Met with Lindsay Townsend, Traffic Safety Consultant for the state of Vermont, to discuss my plan to develop a hybrid online driver education course for Bellows Falls Union High School. I contacted Lindsay first to discuss the possibility to receive a state waiver for the required face to face 30 hour course requirement. I explained that although students would only have a F2F meeting capacity for 60-80% of the classroom component that they would be engaged in more than the required 30 hours of classroom. I also explained that the Behind the Wheel component would still be 100% F2F. I also explained that I would be implementing a comprehensive Parent Involvement component to the overall course. I then showed him two online course management programs, Moodle and First Class and how I would use them to implement the course. From there I showed him some of the technology tools that I would be using in the course such as Blogs, Wiki's, social networking tools such as Furl/ del.icio.us/ mash- ups, RSS feeds/ Flickr, etc. At that point he was impressed and interested. I explained that if all goes well that I would like to do a workshop at our fall conference for other driver educators to see what I have been up to and see if their would be interest in having me put together a course to be taken the following summer for learning how to organize and implement online courses. We spent a good six hours going over the details and he gave me preliminary approval to go ahead with my project. It may seem confusing that I talked with Lindsay first but if he didn't think that I would receive a waiver then this project would be dead in the water. I will be having further contact with Lindsay as the process continues.
1/17/07 :
I sat down with Chris Hodsden, my school principal, to see what he thought of the possibility of offering a hybrid online course for our traffic safety program. I explained to him that the online course would allow more flexibility in scheduling the course for students.The current block scheduling format leaves little flexibility especially for electives. During the first trimester at Marlboro I made an effort to send Chris bits of information about online learning that we covered in the classes that I was enrolled in at that time. I explained to him that that offering the online course would not add any additional expense to offering the program. He liked that part. I did not give him all the bells and whistles that I showed Lindsay Townsend about technology tools but I did show him the two possible course management systems. His one concern was about how to control student cheating. I explained to him how there are controls in place to handle this problem and that when the students are in the drivers seat any cheating would show up rather quickly. He seemed very interested and gave me a tentative approval with a time line to implement the program in the second semester of 07-78. We spent a bout 1.5 hours during this meeting.
1/17/07:
My next step was to sit down with our technology specialist in the building to discuss the pros and cons of Moodle vs First Class. His position was not to use First Class because of two reasons.First would be cost as he said the school would have to pay a licensing fee for each student. Second was that with First Class he would have to assign email accounts to students and the school would be responsible for dealing with disciplinary problems. He didn't want to go there. Our technology specialist is also a grad student at Marlboro and was considering developing a school Wiki for staff to use. He decided to build his wiki insde of moodle and agreed to put moodle on a server at our school. Although he has had a few difficulties trying to install moodle he assures me that he will have it up and running if for no better reason that he needs it for his Capstone as well. We have spent about 6 hours since 1/17 discussing the installation of moodle and how his advanced wiki will benefit my project security wise.
Sometime in Late 1/07:
I called Fred Mottola, a long time traffic safety education colleague and director of 'Interactive Driving Systems,Inc and "National Institute for Driver Behavior". Fred developed a program that I would like to use for my online parent involvement component. I talked with him both by phone and email about the possibility of using his materials. He discussed having a copyright on the program and sharing profits, purchasing materials and using them for my online course and the possibility of linking to his materials and paying a licensing fee. For right now I've decided to buy his materials and have the parents use them off line with the ability to discuss issues about the material online. I hope to sit down with Fred after I complete my project and discuss with him how we can collaborate to share materials for the good of traffic safety education. Fred is a nationally known expert in the field of traffic safety and will be a key player in developing this both at the state and national level. My job will be informing him of how the course should be taught on line. I have spent about 4-6 hours with Fred so far.
1/07-5/20/07:
I have spent about 20 hours researching the new Vt. driver education curriculum, experimenting with a variety of technology tools I hope to use in my project , reviewing Fred Mottola's materials as well as researching other traffic safety sites on the Internet.
