This week I am exploring options for integrating wiki into an online course that KIT has created. It is a sixteen-week course for Military Training and Curriculum Specialists (T&Cs) that consists of four separate sessions. The course is currently in pilot and we recently made revisions and plan to launch again at the end of October. West & West (2009) emphasize the importance of taking into account the learning outcomes and goals of a project in order to offer a successful wiki project. I have not fully fleshed out exactly what I want to do, as I am just learning about wiki, and the course is somewhat complex; I am going to share some of my ideas, and hope that you may offer suggestions that will help me maximize learning opportunities for the T&Cs!
I will continue to work on developing the ideas and wiki specific activities. I welcome any ideas you have! I hope to be able to present a "Let's use a wiki" proposal to the curriculum development team in two weeks (I have already had discussions with the curriculum director). Below you will see my ideas for using wiki, a description of our learners, a course description and rubrics for forum entries and action activities. It is kind of long....
Ideas for utilizing wiki: (rubrics for action activities and forum responses are below, some Wiki-related notes are in green)
- Create group pages for each branch where they will work together and integrate new knowledge/skills with their branch specific processes and protocols. Groups will be able to view other branch pages to gain ideas, information and potentially make comments on the work. There will be an additional page where all learners can create discussion topics related to course content. For example, they may want ideas about how other learners implemented a specific learning activity or ideas for extending it. We will scaffold the structure of the wiki, offering greater support and less complex expectations during the first session, and build from there. The course sessions are scaffolded to build knowledge base and skills and using a wiki throughout the course will offer a platform for collaborative learning that will also allow for increasing complexity of learning.
- Wiki activities during session 1 will be designed for learners to become comfortable using wiki and allow for some knowledge construction related to guiding principles of inclusion and managing expectations. Using the first few weeks to primarily share information and engage in icebreakers will help prepare them for higher level learning and contributions in later weeks, similar to what West and West (2009) describe for preparing students during pre-course communication. These activities will also help build their confidence in using the wiki. They will be able to communicate directly with the lead instructor for individual support and each learner will have a phone or video conference with a KIT consultant that will include a check-in regarding comfort using the wiki.
- Wiki activities during session 2 will be designed for knowledge construction and increased collaboration related to gathering information and using a strength-based perspective to support children and youth. Learners will be asked to share resources that they find helpful related to Inclusive Practices, collaborating with families, building relationships with staff, developmentally appropriate practices, and/or other related topics. Using a wiki for knowledge construction gives them more control over the content organization and allows for the development of a shared understanding of facts and concepts (West & West, 2009). This also builds a much greater knowledge base than if they were depending solely on the Instructor and KIT consultants.
- Wiki activities during session 3 will be designed for continued knowledge construction as well as encouraging critical thinking related to developing and evaluating support plans. Critical thinking comes down to reflective decision-making and thoughtful problem-solving about what to do or believe. You know, analyze the situation, evaluate claims, draw good inferences, supply sound reasons, and check to make sure you haven’t missed something important (Faccione & Facione, 2007). Learners will be asked to develop support plans, as well as evaluate the effectiveness of support plans. Peers should be able to offer insight and engage in problem-solving to help refine support plans and to help figure out what changes to make if support plans are not effective.
- Wiki activities during session 4 will be designed for continued knowledge construction, encouraging critical thinking and for contextual application. Action activities in each session will require learners to take knowledge from the eLearning module and webinar and apply it in their setting, with the complexity of those activities increasing each session. In session 4 they will have to put all of the information together and conduct a coaching session with staff, incorporating knowledge, skills, and tools learned across the 4 sessions to successfully complete the activity. Using a wiki will provide a platform for learners to engage with their peers to tailor the activities to incorporate specific protocols or processes that are unique to their branch, as well as brainstorming about how to overcome challenges. For this session, I am considering adding a scenario to the wiki for each group where they have to work together to determine what stage a staff person is at and what approach they should use to support them (session 1); then assess information provided about a child and rewrite it using a strength-based perspective (session 2); use that information to create a plan of support for a child (session 3); and then identify what strategies they should use to support the staff person to be able to successfully use inclusive practices and create a plan of support for the staff (different from plan of support for a child).
