use the growth mindset to improve your seminar technology training. Make adjustments based on feedback from your colleagues in the organization. Include the following: your “why,” your learning philosophy, and your guidelines for the growth mindset at your seminar site. Examples of infogaphics will be given either online or in person. Students will be asked to use their creative skills to create a design that stretches the imagination.
Digital Tools (Module 4)—Learners will use digital tools to create digital lessons for their seminar sites regarding technology training for staff. Information will be given about digital tools that could be used in staff training.

Learners will be asked to look for the resources that they think will be the most valuable for their site

Discussion: How will you use digital tools at HOBY to make an impact in your seminar site and in staff development?

Assignment 4: Design an activity or lesson that contains an unusual use for an online tool in teaching or learning. Students will be asked to “think outside of the box” about e-Portfolios, learning management systems, social media, and others that could be used in a new way. The most obscure idea will be the one that takes the highest score.
Digital Assessments (Module 5)—Learners will design assessment mechanisms to use in their technology training programs at their seminar site. Watch a video about a     “flipped”classroom

Discussion: How will digital tools add to the “flipped” learning environment at your HOBY seminar site? Brainstorm ways that they can solve existing problems in staff development and identify appropriate ways to assess your staff on their fluency with HOBY’s technology programs.

Learners will experiment with designs for an assessment mechanism for their seminar site using these digital tools.

Assignment 5: Design a comprehensive plan for how digital tools can help you accomplish blended learning in your staff training at your seminar site. This plan must be specific to your seminar staff and the audience viewing it. This plan should be posted on Schoology and should include connections and links to all previous assignments you completed in this course. The comprehensive plan should contain the assessment mechanism and explain how it fits the seminar site using it.
Finishing Touches (Module 6) – Learners will continue to discuss and put finishing touches on the assessment designs and plans that they finished.

**THIS MODULE WILL BE THE LAST FOR THE SHORT TRACK

Learners will continue to make “finishing touches” on their comprehensive plans to make their seminar training better .

Discussion: How will our new program plans change the way we want to train our staff at our seminar site?

Assignment 6: Write a reflection on how your comprehensive plan will come into play at your seminar site. Include writings about how this course improved your ability to train your staff at your seminar site. The reflection should contain references to all of your previous assignments and how they improved your ability to lead staff training.
Best Practices (Modules 7 to 12) – Learners will continue to receive support when they need it for putting staff training together for the comprehensive plan.

**THESE MODULES WILL ONLY RUN BASED ON NEED IN LONG TRACK

Learners will continue to discuss how “flipped” classroom best practices can be used in unfamiliar territory.

Discussion: What best practices can we put into play to improve our staff training program at our seminar site?

No assignment, but discussion board or chat.

Students will discuss seminar best practices either online or in person. A “best practice” can be defined as something that a seminar site does well that could be duplicated at other seminar sites. Best practices will be shared and new ideas will form.  An endless spirit of collaboration will be fostered through these modules.

Two More Online Courses

From here, we can continue to come up with ideas about how to expand this program even further. I can think of two examples of courses that we can put online. If we take a look at the “Training Institute” as given in the course design, we can take two of the seminars taught there and put them online. They could follow a similar format to the guidelines given here. For many years, HOBY has taught a seminar about risk management that has provided help to many people answering hard questions. The class discussed questions of “what if” scenarios that would pertain to any seminar site. For example, what steps should be taken if an ambassador has to go to a hospital, or what steps should be taken to avoid lawsuits in a seminar. We could teach these topics online and have assignments that correspond to the curriculum outlined above.

There is another class on photography at a seminar that could also be transferred online. Again, we could use the same system to measure and track our students, but we could also ask students to submit photos to show us what they are learning. These courses could very well be improved through online learning. In these cases, I think that Schoology could be a good mechanism in which to put these course online. For a risk management course, we could design all of the assignments to fit different scenarios in managing risks that could come up. A student could be asked to write an essay on what should happen if an ambassador gets injured at a seminar.

If we taught a course in photography at a seminar, we could ask the students in the program to take pictures, write captions, and write a press release to go along with the photo. The discussion board for these courses would be done in conjunction with the topics mentioned above. This comprehensive course design could also be customized to fit any course HOBY may want to put online. These musings are just a glimpse of the ideas I have about putting future courses online.

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Videos

Here are links to a few of the videos that will be watched during the course. A few were added that could be used in the second half of the course to keep the volunteers more engaged.

Ken Robinson on Passion

Best Practices in Non-Profit Management, Part 2

Being Persistent & Using Your Gift

 

Materials

As shown before, there will be a few required materials in these courses. These include:

  • Computer
  • Wifi Access
  • Classroom (if necessary)
  • Camera for video chat
  • Printer (for handouts and guides posted online)
  • Microphone
  • Schoology

Closing Statement

In closing, HOBY has many on campus courses. After taking this course, I have now become more open to the idea of online courses. They are truly not as scary as some would have one believe. They are just in their infancy, and they have the potential to grow a lot more in the future. We now have the option to convert more on campus courses to online formats so that more people, everywhere, can enjoy them. They key to us is: will we? It will take a lot of trial and effort to make this happen, so I am fully aware of any resistance that may come with this new endeavor. With a spirit of optimism, however, anything can happen. I plan to keep this spirit alive as HOBY moves forward into the new “online” format.

Links to Other Areas

Portfolio:

https://iceberg922.wordpress.com/ 

Schoology:

Use this code to join the short track: KJGMW-WDX6T

Use this code to join the long track: HW7FQ-SVG5G

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References

C. (2013, January 11). Best Practices in Nonprofit Management (part 1 of 2). Retrieved February 13, 2017, from https://www.youtube.com/watch?v=EfX110wFfYA

C. (2013, January 11). Best Practices in Nonprofit Management (part 2 of 2). Retrieved February 13, 2017, from https://www.youtube.com/watch?v=nBKCrAQS06c

T. (2014, May 06). Click here– blended learning and the future of education: Monique Markoff at TEDxIthacaCollege. Retrieved February 06, 2017, from https://www.youtube.com/watch?v=Mb2d8E1dZjY

T. (2014, September 08). Be persistent, be present, & use your gift | Chef Otto | TEDxWilmington. Retrieved February 13, 2017, from https://www.youtube.com/watch?v=I81vLusEW-c&feature=youtu.be

T. (2015, January 29). Busting the charity overhead myth | Juanita Wheeler | TEDxSouthBank. Retrieved February 13, 2017, from https://www.youtube.com/watch?v=0diX8EHOKZE

T. (2014, June 03). Fundraising 101: Rueben Mayes at TEDxWSU 2014. Retrieved February 13, 2017, from https://www.youtube.com/watch?v=GsvSWkEHNDk

T. (2014, September 08). Modern nonprofit board governance — passion is not enough! | Chris Grundner | TEDxWilmington. Retrieved February 13, 2017, from https://www.youtube.com/watch?v=MIF9yJVldwQ

S. (2013, April 11). Ken Robinson on Passion. Retrieved February 06, 2017, from https://www.youtube.com/watch?v=-M8Hl5MUr8w&t=119s

M. (2012, May 27). The Flipped Classroom Model. Retrieved February 06, 2017, from https://www.youtube.com/watch?v=ojiebVw8O0g&t=35s

 

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