5/8/07:
I sat down to discuss with Chris Hodsden the possibility of putting a component into our freshmen study skills class to include an introduction in how to use moodle, instruction on how to use blogs, wikis and social networking tools. He said it sounded like a great iadea but to sit down with John Broadley, study skills teacher, and explain the plan to him and make sure he would like to do this. I spoke with John and he was very interested in doing this. He and I will sit down and devise a plan before the next school year. This will be very helpful to me in the future as next year I will have to spend class time going over how to use all of the tools with novice students. It is my present plan to do this with students during the first semester who will be taking the online course in the second semester. 2 hours to start but the actual developing of the class component and instructing John will take many more hours.
5/9/07:
Met with my Capstone advisor, Geoff Burgess after school from 3-5:30. Great Start.
5/17/07:
Met with Geoff for an hour before my Friday class. Gave me some direction on what to be doing on my Capstone.
5/19/07:
Spent 4.5 hours putting together and updating this process document. I will try to make sure I add to this each time I'm working on my capstone.
5/22/07
I have just spent about two hours putting together my CMP. The plan involves developing and implementing a component to our schools freshman study skills program to include educating our students in the use of moodle, blogs, wikis, and social networking technology tools such as Flickr, Furl, del.icio.us, mashups, etc. The purpose of putting this change into effect will be to ensure a smooth transition by our students into using a course management system and develop educational practices in the use of technology tools.
5/24/07
I have spent about two hours discussing with my principal and our schools technology specialist the possibility of developing a series of seven workshops for the 2007-08 school year to give instruction to staff that are interested in learning how to use Moodle as well as to present information about teaching the skills that will be taught during the freshman study skills class. I wrote up a preliminary proposal to my principal and will be giving a brief 15 minute presentation at one of our remaining staff meetings to see who might be interested in taking part in the workshop sessions.
The purpose of doing the workshops for the staff will be to stimulate interest in developing online courses similar to what I am doing for my Capstone.
5/28/07
Today I spent about 6 hours reviewing how to use the various components of Moodle as well as giving myself a tune up in using hip cast and audacity in order to post vodcasts. how quickly you can forget when not using them on a regular basis. I also went to start setting up my PB wiki in Moodle. The url to visit the wiki is in Moodle or you can use the following:http://jcohun.pbwiki.com/FrontPage. I also started to build my course by selectively going over my state curriculum. Overall it was a very productive day.
5/25/07
Staff Development
To: Chris Hodsden
From: Jack Cohun & Wes Vaughn
Re: Teaching with Technology Workshops for interested BFUHS Staff for the 2007- 2008 school year
Date: 5/25/07
Dear Chris,
Wes and I are finishing our master’s degrees from
Workshops would be delivered during in service days from 9:00- 3:00.
I would hope that staff could use the training for recertification credit.
Workshop 1: Present information on different types of course management systems. Legal, safety, ethical issues of on line learning. Present potential pros and cons of online learning.
Workshop 2: Present the course management system Moodle and how to use it for on line learning.
Workshop3: Present information on Wiki’s and how they can be used for educational settings.
Workshop 3: Present information on Blogs and how they can be used in your class.
Workshop 4 &5: Explore social networking sites such as Furl, Flickr, del.icio.us, wayfarer, RSS, etc.
Workshop 6&7: using all the information in workshops 1-5 to develop your own online course and resources for your students.
Sincerely,
Jack Cohun & Wes Vaughn
6/2/07
Today I embedded audio components to all the power point slides in Module 1.The purpose of doing this is two fold:1) Add extra information to better explain the concepts on the slide as I would do in a F2F class. 2) Make accommodations for students with reading disabilities. Total time to do the audio embed and upload to Moodle was about 5.5 hours but it will be worth all the time and effort in the end. I now have 9 more modules with power points to do the same.
6/4/07
Long day but a lot was accomplished. Today I worked on the class room course syllabus. Still have some finishing touches on it. I finished setting up assignments for week one, module 1.This included a tutorial on how to set up and use a blog with RSS feeds on the moodle site. I also set up a variety of learning tools to be used in this module that includes using PB Wiki. The total time to work on this was about 12 hours. I hope the next 9 modules go a bit faster and then it's on to the parent and behind the wheel components.
