By HongKongHuey [CC-BY-2.

0], via Wikimedia Commons

Terri Saragosa University of Hawaii at Manoa ETEC 622 Dr. Bert Kimura December 12, 2013

COLLEGE SUCCESS STRATEGIES: FACILITATORS GUIDE

Table of Contents
Introduction .................................................................................................................................................. 3 Locus of Control ........................................................................................................................................ 3 Context ......................................................................................................................................................... 3 Target Population ..................................................................................................................................... 3 Pre-requisite Knowledge ........................................................................................................................... 4 Content ......................................................................................................................................................... 4 Learner Outcomes..................................................................................................................................... 4 Weekly Modules ....................................................................................................................................... 5 Course Format........................................................................................................................................... 6 Implementation............................................................................................................................................ 7 Pre-course/Registration ............................................................................................................................ 7 http://youtu.be/CdgbVXX0UYM ............................................................................................................... 8 Weekly Modules ....................................................................................................................................... 8 Final Project .............................................................................................................................................. 9 Web-based Content .................................................................................................................................. 9 Synchronous.............................................................................................................................................. 9 Asynchronous.......................................................................................................................................... 10 Sample Modules: .................................................................................................................................... 10 Sample Module 1: Week 3: Academic Planning................................................................................ 11 Sample Module 2: Week 6: Support System...................................................................................... 13 Student Interaction .................................................................................................................................... 15 Assessment ................................................................................................................................................. 16 Instructional Technologies ......................................................................................................................... 17 Research ..................................................................................................................................................... 18 Introduction ............................................................................................................................................ 18 Web-based .............................................................................................................................................. 19 Synchronous............................................................................................................................................ 20 Asynchronous.......................................................................................................................................... 21 Conclusion ............................................................................................................................................... 22 References .................................................................................................................................................. 23

COLLEGE SUCCESS STRATEGIES: FACILITATORS GUIDE

Introduction
Locus of Control
My locus of control is in the field of post-high counseling and guidance. I work as a post-high counselor with students receiving a private need-based undergraduate scholarship. This massive, open, online course or MOOC will cover basic college success strategies for first-time college students who will benefit from learning approaches that will help them to be successful in college. Incorporating the metaphor of Polynesian voyaging, the course is designed to equip them with tools to help them navigate their college journey.

Context
Target Population
The anticipated students are comprised of a diverse group of adult learners with all levels of academic and technological abilities. The learners may include those right out of high school as well as those raising families and working full-time. Being cognizant of students other obligations, the course is designed to have short, simple, engaging and effective activities that not only promote learning of the content but allow its immediate application in the real world. Regarding the Open part of the MOOC, first-time recipients of the scholarship would be sent a direct email invite to sign-up. Emails could be also sent various college counseling offices to distribute to their students. Social media may be another way to get the word out using various Facebook or Twitter postings with info and links to the course. Links would take interested students to the Welcome page for information and the option to register for the class.

COLLEGE SUCCESS STRATEGIES: FACILITATORS GUIDE

Pre-requisite Knowledge
Because this course is being developed for such a diverse population, limited pre-requisite knowledge and technological skill are assumed. It will be important to include links to information and tutorials on the various internet communication technology tools for students to access if needed. As first-time college students, learners typically may have some knowledge on this subject. Although having completed high school, they may have some familiarity with what to do to be successful, this particular content may be novel for some and a reinforcement for others.

Content
This Massive, Open, Online Course (MOOC) is designed as a 7-week introductory course for first-time college students. Giving students an awareness of strategies they may employ during their first year in college can contribute to an increased likelihood of successful completion and progression to their second year.

Learner Outcomes
Upon completion of this MOOC: Students will be able to identify and employ introduced strategies in their own lives that will help them to make a successful transition to college. Each module has its own learning objectives that contribute to the overall learning outcomes of the course.