- Use wiki instead of the discussion forum in KIT's OLC, since it does not allow for threaded discussions. There is one discussion topic per session. Each learner is expected to make an initial posting, and respond to at least two peers. This would be done across branches vs. within a branch-specific group to increase the variety of content sharing. I would like to make it open to all 28 vs. breaking into groups, but I am not sure if that will be easy to track/manage. Using wiki instead of the current forum will allow for more problem solving and collaboration when among learners. West and west (2009) state, that the wiki opens the door to brainstorming, group problem-solving, critical evaluation, synthesis, idea refinement, and group consensus (p. 5). I believe using the wiki instead of the OLC forum will create a greater sense of community over the sixteen weeks and allow for a deeper level of learning.
About our learners:
T&Cs in military settings develop, implement and oversee the training programs for employees of the Child Development Center, School-Age, and Family Child Care program. They are responsible for ensuring quality and consistency of developmental programming and age-appropriate activities within programs. They must have a baccalaureate degree that includes a major study in child or youth development, early childhood and a minimum of three years working with young children (militaryonesource.com).
We will accept 28 learners, preferably seven from each of the four branches. To participate T&Cs must have been in their position for at least six months, be recommended by the technical advisor at their branch headquarters, and have their supervisor's permission to participate. T&Cs have expressed an eagerness to enroll in the course to increase their knowledge and skills regarding inclusive practices and supporting staff to support children and youth. All T&Cs have prior experience with KIT's online learning center (OLC) but may require support or instruction with some of the features of the live course.
About the Course:
Certificate of Inclusive Practice in Military SettingsCourse Outline
Description:
The Certificate of Inclusive Practice in Military Settings will strengthen the skills of Training & Curriculum Specialists in guiding principles, using a strength-based model, developing and evaluating support plans, and using the pyramid coaching model to support inclusion.
Course Format:
Four-session instructor-led course via the KIT Online Learning Center and live coaching. Each session will include four weeks of learning events and activities for a total of 16 weeks per course.
Session 1: Guiding Principles and Expectations
Learning Outcomes:
- Lead a management discussion about the guiding principles of inclusive practice
- Facilitate activities designed to help staff explore and manage their expectations for individuals and groups of children.
eLearning Module: Guiding Principles of Inclusive Practices
Description: This self-paced interactive online training will cover the four guiding principles of inclusive practice: 1) Inclusion is a way of thinking; 2) All children and youth have the right to meaningfully participate in the program offered in their military community; 3) Behavior is communication and reflects how children take in their environment; and 4) Positive relationships are the foundation for successful inclusion.
Learning objectives:
- Correctly identify the statements that are consistent with the philosophy of inclusion.
- Rephrase descriptions of behavior that place blame on the child to descriptions that place emphasis on behavior as communication.
- Accurately describe two strategies for developing positive relationships as the foundation for successful inclusion.
Live Webinar: Helping Staff Manage Expectations
(recorded for learners who cannot attend live, or for repeated viewing)
Learning Objectives:
- Correctly apply the three dimensions of attribution theory to a scenario
- Analyze whether a behavior is developmentally appropriate by considering the duration, frequency, intensity, and consistency of the behavior
Session 2: Gathering Information and Using a Strength-Based Perspective
Learning Outcomes:
- Design strategies for gathering meaningful parent and staff input on accommodations and supports
- Use and information-gathering process to describe a child or youth's need from a strength-based perspective
eLearning Module: Gathering Meaningful Input to Develop Support
Description: This self-paced interactive online training will describe the types of meaningful input families and staff can contribute toward developing accommodations and supports. This training will also explain how to utilize communication techniques to effectively gather input from families and staff in a respectful way.