6/5/07
Busy day.10 hours. Did the audio embeds for module 2& 3 and uploaded them to the moodle site. Spent a good deal of time researching traffic safety videos and downloading them to the blog on moodle for future use.
6/8/07
Met with Geoff at BFUHS and showed him the progress I have made on moodle and showed him what I have added to my Capstone Blog. Also discussed how to do the rubric for assessing my capstone and will be sending Geoff a draft of that document before posting on this blog site. We set up another date to meet before Geoff leaves for a trip in two weeks. I also introduced Geoff to Wes Vaughn, our Tech guru at to HS. All of this took about one hour. I also worked about one hour on the moodle site that Wes installed at our school. Also went to Staples to buy materials for capstone fair.
6/9/07
Spent about 10 hours putting audio into power points and uploading to moodle. Also worked on capstone rubric and sent it out for Geoff to review.
6/11/07
Received feedback from Geoff and spent about 4 hours reworking capstone rubric and sent it back to Geoff for further review.
6/13/07
Worked with Wes Vaughn on the moodle program for the HS. Investigated how to upload files with him. 2 hours. Developed the paragraph for capstone fair brochure and sent it off to Geoff for review.1 hour
6/14/07
Sat down with Wes .Planning to do a partial trail with moodle and blogger with my summer class.Wes put up class roster into school moodle site and I will be up loading power points without audio and also the entrance and exit exams for students to use on line. I have developed a quik lesson on how to set up and use a blog in blogger and will be doing type 1 & 2 writings with the students and linking them to the DE blog I made. I will be sharing this with my principals during the summer to see how they can use this to see what the students are doing with the writing. 5 hours.
6/15/07
Started to up load poer points and videos to school moodle. The FTP that I used with Marlboro site didn't work with school site. Wes and I downloaded a system called File Zilla and it seems to be working.Some of the files didn't go through so I had to go back and repeat the process. Seems to work alright on the retry. 2 hours
6/16/07
Went to the Grad Center for Elaines presentation on how to present capstone. Useful but this probably should have been included in one of our courses somewhere so that when we did presentations during the school year we would be able to use the same process and refine how we present. Spent the rest of the day organizing the school site. I'm thinking that I will use this trail session as part of the deliverable for the capstone so I'll have to change that a bit. 11 hours worth of work today .
6/17/07
Entered the BFUHS moodle/wiki site above. I will send info to Geoff so he can see what I'm up to.
6/18/07
Gave my presentation to staff today about doing workshops on in service days for next year. They asked some great questions. Wes and I set up for the presentation only to have the wireless connection down in the cafeteria let us down with a weak signal.Still went over very well.
On the low part of the day I went in to add more information to the schools moodle site only to find it went down. Wes was pretty upset seeing thst he had some staff as well as my summer class planning to do a user test. Good thing I had my pb wiki as a backup which I started to reinstall info on it with short notice. I'm going with a user trial on the pb wiki and my blog DE site and just get a feel for how they work and then implement the moodle when Wes gets it up and running again. About 4 hours worth of work on the capstone today.
6/19/07
Started my user trail with my summer class. Set up blog accounts for everyone including my two principals, and put all the students on a bog feed to the main class bog so I can check assignments. Also put a feed to the class wiki to make it easier for students to access power points and videos. All students but two have access to computers and the internet but I have made arrangements for them to use the computer lab at school as well as supplying them with hard copies of assignments. All seems to be going well I assignments are rolling in. One student made the comment that it was interesting to view other students posts. This has taken about 5 hours to put in place.
6/21&22/07
Finished the audio embedding into power points and uploaded them to my moodle site. All but one uploaded. I believe the problem was because of the size of the file. I'll work on this and see if I can solve the problem. Until then I put it on the pb wiki and it uploaded without a hitch. I also have all the videos on the class pb wiki which is linked to in my moodle site. 12 hours
6/23/07
Just finished my curriculum map which was completed using backward design which is a big chunk of my pedagogy rubric component. Took about 9 hours to complete and I'll post it here:
DE 050- Traffic Safety Education (1 Credit)
Course Description: This course will provide students with an introduction to traffic safety education. The course will meet the state educational requirements for students who wish to obtain a drivers license before their eighteenth birthday. This course will include three components: 1) Class-room 2) Behind the Wheel and 3) Parent Involvement. It is the purpose of this course to reduce crashes, injuries, and fatalities by using the best educational practices, supporting traffic legislation and law enforcement, and promoting positive relations within the community.