COLLEGE SUCCESS STRATEGIES: FACILITATORS GUIDE

Weekly Modules
There will be 7 weekly modules covering the following topics. Each module will introduce the listed topics. Week 1: Transition to College By the end of this module, students will be able to: Differentiate between high school and college expectations Identify at least 3 strategies to prepare for the transition to college.

Week 2: Using Campus Resources By the end of this module, students will be able to: Describe how campus resources can contribute to their college success Cite examples of resources available on their own campus Discuss their plan to familiarize and utilize their campus resources

Week 3: Academic Planning By the end of this module, students will be able to: Identify an academic plan List at least 3 reasons why an academic plan is important. Describe steps to obtain an academic plan.

Week 4: Academic/Study Strategies By the end of this module, students will be able to: Identify their own learning style Identify one study strategy to help with academics Describe how they will implement the strategy this school year.

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Week 5: Time Management By the end of this module, students will be able to: List at least 3 reasons why time management is important when attending college Describe at least 2 strategies introduced to help with time management. Choose at least 1 strategy to implement this school year.

Week 6: Creating a Support System By the end of this module, students will be able to: Explain the importance of having a support system in college. Identify 5 individuals who may provide academic & personal guidance during the upcoming academic year to support academic success. Week 7: Final Project/Review By the end of this module, students will be able to: Reflect on strategies learned in the course Choose at least 3 strategies and describe their plan to put into practice this upcoming school year. During this week, students will work on finishing and sharing final projects with their class.

Course Format
This course will employ various methods of online teaching with a focus on experiential learning, encouraging students to apply and reflect on strategies introduced within their own lives. Each weekly module will include: 1) Video and/or reading to introduce content

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2) Multiple choice online quiz to reinforce learning 3) Exercise/Activity to complete to supplement learning of content 4) Reflection post and response in discussion forum for interactive discussion To earn a Certificate of Completion, students must complete the following: 1) 7 weekly online quizzes 2) 7 weekly exercise reflection posts after completing at least one exercise 3) 7 weekly responses to classmates 4) Final Project Students who successfully complete the above will be emailed certificates within one week of class ending.

Implementation
The course will be facilitated using a Weebly website located at http://collegesuccessmooc.weebly.com. The website consists of 4 major sections: Welcome, Weekly Modules, Discussion Forum and Facilitators Guide.

Pre-course/Registration
The WELCOME section would be completed pre-course and gives students an introduction to the MOOC. In the welcome section, course basics, requirements and time commitments are outlined. Interested students would be directed to complete a short survey to sign up. This will allow basic demographic information to be collected as well as students Gmail addresses to create our class circle. Once students have registered, they are directed to the Getting started page. The SurveyMonkey survey will collect information and allow facilitator to easily access information. The facilitator may then share demographic information with the class number

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of participants, ages, locations, schools, etc. in the discussion forum. The facilitator would also use the Gmail information collected to create a Google Circle for the class. In the GETTING STARTED section, course content and format information is provided. There will also be information on earning a certificate of completion. Students are then directed to the course syllabus which gives a more detailed breakdown of assignments and deadlines and a link to an introductory assignment post to complete within the first few days of class to start building our class community. As an introduction to the students, facilitator should provide a video example like the one at the following link: http://youtu.be/CdgbVXX0UYM

Weekly Modules
Each week, students will complete one module. Each weekly module will include: 1) Video and/or reading a. Web-based content 2) Multiple choice online quiz a. Automated quiz that gives students immediate feedback b. Asynchronous Assessment 3) Exercise/Activity to complete a. Supplement learning of content 4) Weekly Reflection a. Prompting questions provided to stimulate reflection and discussion on weekly topic and/or exercise b. Posted on discussion board c. Comment on at least one other classmates post

COLLEGE SUCCESS STRATEGIES: FACILITATORS GUIDE

Final Project
The final project involves sharing of the knowledge gained in media of students choice. The project can either be done as a group or individually. Each learner will share at least one strategy learned and how their plan to implement this upcoming year. Students may choose to present the information by video, in written form, audio or other media.