Learning objectives:
- In your own words, define meaningful input
- Correctly identify the meaningful family and staff input that can be used to develop accommodations and supports
- Select the best communication techniques to gather meaningful input from a staff member, in a scenario
Live Webinar: Framing Needs From a Strength-Based Perspective
(recorded for learners who cannot attend live, or for repeated viewing)
Learning Objectives:
- Accurately connect one of the core principles of a strength-based perspective to an aspect of your program
- Select the best professional development activity to support the shift to a strength-based perspective for a staff member in a scenario
- Re-write a description of a child's needs using strength-based language
Session 3: Developing and Evaluating Support Plans
Learning Outcomes:
- Draft measurable support plan strategies for an individual child
- Apply observational assessment techniques to evaluate the effectiveness of a support plan
eLearning Module: How to Write a Support Plan
Description: Developing a plan goes beyond agreeing on the support a child or youth needs. Strategies should be clearly defined and measurable. Staff will need to understand the purpose of the strategies and how they will be implemented. The self-paced interactive online training will provide examples of the language that can be used on support plans and guidance on training staff to implement strategies.
Learning objectives:
- Select the wording that best describes the child’s needs in terms of strengths, input from others, and accommodations required
- Correctly match the term in the SMART concept to the corresponding descriptor as it applies to support plans
- Categorize examples of a trainer and lead support according to the implementation cycle presented
Live Webinar: Evaluating the Effectiveness of Support Plans
(recorded for learners who cannot attend live, or for repeated viewing)
Learning Objectives:
- Select the strategy that has goodness of fit for a child described in a scenario
- Evaluate the success of a support plan strategy using the Support Plan Strategy Assessment
- Accurately explain the connection between SMART strategies and evaluation of the support plan implementation process
Session 4: Coaching Models to Support Inclusion
Learning Outcome:
- Implement coaching practices to support inclusion within the military program setting.
eLearning Module: Coaching in Inclusive Programs
Description: Coaching is a process that Training and Curriculum Specialists facilitate to build staff knowledge, skills, and abilities in supporting children and youth. Understanding the key elements of coaching ensures Trainers can effectively teach staff, which ultimately leads to better outcomes for children and youth.
Learning objectives:
- Correctly identify the key elements of coaching.
- Choose the best strategy to enhance the relationship between a trainer and staff in a scenario.
- Match each coaching scenario to the correct level of support in the pyramid.
Live Webinar: Coaching Pyramid Model and Effective Practices
(recorded for learners who cannot attend live, or for repeated viewing)
Learning Objectives:
- Match the definition to the correct level of support in a coaching pyramid model
- Based on a scenario, select the best approach to developing a collaborative agreement with staff
- Describe the criteria you will use to determine if goals in an action plan have been achieved
Course Requirements:
In order to successfully complete the course, learners will:
- Complete a pre-course learner assessment and establish at least one individual goal for improving inclusive practice.
- Be matched with a KIT Trainer who will serve as a coach to support individual learning and the completion of action activity assignments. Learners will have a live online or phone coaching session with the KIT Coach at least once per session.
- Participate in the four (4) live 60-minute webinars.
- Complete the four (4) self-paced modules.
- Post a response on each session discussion topic thread, and respond to at least two peers in your group for a total of eight (12)entries. *Change this requirement from entry on the OLC forum to a wiki entry, the rubric can remain the same, a wiki page would need to be created to provide the structure for responses.
- Upload four (4) completed action activity assignments. *Consider upload to the wiki vs. the OLC for feedback from peers. Would need to add a requirement for peer responses. OR: they still upload the assignment to the OLC, but they make a reflection statement on the wiki for peer discussion (make it optional?) OR, they upload to the OLC and make a discussion post to the wiki that is reflective based on the rubric and discusses how they incorporated branch specific protocols or processes, or any adjustments they had to make.
- Complete a post-course learner assessment and reflection.
Course Rubrics for Action Activities and Forum entries
Session 1: Forum entry Rubric:
Identify one inclusion related challenge in your program. Describe how you will communicate with the management team to address this challenge.
Respond to at least one peer to trigger deeper discussions.
Criteria
|
Non-performance
(0 points)
|
Unsatisfactory
(1-10)
|
Basic
(11-19)
|
Proficient
(20-23)
|
Distinguished
(24-25)
|
Makes original post by due date.
Identifies an inclusion related challenge
Describes how to communicate with management to address it.
|
Does not post within 2 days of due date.
Does not adequately address the questions.
|
2 days late.
Response is poor and does not adequately address the questions.
|
Meets deadline.