Setting: The course will be taught at a public high school in Vermont. This will be an elective course with 1 credit towards graduation allowed by the school. The pre-requisite for the course is that the student must be fifteen years of age or older and possess and valid Vermont learners permit. The course will run for twelve weeks and consist of three components. The first component will be the classroom, which will consist of both online and Face-to-Face instruction. The F2F will be seven one and one half hour meetings every two weeks beginning with an orientation meeting on the first Friday before the official start of the course with parents and students. The online instruction will take place on a CMS like moodle or first class. A variety of online tools will be used to engage the students in the learning process. The second component will be the actual behind the wheel instruction. This will consist of six actual driving hours as well as 6 hours of observation. Most of this component will be F2F although students will be engaged in a metablog to chart their learning experiences. They can also check online for their driving schedule as well as what the instruction will be for that lesson. The third component will be the parent involvement segment. This will include both F2F and online. There will be three F2F meetings, one at the start of the course that was mentioned above, one in the middle on the sixth Monday of the course and one at the end on the Monday after the students last regular F2F class. The online portion will be to provide parents with information on what is being covered in the classroom and behind the wheel components along with information on how they can practice at home with their son/daughter. Open communication by email will be used as needed by the instructor and parents.
Student Characteristics: Novice driver’s who are15-18 years of age and possess a valid Vermont Learners Permit. Students will be of heterogeneous mixture and will have a variety of educational abilities and possible physical conditions which accommodations will have to made in order to ensure a successful experience and provide them with the skills and information necessary to become responsible drivers.
Needs Assessment and Situational Analysis: In order to obtain a drivers license in the state of Vermont before you are 18 years of age you must have permission from a parent or guardian, obtain a valid Vermont learners permit no sooner than you fifteenth birthday, and successfully complete a state approved driver education course. The purpose of setting up this hybrid online course is to offer a quality state approved program that also allows for flexibility of scheduling for students. Living in a rural state like Vermont it is almost a necessity to have a drivers license for attending school, school activities, and jobs. The problem often lies in how to schedule the course so that the best learning environment is created. Some schools offer the course in the evening after students have been up since 6:00am. Having taught in this environment I can honestly say that the learning environment was less than ideal. We have block scheduling at our school and it often makes it very difficult for students to take electives. So what do I propose? A compromise of sorts by offering a hybrid online course that will meet the needs of students and still create a rich learning environment where students are not totally exhausted at the end of the day taking a course from 7:00-9:00 pm and getting home at 10:00 pm if they are lucky. The state of Vermont now requires the course to be 30 hours of classroom instruction and 6 hours of driving with 6 hours of observation. I will be asking the state department of education for a waiver of this policy and demonstrate that this course will meet or exceed the states requirements. I have already sat down with the state consultant for driver education and he has given me preliminary approval on the basis of what I have shown him already.