Web-based Content
This MOOC will incorporate the use of web-based content into the course by using video files, YouTube video links and links to other relevant articles and readings to introduce weekly topics. The use of various types of media is used to address different learning styles and UDL guideline of providing multiple means of representation. Text captions should be provided for all video presentation of content to offer alternatives for auditory information as well. The use of automated online quizzes also will integrate web-based content into the curriculum.

Synchronous
During the course, there will be 3 Bi-weekly Google+ Hangout on Air Class Meetings. This synchronous tool would be used to conduct class hangouts every two weeks. Facilitator would set up and send out invites to students using the Gmail email address they registered with. Google invite link can also be listed on the Weebly site in the appropriate weekly module and a link posted in announcements. Students and facilitator can communicate by audio, video or text chat. Depending on number attending, students can also communicate via Twitter using the class hashtag# -

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#CSS2014MOOC. Google Hangouts on Air can also be recorded and posted on YouTube for viewing by students who are not able to attend.
These meetings would allow our class community and connections to be built. It gives the class a chance to discuss content covered in the previous 2 weeks. Facilitator is able to provide a review if needed and answer any questions. This is also a good opportunity for facilitator to introduce real-life situations or examples and discuss how introduced strategies can help. It also can be a chance for the formation of final project groups if desired.

Asynchronous
A Discussion Forum on the website would allow for students to communicate with the facilitator and each other. It is hoped that connections will naturally develop as students develop bonds and network together. During the course, it would be ideal for facilitator to periodically check boards, respond as time allows and post additional questions or topics to stimulate additional discussion. Another asynchronous tool incorporated would be a Twitter hashtag for the class - #CSS2014MOOC. The Twitter feed would be displayed on the discussion forum page as well to enhance communications.

Sample Modules:
Week 3 and week 6 modules are shown on the website in more detail to demonstrate sample learning activities for the students. Below is a general description of each weekly module content on the website. A short introduction presents the weekly topic. Objectives for the module are then clearly outlined.

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Content on topic is introduced in video and written form. An automated multiple choice quiz must be taken each week to check for understanding. Exercise/Activity assignment given Reflection and response posts

Sample Module 1: Week 3: Academic Planning MODULE 3: ACADEMIC PLANNING Link to Module: Week 3 Module: Academic Planning Module available: MONDAY, January 27, 2014 Students are able to access at their convenience anytime during the week with a deadline of completing assignments on that SUNDAY. Introduction: This week we will be learning about the importance of academic planning. Knowing where you want to go and having a plan to get there helps to keep you on track. Like the Polynesians on their voyaging canoes, planning is important for you to navigate your way through college. By the end of this module, students will be able to:

Identify an academic plan. List at least 3 reasons why an academic plan is important Describe how obtain an academic plan.

Tasks for this week: DUE by SUNDAY, 2/2/14

After watching video and/or reading content, take Content Quiz 1 Complete exercise/activity Do reflection post in Discussion Forum: Week 3: Academic Planning Respond to at least one classmate

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CONTENT: 1. Watch this video: Video link embedded on website: https://www.youtube.com/watch?v=gVgu1_NYvN4 2. Here is a sample academic plan for a student pursuing a Bachelor of Science Degree in Biology from the University of Hawaii at Manoa. Notice how it lists classes to take each semester to graduate. It is also important to see your academic advisor regularly to make adjustments and update as needed.

3. Click on the links below to review other sample academic plans and course requirements at UH Manoa and Hawaii Community College University of Hawaii at Manoa Hawaii Community College 4. Take the Week 3 quiz below: Quiz embedded on website: gives students immediate feedback on answers. 5. Complete the following exercise:

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Do you know what classes you need to graduate? Research on your school's website to find information on your degree. Look at general and major requirements.