Does not adequately address the questions.
|
Meets deadline. Addresses the questions adequately.
|
Meets deadline. Addresses the questions adequately. Extends the discussion of topic.
|
Relevant
Connected to course material
Reference outside sources
|
No response
|
Response not clearly connected to course material
|
Partially connected to course material
|
Connected to course material
|
Connected to course material and outside sources (citations)
|
Reflective
Connected to personal experiences on the job
|
No response
|
Not clearly connected to personal experience on the job
|
Hints at connection to personal experience on the job
|
Connected to personal experience on the job
|
Connected to personal experience on the job and communicates new understanding.
|
Promotes group learning
Trigger deeper discussion
Poses questions that extend discussion to higher cognitive levels
|
No response
|
Attempts to generate discussion through sharing of ideas or questioning
|
Poses questions that prompt reflective responses by at least 1 other.
|
Offers insightful ideas that generate insightful responses by 2 or more peers.
|
Insightful ideas and thought-provoking questions generate extended, higher order discussion by other learners
|
Action Activities (choose one): (Learners will have access to a worksheet that describes the activity in full detail, with an example and worksheet to complete)
Re-write the Story: Lead staff through a series of activities to help them write a story about a child they are concerned about.
Explore Expectations: You will facilitate a discussion with staff to help them explore the age-based expectations they have for children in their care.
Views on Behavior: (Talk to KIT Consultant prior to completing this activity) Facilitate a discussion with staff about different views on aggressive behavior to help them understand that behavior is communication.
Criteria
|
Non-performance
(0 points)
|
Unsatisfactory
(1-10)
|
Basic
(11-19 points)
|
Proficient
(20-23)
|
Distinguished
(24-25)
|
Active
Clear description of how they facilitated the chosen activity
Completed copy of the worksheet from the activity you choose
|
Does not post within 2 days of due date
Does include all required components
|
2 days late
response is poor and does not include all required components
|
Meets deadline but response does not include all required components.
|
Meets the deadline. includes all required components and each component is adequately addressed.
|
Meets the deadline. Response includes all of the required components and each component is adequately addressed.
Extends the activity beyond stated criteria.
|
Relevant
Connected to course material
Reference outside sources
|
No response
|
Not clearly connected to course material
|
Partially connected to course material
|
Connected to course material
|
Connected to course material and outside sources (citations)
|
Reflective
Summary of how the activity helped staff explore managing expectations, or impacted their views on behavior
|
No response
|
Does not answer “how” the activity help staff explore managing expectations
|
Partially answers “how” the activity help staff explore managing expectations
|
Answers how the activity help staff explore managing expectations
|
Answers how the activity help staff explore managing expectations, communicates new understanding, and extends the activity.
|
Session 2: Forum entry Rubric:
Identify one challenge for gathering meaningful input from family; describe a strategy you are going to use in your program to overcome the challenge.
Respond to at least one peer to trigger deeper discussions.
Criteria
|
Non-performance
(0 points)
|
Unsatisfactory
(1-10)
|
Basic
(11-19)
|
Proficient
(20-23)
|
Distinguished
(24-25)
|
Makes original post by due date.
Identifies a challenge for gathering meaningful input from family
Describes a strategy to use in the program to overcome the challenge
|
Does not post within 2 days of due date.
Does not adequately address the questions.
|
2 days late.
Response is poor and does not adequately address the questions.
|
Meets deadline.
Does not adequately address the questions.
|
Meets deadline. Addresses the questions adequately.
|
Meets deadline. Addresses the questions adequately. Extends the discussion of topic.
|
Relevant
Connected to course material
Reference outside sources
|
No response
|
Response not clearly connected to course material
|
Partially connected to course material
|
Connected to course material
|
Connected to course material and outside sources (citations)
|
Reflective
Connected to personal experiences on the job
|
No response
|
Not clearly connected to personal experience on the job
|
Hints at connection to personal experience on the job
|
Connected to personal experience on the job
|
Connected to personal experience on the job and communicates new understanding.
|
Promotes group learning
Trigger deeper discussion
Poses questions that extend discussion to higher cognitive levels
|
No response
|
Attempts to generate discussion through sharing of ideas or questioning
|
Poses questions that prompt reflective responses by at least 1 other.