Required Texts:
DR- Drive Right Text
PDE-Partnership for Driver Excellence
YCIAM-Your Car is a Monster
VT.MAN-Vermont Drivers Manual
Goals, Objectives, and Essential Questions for Course Modules
Module One – Uniting Driver and Vehicle
Required Reading
DR- Chapter 1 pages. 2-17
Chapter 3 pages. 46-52
PDE- pages 1-14
YCIAM-pages 1-13
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| Understanding of the HTS and the need for a systematic approach for low risk habit development. Understand and establish the following driver vehicle readiness skills: Driver Fitness: mental/physical, Butt In Seating Position, Safety Belts On, Head Restraints Up, Doors Locked, Windows Up, Headlights on during daytime, Orientation to Controls, Pre-drive and Starting Engine Procedures. Understand techniques for making smooth starts, stops and steering actions | the student will be able to: Describe the three components of the highway transportation system and identify risk factors generated by each. Describe how low-risk driving habits are developed, and state the reasons why such habits are important for future crash-avoidance behavior. Demonstrate, in the classroom, readiness behavior and knowledge for each behavioral-pattern of this Module before performing the in-vehicle session. Apply the principals of Low Risk Habit Development, Driver Vehicle Readiness skills, moving and Stopping Smoothly | Why is driving a vehicle such a high risk activity and how can we all minimize risks in our daily driving experiences.? |
| Become familiar with the steering control techniques necessary for correct & smooth steering actions and techniques Understand the concepts of Seeing the path before Putting the Car in Motion. Targets, Vision and Driving, Use of Central and Fringe Vision, and Transition Pegs for Making Turns | Demonstrate the ability to perform correct control position on wheel, Hand over hand and push pull steering techniques spontaneously and smoothly. Will demonstrate the ability to select a target and aim the vehicle accurately towards it. Will be able to use central vision to see the target in relation to the center of the intended travel path. He/she will be able to use fringe vision to see the target in alignment to the center of the steering wheel when properly on target. | What are several ways we can help maintain control of our vehicle to have a safer driving experience? |
| Understand and explain the rational for behavioral-patterns associated with the classroom concepts: Getting ready to drive, Starting engine, Orientation to controls, Moving and stopping smoothly On-Target, Off-Target, Vision and driving and Use of central and fringe vision. | The student will be able to demonstrate an understanding of and explain the rational for: Having key in hand while approaching the car. Positioning the head restraint The benefits a driver and passenger receive by wearing safety belts. · Day use headlight Steering Control Position Making smooth stops Target selection and aiming the vehicle accurately Transition pegs for making a right turn and left turns Seeing clear path before using gas · The use of central vision and fringe vision when targeting | What are some general behaviors and habits that we can demonstrate on a daily basis to make our driving task safer? What are some guidelines for making safe and precise right and left turns ? |
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Module Two – Knowing Where You Are
Required Reading:
DR-Chapter 2 pages 18-34
Chapter 3 pages 46-52
Chapter 6 pages 113-115
PDE-pages 24-25
VT.MAN-pages 43&46-54
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
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| By the end of Mod 2 the student will be able to: Explain the significance of the use of signs, symbols and pavement markings through classification Measure some part of the vehicle in reference to some part of the roadway and demonstrate precision lane positioning of the vehicle | How does the proper identification and use of traffic signs promote a safe driving environment? How can you safely and with precision position your vehicle in the roadway? |
| Reference points for vehicle placement: Lane positions and front and side limitations required for making precision turns
Familiarity with the behavioral patterns required to: Enter traffic smoothly and safely from a stopped position, leave traffic flow and secure and exit the vehicle | Measure some part of the vehicle in reference to some part of the roadway and demonstrate precision lane positioning of the vehicle. Describe and identify gauges, warning lights, and instruments and explain what normal and abnormal readings indicate. Demonstrate and explain the risk-prevention behaviors needed to enter and exit traffic flow, secure and exit the vehicle utilizing applicable yielding rules as stated in the Vermont Driver Manual. | How important is it to understand the meaning of gauges, warning lights, and instruments on your dash when driving a vehicle? What specific behaviors need to be used to safely enter and exit traffic? |
| Familiarity with the behavioral patterns required to: Enter traffic smoothly and safely from a stopped position. Familiarity with the behavioral patterns required to: Enter traffic smoothly and safely from a stopped position, make stopped and moving left and right turns and secure and exit the vehicle | | |
| Familiarity with the behavioral patterns required to: Enter traffic smoothly and safely from a stopped position. Familiarity with the behavioral patterns required to: Enter traffic smoothly and safely from a stopped position, make stopped and moving left and right turns and secure and exit the vehicle | Demonstrate and explain the risk-prevention behaviors needed to enter traffic flow utilizing applicable yielding rules as stated in the Vermont Driver Manual Model precision turns from a stopped and from a moving position. | What actions are needed from the driver to make precise right and left turns from a moving position? |