6. Do reflection post in Discussion Forum: Week 3: Academic Planning by SUNDAY 7. Respond to at least one classmate's post DUE BY SUNDAY, FEBRUARY 2, 2014 Sample Module 2: Week 6: Support System MODULE 6: SUPPORT SYSTEM Link to Module: Week 6 Module: Support System Module available: MONDAY, February 17, 2014 Students are able to access at their convenience anytime during the week with a deadline of completing assignments on that SUNDAY. Introduction: This week, we will learn how important it is to have a support system. The ancient Polynesians traveled long distances to reach their destination and had a crew who played specific roles as they made their way across the ocean. In the same way, it is important for you to have a support system while you are navigating your way through college. By the end of this module, students will be able to:

Explain the importance of having a support system in college Identify at least 5 individuals who may provide academic, personal/social and career guidance during the upcoming academic year to support their academic success.

Tasks for this week: DUE BY SUNDAY, 2/23/2014

After watching video and/or reading content, take Content Quiz 6 Complete exercise/activity

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Do reflection post in Discussion Forum: Week 6: Support System Respond to at least one classmate

CONTENT 1. View this presentation. Prezi with audio embedded on website.

http://bit.ly/1d8dmii

2. Watch this video. New York Students discuss support systems in college. http://www.youtube.com/watch?v=n4A9tKM3T20 3. Take the Week 6 quiz below: Quiz embedded on website: gives students immediate feedback on answers. 4. Complete the following activity: When planning a voyage you must prepare. Preparation includes yourself, the waa (canoe), your path, and the selection of crew members that will help you arrive at your destination, and support you through your journey. Your academic voyage is full of challenges and those in your CREW will help you progress towards your checkpoints, and ultimately reach your destination. Use this worksheet to help you identify at least 5 individuals to invite on your Voyage with you. PDF file attached. http://collegesuccessmooc.weebly.com/uploads/1/3/5/8/13588758/your_voyag e_worksheet.pdf 5. Do reflection post in Discussion Forum: Week 6: Support System by SUNDAY 6. Respond to at least one classmate's post DUE BY SUNDAY, FEBRUARY 23, 2014

Ideally, facilitators would monitor discussion boards and interact with students, addressing questions or posting comments, prompting as well as facilitating student interactions.

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Facilitator also would have to schedule 3 Google Hangout Sessions and send out invites and post links on course website. Agenda for GOOGLE HANGOUTS is open as it is designed to be similar to Office Hours, basically a time for students to interact, discuss content and ask questions. Facilitator to discuss real-life situations and application of strategies to prompt interactions.

Student Interaction
For the MOOC, facilitator-student interactions would be involved in several ways. Asynchronous interaction would be through discussion boards, email or twitter hashtag. Weekly discussion topics and reflections are hoped to stimulate discussion on the various topics as the course progresses. Facilitator would also help to encourage discussion by posting response, comments or new topics to discussion board as needed. Direct email would enable private communication as desired. The Twitter class hashtag would encourage sharing of thoughts and resources with facilitator and class members. Synchronous Google Hangout meetings will also help with interactions between facilitator and students. Student-student interactions would be facilitated using the discussion boards, email or twitter as well. It is also hoped that the Google Hangouts will facilitate development of connections between students, possible formation of final project groups and networks that will continue long after the class ends. The commonality of being new college students gives them a camaraderie that hopefully will lead to another support system for the students.

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Assessment
There will be several forms of assessment throughout the course. Weekly short multiple choice quizzes will be automatically graded with instant feedback to the students. This will allow students to self-assess their learning and if needed, revisit the content to review items missed. Proprofs.com was used to create the embedded online quizzes. Students are able to retake as many times as needed and print out results with explanations. Students complete a weekly exercise or activity. They will usually include real-life scenarios, case studies or activities. After completion, students will post a reflection on the discussion board gives them a chance to review their learning and helps students to think about implementing the strategy in their own locus of control. Students are then able to reflect on concepts they understand and what they may have found challenging with the module. The final project involves sharing of the knowledge gained in media of their choice. The project can either be done as a group or individually. Students will share at least one strategy learned and how they are planning to implement in their lives this upcoming year. Student may choose to present the information by video, in written form, audio, etc. They will be required to post a link to their presentations in the discussion board. Students will be able to demonstrate their learning by creation of content for future students. Facilitator may then share items with future classes. A certificate of completion will be sent to students who have completed the weekly quizzes, reflections and final project by email. To receive the certificate of completion, students will complete another SurveyMonkey survey indicating completion of the required assignments and

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a link to the final project. This will allow facilitator to easily gather results and be able to send out mass emails and certificates at course completion.