|
Offers insightful ideas that generate insightful responses by 2 or more peers.
|
Insightful ideas and thought-provoking questions generate extended, higher order discussion by other learners
|
Action Activity: (Learners will have access to a worksheet that describes the activity in full detail, with an example and worksheet to complete)
Gathering Meaningful Input to Write a Strength-Based Statement
Criteria
|
Non-performance
(0 points)
|
Unsatisfactory
(1-10)
|
Basic
(11-19 points)
|
Proficient
(20-23)
|
Distinguished
(24-25)
|
Active
Clear description of how they facilitated the activity
Completed copy of the chart and worksheets
|
Does not post within 2 days of due date
Does include all required components
|
2 days late
response is poor and does not include all required components
|
Meets deadline but response does not include all required components.
|
Meets the deadline. includes all required components and each component is adequately addressed.
|
Meets the deadline. Response includes all of the required components and each component is adequately addressed.
Extends the activity beyond stated criteria.
|
Relevant
Connected to course material
Reference outside sources
|
No response
|
Not clearly connected to course material
|
Partially connected to course material
|
Connected to course material
|
Connected to course material and outside sources (citations)
|
Reflective
Summary of how the activity helped staff gather information about a child to write a strength-based description of a child’s needs
|
No response
|
Does not answer “how” the activity help staff explore managing expectations
|
Partially answers “how” the activity help staff explore managing expectations
|
Answers how the activity help staff explore managing expectations
|
Answers how the activity help staff explore managing expectations, communicates new understanding, and extends the activity.
|
Session 3: Forum entry Rubric:
Identify a step in the support plan implementation process that is difficult to evaluate. When you study that step, what strategies will you use to overcome that challenge?
Respond to at least one peer to trigger deeper discussions.
Criteria
|
Non-performance
(0 points)
|
Unsatisfactory
(1-10)
|
Basic
(11-19)
|
Proficient
(20-23)
|
Distinguished
(24-25)
|
Makes original post by due date.
Identifies a step in the support plan implementation process that is difficult to evaluate.
Describes strategies to overcome that challenge.
|
Does not post within 2 days of due date.
Does not adequately address the questions.
|
2 days late.
Response is poor and does not adequately address the questions.
|
Meets deadline.
Does not adequately address the questions.
|
Meets deadline. Addresses the questions adequately.
|
Meets deadline. Addresses the questions adequately. Extends the discussion of topic.
|
Relevant
Connected to course material
Reference outside sources
|
No response
|
Response not clearly connected to course material
|
Partially connected to course material
|
Connected to course material
|
Connected to course material and outside sources (citations)
|
Reflective
Connected to personal experiences on the job
|
No response
|
Not clearly connected to personal experience on the job
|
Hints at connection to personal experience on the job
|
Connected to personal experience on the job
|
Connected to personal experience on the job and communicates new understanding.
|
Promotes group learning
Trigger deeper discussion
Poses questions that extend discussion to higher cognitive levels
|
No response
|
Attempts to generate discussion through sharing of ideas or questioning
|
Poses questions that prompt reflective responses by at least 1 other.
|
Offers insightful ideas that generate insightful responses by 2 or more peers.
|
Insightful ideas and thought-provoking questions generate extended, higher order discussion by other learners
|
Action Activity:
(Learners will have access to a worksheet that describes the activity in full detail, with an example and worksheet to complete)
Support Strategy Assessment
Criteria
|
Non-performance
(0 points)
|
Unsatisfactory
(1-10)
|
Basic
(11-19 points)
|
Proficient
(20-23)
|
Distinguished
(24-25)
|
Active
Clear description of how they facilitated the activity
Completed copy Support Strategy Assessment tool and the Flow Chart
|
Does not post within 2 days of due date
Does include all required components
|
2 days late
response is poor and does not include all required components
|
Meets deadline but response does not include all required components.
|
Meets the deadline. includes all required components and each component is adequately addressed.
|
Meets the deadline. Response includes all of the required components and each component is adequately addressed.