Module 3 You Are In Control
Required Reading:
DR-Chapter 6 pages115-118
PDE- pages 30-37
YCIAM- page 18
VT.MAN-pages 21-22, 35-37, and 58-60
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| Understanding of Vermont’s laws, and regulations related to speed limits, yielding the right-of-way and insurance requirements. Six basic coverage’s of vehicle insurance. Understanding of various risk factors associated with driving and the need to acquire a system of habits that can serve as an insurance policy to give low-risk behavioral patterns that will provide protection when driving such as the Zone Control System of Driving, wearing safety belts, and keeping the vehicle in good mechanical condition The skills needed to track the vehicle where they want it to go. Recognize and understand the importance of identifying LOS-POT blockages that have the potential to affect your targeting path. The behaviors and benefits of searching to the target area. | By the end of Mod 3 the student will be able to: Explain Vermont Rules of the Road & Insurance Requirements”. List the six basic types of auto insurance coverage and give a definition of each. Demonstrate an understanding of various risk factors associated with driving and the need to acquire a system of risk reduction habits Evaluate the path they need the vehicle to take and identify LOS-POT blockages that have the potential to affect their targeting path. Perform searching techniques required when accurately tracking a vehicle straight and through curves. The student will be introduced to the behaviors and benefits of searching to the target area. | What are the benefits to having and understanding automobile insurance? What are some risks associated with driving an automobile and what can you do to eliminate and or minimize those risks? What are LOS/Pot problems associated with driving and how can proper searching techniques help solve common driver errors? Why is backing up such a challenge and how can you solve the mystery of backing up your vehicle? |
| Understanding of the skills needed to track the vehicle where you want it to go. Recognize, and understand the importance of identifying LOS-POT blockages that have the potential to affect your targeting path. Behaviors and benefits of searching to the target area . The importance of identifying LOS-POT blockages that have the potential to affect their targeting path. Describe the skills necessary for moving and tracking the vehicle in reverse. Be able to explain the skills necessary to turn a vehicle around by backing the vehicle out of traffic into a side street in order to change direction. | Evaluate the path they need the vehicle to take and identify LOS-POT blockages that have the potential to affect their targeting path. Perform searching techniques required when accurately tracking a vehicle straight and through curves. Describe changes to the LOS - POT while being presented with various traffic situations. Classify what they see as having, or not having, an effect upon the Line of Sight (LOS) and upon the Path of Travel (POT) of the vehicle's movement. Perform the behavioral patterns necessary for moving and tracking the vehicle in reverse. Give a rationale for those behaviors. Explain the skills necessary to turn a vehicle around by backing the vehicle out of traffic into a side street in order to change direction. | |
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Module 4 Searching for LOS-POT’s
Required Reading:
DR- Chapter 5 pages 100-104
Chapter 7 pages 129-144
PDE-pages 40-46
YCIAM-pages 5 and 18-23
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| Accurate perceptual skills and how they are related to the driving task. The need to search from target area to target area and zone conditions as open or closed. Space and distance as it is measured in seconds for use in various situations The distance into the 4 Second Danger Zone, the 15 second range, the target area beyond and the types of potential problems and restrictions that can occur within these distances The zone control system and how it is utilized in different traffic environments. The student will understand and apply the B and C steps of Zone Control. | By the end of Mod 4 the student will be able to: Demonstrate the ability to see and understand the significance of LOS-POT changes and how to effectively search the driving path he/she intends the car to occupy. Demonstrate and utilize an effective searching pattern from target area to target area. State zone conditions with accuracy Convert distance into seconds for use in various situations. Identify types of potential hazards that can occur within 4, 15 and target area ranges. Apply the skills of Zone Control. Condition Recognition by effectively responding to the conditions that they detect. Begin to apply the three steps of the Zone Control System of space management. | Why is it important to understand the concept of LOS/POT and their relationship to effective searching while driving an automobile? Why is it important to convert distance into seconds for taking right and left turns and explain how you would do this? How important is the process called “Zone Control” for use in your driving behavior strategies? What is the process you would use to stop and start your vehicle on a hill? |