Instructional Technologies
The course learning environment will consist of instructional technologies from the following asset classes as outlined in the table below: Asset Class Web-based content Delivery Method Weebly website -Video Files -YouTube Videos Links -PDF/Other web-based files -Online automated quizzes (proprofs.com) How implemented in Course Course website created on Weebly provides links to all course content and information. Links to various video clips, articles and other relevant readings are included in each module. Links to weekly quizzes, discussion forums, Google hangouts are listed as needed to support module content. Based on initial student survey, a Google + circle for the class will be created. o Will help class to build community connection and allow students to continue connections post-course. o Facilitate with group formation/meetings for final project if desired During bi-weekly Google+ Hangout: o Review and feedback on content o Answer questions/Discussion o Real life situations/examples o Students can communicate by video/audio, chat or class twitter hashtag

Synchronous

Bi-Weekly Google+ Hangouts on Air (3 per course)

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Asynchronous

Discussion Forum Twitter Class Hashtag i.e. #CSS2014MOOC

Use of Google hangout on Air allows recording of session for review at student convenience if not able to attend. Weekly responses and reflections on various course topics Questions/help Sharing of resources/supplemental content Twitter class hashtag to send out mass reminders and info Tweets help to build own social media network as well. Allows for private communication between students and facilitator This will allow facilitator to capture basic student registration information and share demographics with class. At course end, collect information on completion of assignments for certificate

Asynchronous Asynchronous

Email SurveyMonkey Survey

Research
Introduction
This MOOC was designed for entering college students and take place entirely online. This section gives an overview on the strategies and tools that were selected for use in this course. Menchaca and Bekele (2008) found that student learning is most successful online when multiple tools and learning strategies are used. The variation of tools allow students a greater chance of success finding tools they are most comfortable with. The availability of multiple technology-based tools appealed to various learning styles and intelligences of students and provide the best opportunities for students to participate and collaborate (Menchaca & Bekele,

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2008). To enhance learning and appeal to a wider range of students for this MOOC, a combination of tools from three asset classes of interactions are used in the course - webbased, synchronous and asynchronous are integrated into this curriculum. A blend of effective online learning strategies are also employed including discussion, community-building, reflection and assessment to optimize learning (Menchaca, 2004).

Web-based
Web-based content is used in the modules to introduce topics in a variety of ways. YouTube and other video files, PDF and other web-based documents are included to supplement learning. Web 2.0 Technologies Use of various Web 2.0 technologies are incorporated into the course as research has shown that based on teacher and student perspectives, web-based learning tools had a positive impact on learning and engagement (Hew & Cheung, 2013). It was also indicated that it is important to choose quality web-based learning tools and incorporate into planned lessons to make the most impact. YouTube Videos YouTube videos are used in this module as they are a useful, free, web-based education resource. Research on using YouTube videos to enhance student learning has shown that visual explanation of concepts lead to better student understanding. It was also found, in the same study, that the use of the online tool not only made students more likely to view all of the video

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content in contrast to text, but also encouraged students to use YouTube as a supplemental educational resource. (Chtouki, Harroud, Khalidi, & Bennani, 2012).