Extends the activity beyond stated criteria.
|
Relevant
Connected to course material
Reference outside sources
|
No response
|
Not clearly connected to course material
|
Partially connected to course material
|
Connected to course material
|
Connected to course material and outside sources (citations)
|
Reflective
Summary of how the activity helped staff gather information about a child to write a strength-based description of a child’s needs
|
No response
|
Does not answer “how” the activity help staff explore managing expectations
|
Partially answers “how” the activity help staff explore managing expectations
|
Answers how the activity help staff explore managing expectations
|
Answers how the activity help staff explore managing expectations, communicates new understanding, and extends the activity.
|
Session 4: Forum entry Rubric:
Consider the key elements of coaching: building relationships, supporting development of specific skills/practices, shared goals, active listening, observation, modeling and feedback; Identify one of the key elements that is difficult for you to put into practice and offer one solution you will try to implement that element into your daily work.
Respond to at least one peer to trigger deeper discussions.
Criteria
|
Non-performance
(0 points)
|
Unsatisfactory
(1-10)
|
Basic
(11-19)
|
Proficient
(20-23)
|
Distinguished
(24-25)
|
Makes original post by due date.
Identify one of the key elements of coaching that is difficult for you;
Offer one solution you will try to implement that key element into your daily work.
|
Does not post within 2 days of due date.
Does not adequately address the questions.
|
2 days late.
Response is poor and does not adequately address the questions.
|
Meets deadline.
Does not adequately address the questions.
|
Meets deadline. Addresses the questions adequately.
|
Meets deadline. Addresses the questions adequately. Extends the discussion of topic.
|
Relevant
Connected to course material
Reference outside sources
|
No response
|
Response not clearly connected to course material
|
Partially connected to course material
|
Connected to course material
|
Connected to course material and outside sources (citations)
|
Reflective
Connected to personal experiences on the job
|
No response
|
Not clearly connected to personal experience on the job
|
Hints at connection to personal experience on the job
|
Connected to personal experience on the job
|
Connected to personal experience on the job and communicates new understanding.
|
Promotes group learning
Trigger deeper discussion
Poses questions that extend discussion to higher cognitive levels
|
No response
|
Attempts to generate discussion through sharing of ideas or questioning
|
Poses questions that prompt reflective responses by at least 1 other.
|
Offers insightful ideas that generate insightful responses by 2 or more peers.
|
Insightful ideas and thought-provoking questions generate extended, higher order discussion by other learners
|
Action Activity:
(Learners will have access to a worksheet that describes the activity in full detail, with an example and worksheet to complete)
Maximize Coaching
Criteria
|
Non-performance
(0 points)
|
Unsatisfactory
(1-10)
|
Basic
(11-19 points)
|
Proficient
(20-23)
|
Distinguished
(24-25)
|
Active
Clear description of how you approached staff to discuss their coaching needs
Copy of at least one completed Coaching Needs form.
|
Does not post within 2 days of due date
Does include all required components
|
2 days late
response is poor and does not include all required components
|
Meets deadline but response does not include all required components.
|
Meets the deadline. includes all required components and each component is adequately addressed.
|
Meets the deadline. Response includes all of the required components and each component is adequately addressed.
Extends the activity beyond stated criteria.
|
Relevant
Connected to course material
Reference outside sources
|
No response
|
Not clearly connected to course material
|
Partially connected to course material
|
Connected to course material
|
Connected to course material and outside sources (citations)
|
Reflective
Summary of how staff responded to having the opportunity to communicate their needs and how it impacted your relationship.
|
No response
|
Does not answer “how” staff responded and how it impacted their relationship
|
Partially answers “how” staff responded and how it impacted their relationship
|
Answers how staff responded and how it impacted their relationship
|
Answers how staff responded and how it impacted their relationship, communicates new understanding, and extends the activity.
|
Resources
Facione, P. A., & Facione, N. C. (2007). Talking Critical Thinking. Change: The Magazine of Higher Learning, 39(2), 38-45. Retrieved from http://www.tandfonline.com/doi/abs/10.3200/CHNG.39.2.38-45
West, J.A. & West, M.L. (2009). Using Wikis for Online Collaborations. San Francisco: Jossey-Bass