| The types of occupant protection systems (seat belts, air bags, head restraints and child seats) and know how they work, their benefits, and their correct usage and the current safety belt and child restraint law. The correct application of key steps involved in hill parking and angle parking. | Know types of occupant protection systems (seat belts, air bags, head restraints and child seats) and explain how they work, their benefits, and their correct usage. In addition, they will be able to explain the current safety belt and child restraint laws. Demonstrate an ability to perform the key steps involved in hill parking and angle parking. | |
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Module 5: You Control the Intersection
Required Reading:
DR- Chapter 6 pages 11-112
PDE- pages 60-63
YCIAM-pages 39-46
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| Send and receive messages effectively using a variety of techniques with other users of the roadway and in a variety of situations. Identify high risk moments, that affect the control he/she has over the intended path of travel. The behaviors and benefits Re-evaluating LOS-POT at the 4-second danger zone and identify LOS blockage. Strategies used to recognize risks when approaching intersections. The use of targeting in approaching intersections. The behaviors and benefits searching for clear left, front and right zones before entering any intersection, reducing speed to time arrival for green lights and/or open zones. The dangers and risks involved at highway-rail grade crossings. Develop an awareness and strategies to reduce those risks and dangers.. | By the end of Mod 5 the student will be able to: Demonstrate how to send and receive messages effectively using a variety of techniques with other users of the roadway and in a variety of situations Identify high risk moments that affect the control he or she has over the intended path of travel. Demonstrate the behaviors and explain the benefits of Re-evaluating LOS-POT while 4-seconds away and identifying LOS-POT Restriction Identify intersection types, shapes and controls. See intersections as a change to the LOS-POT, demonstrate an understanding of the searching and space management. Principles used when approaching and controlling any intersection including RR Crossings and Roundabouts. Identify intersection types, shapes and controls. See intersections as a change to the LOS-POT, demonstrate an understanding of the searching and space management principles used when approaching and controlling any intersection including RR Crossings and Roundabouts. Identify rear zone conditions and demonstrate an ability to take the best actions to minimize the chances of others rear–ending your vehicle. Demonstrate an ability to effectively control space while stopping or stopped in traffic. | What is the importance of proper and timely communication techniques and cite several examples of these techniques? Why is it important to re-evaluate LOS/POT restrictions? Why do you want to control intersections and how would you accomplish this task? |
| The strategies used to recognize risks when approaching intersections. The use of targeting in approaching intersections. The behaviors and benefits searching for clear left, front and right zones before entering any intersection, reducing speed to time arrival for green lights and/or open zones. Rear zone conditions and begin to develop the ability to take the best actions to minimize the chances of others rear–ending your vehicle. The behaviors and benefits of mirrors usage before and after braking while stopped, before and after lane changes and when backing. Awareness of how to control space when stopping in traffic. | | |
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Module 6: Managing Space
Required Reading
DR-Chapter 6 pages 111-112
PDE-Pages 60-63
YCIAM- pages 39-46
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| The systematic techniques used for approaching traffic lights and determining actions for timing and/or turning upon approaching an intersection. Why and how to make adjustments to speed and position while 4 seconds away, Control the 4-second Danger Zone and the stopping distance and Point-Of-No- Return as it related to all zone changes and the 4-second zone. How to apply the principles, concepts and procedures of Zone Control to various situations presented. How to Solve LOS-POT blockage while 12-15 seconds away & choosing and getting the best: speed control, lane positioning, and communication Position any vehicle with consistency and accuracy while backing. The key steps for perpendicular parking. | By the end of Mod 6 the student will be able to: Demonstrate a strategy for consistently minimizing problems when approaching traffic lights and making turns in various situations. See a change to their LOS-POT and the zone change for given situations. Perform the "B" step by verbalizing what other zones will be checked and stating those conditions. State the best speed control, lane position and communication options for various situations thus creating the best space management. Demonstrate precision lane changes by using lane positions to communicate and minimize their exposure to other traffic and to maximize their ability to time an arrival into an open zone. Ability to perform the correct behavioral patterns for a getting into a 90 degree (perpendicular) parking space. | How can you use the process of zone control to minimize problems while approaching intersections and making turns? What is the process you would use to perpendicular park your vehicle? |
| The sequence of procedures in changing lane and list the various situations which call for lane changing. | | |
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Module 7: Interacting With Others
Required Reading