Synchronous
Google Hangouts are used in the course as a synchronous discussion tool. Isaacson (2013) found that using real-time, synchronous learning that use technology tools that provide multiple way to interact and collaborate supports a social constructivism approach that promotes social interaction and dialogue. Google Hangouts and Hangouts on Air that will be used for three bi-weekly synchronous sessions allow for interaction by live video, audio, text chat and various apps. Synchronous online learning activities will support online learning experience by improving social interaction and increasing connectedness and engagement (Isaacson, 2013). The ability to record sessions with Google Hangout on Air and post to YouTube for students who were not able to attend adds another feature to address the massive component of the course as all students will not be available at one time. In that way, the synchronous meeting converts a useful asynchronous web-based video. The development of Web 2.0 capacities allow learners to connect, share, collaborate and network and have given rise to social media platforms such as Twitter, Flickr, Facebook, LinkedIn, blogs, wikis, podcasts, and countless others. (McAuley, Stewart, Siemens, & Cormier, 2010, p. 9) Taking advantage of these developed social media platforms, Twitter and a class hashtag #CSS2014MOOC will be used as an additional way to participate in synchronous Google Hangouts as well as an additional asynchronous communication tool for the MOOC participants. This will allow students to build and leverage their networks.

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Asynchronous
Asynchronous interactions for the class include the use of a discussion forum for weekly discussions and communications. In addition, Twitter, email and the use of a web survey all serve to facilitate asynchronous communication. According to Menchaca (2004), certain tools work best with certain strategies. Asynchronous interactions were found best to be used when doing reflection on learning. An asynchronous discussion forum is used in the course for students to reflect on weekly content. Student perceptions in a study by Bassett (2011) show that the majority of students valued asynchronous online discussions as a part of their collaborative online learning. The diverse group of international students appreciated guidance and structure provided for the online discussions (Bassett, 2011). The discussion forum reflection assignments include prompting questions and guidance in response to this student preference. As mentioned previously, the use of a Twitter class hashtag - #CSS2014MOOC, used synchronously as part of the Google Hangout will also be an asynchronous form of interaction for the students. It offers community building and supports a connectivist approach. As an additional asynchronous interaction, an introductory assignment is given in the first week. The instructor ideally would begin the discussion with a recorded video as an example for the students. This serves a two-fold purpose of not only giving a sample for students to follow, it also gives the facilitator a greater social presence. Research has found that video communication helped students to develop a connection similar to face-to-face communication, with learners indicating that seeing the instructor made them seem more real

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and present (Borup, West, & Graham, 2012). Although not a replacement for F2F interaction, it is hoped that the personalized video, although asynchronous, will help because F2F was not feasible in this MOOC course.

Conclusion
This College Success Strategies MOOC was designed to take advantage of free tools readily available on the internet. The course sought to incorporate communication technologies, strategies and asset classes in the best way possible based on research. As feedback is received from students and new tools are developed, updates to the curriculum and format are inevitable and welcomed. Facilitators may make any adjustments that they feel will benefit the learners participating in future sessions.

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References
Bassett, P. (2011). How Do Students View Asynchronous Online Discussions As A Learning Experience? Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 6979. Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195203. doi:10.1016/j.iheduc.2011.11.001 Chtouki, Y., Harroud, H., Khalidi, M., & Bennani, S. (2012). The impact of YouTube videos on the students learning. In 2012 International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 14). doi:10.1109/ITHET.2012.6246045 Hew, K. F., & Cheung, W. S. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 4764. doi:10.1016/j.edurev.2012.08.001 Isaacson, K. (20130624). An Investigation into the Affordances of Google Hangouts for possible use in Synchronous Online Learning Environments. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013, 2013(1), 24612465. McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/MOOC_Final_0.pdf Menchaca, M. (2002). An evaluation of a distributed, distance learning Masters program in educational technology. (Doctoral Dissertation, Pepperdine University). Menchaca, M. (2004). Optimizing Distributed Learning Delivery Models: An Asset Class Approach to Distance Learning. In World Conference on Educational Multimedia,

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Hypermedia and Telecommunications (Vol. 2004, pp. 409413). Retrieved from http://www.editlib.org/p/12966 Menchaca, M. P., & Bekele, T. A. (2008). Learner and instructor identified success factors in distance education. Distance Education, 29(3), 231252. doi:10.1080/01587910802395771