PDE-pages 66-68
YCIAM- pages 40-46
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| The meanings of various traffic Laws, Signs, Signals and Pavement Markings and how to interact effectively within those boundaries. The complex problems and dangers associated with negotiating curves and hills. Have a clear understanding of the risk factors that are generated by the vehicle, the road and the driver when entering and negotiating curves and hills. How the ABC Steps of Zone Control are utilized to find, solve and control LOS-POT problems in a variety of simulated situations | By the end of Mod 7 the student will be able to: Explain and/or correctly apply the meaning of Laws, Signs, Signals and Pavement Markings in a variety of situations. Identify various risk factors that are generated by the vehicle, the road or the driver in entering and negotiating a curve. The student will be able to explain and demonstrate the risk prevention techniques utilized to approach and negotiate curves and hill crests. Correctly use commentary driving techniques to find, solve and control a variety of LOS-POT problems. | Why are curves such a high risk for drivers? Cite several examples of how the driver can control the risks involved with driving through curves. |
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Module 8: Practicing Your Skills
Required Reading
DR- Chapter 5 pages 90-101
Chapter 12 pages 246-263
Chapter 18 pages 380-383
PDE- pages 74-76 and page 78
YCIAM-pages 47-49
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| The procedures for managing space to the side of the vehicle and effectively timing arrival into situations to gain the best separation The key behavioral patterns required for successful and precise Parallel Parks The precautions to take for driving in the winter as well as steps for maintaining car control during winter driving. The precautions to take for driving in the winter as well as steps for maintaining car control during winter driving. The various problems that could develop while driving a vehicle. Be able to explain the safe effective solution to these problems in order to prevent loss of control or a collision. | By the end of Mod 8 the student will be able to: Explain the procedure for managing space to the side of the vehicle by effectively timing the arrival into situations to gain the best separation. Demonstrate the steps necessary to completing a successful parallel park. Explain precautions to take for driving in the winter. Describe the habitual behaviors necessary for maintaining car control during winter driving. Describe various problems that could develop while driving a vehicle. Explain the safe effective solutions to these problems in order to prevent loss of control or a collision. | Why is space management such an important factor in safe driving? What is the process used to parallel park? What behaviors, habits, and skillsThe problems and procedures necessary for effective risk prevention night driving The various preventive and readiness skills: driver vehicle readiness, environmental problems, searching at night, and interacting with others in a night time environment are necessary to be a safe winter driver? |
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Module 9: Managing Driver Managing Driver, Vehicle and Environmental Risk
Required Reading
DR-Chapter 8 pages 148-171
Chapter 13 pages 266-287
Chapter 14 pages 292-297
PDE-pages 82-87
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| The problems and Procedures necessary for effective risk prevention during night driving The various preventive and readiness skills: driver vehicle readiness, environmental problems, searching at night, and interacting with others in a night time environment. How to recognize risk and adjust vehicle position and speed to reduce risk during passing maneuvers while employing the ABCs of Zone Control. Recognize and use proper strategies to solve complex traffic and situational problems and how to prevent collisions and high risk situations How to recognize problems and perform loss control techniques to avoid or minimize collisions when prevention systems fail due to unexpected changes in the vehicle performance or environmental conditions How to recognize and cooperate with other roadway users and the need to develop awareness of size and speed differences The responsibility shared by users of the highway transportation system and the need to pay attention to their role as user and consumer How various systems operate and how to maintain them. | By the end of Mod 9 the student will be able to: Explain problems and procedures for effective night driving techniques. Describe various preventive and readiness skills to prepare the driver for effective night driving tasks: driver/vehicle readiness, environmental problems, searching at night, and interacting with others in a night time environment Recognize risk and adjust vehicle position and speed to reduce risk during passing maneuvers. They will employ the ABCs of Zone Control to effectively describe steps in both maneuvers. Respond to complex traffic and situation problems under simulated conditions with a system for preventing collisions and high risk situations, while being able to recognize problems and perform loss control techniques. Recognize and cooperate with other roadway users Develop an awareness of size and speed differences. Demonstrate risk reduction interactions with other vehicle types. Recognize the responsibility shared by users of the highway transportation system and the need to pay attention to their role as sensible consumer To change a tire, check necessary fluid levels and various vehicle systems maintenance requirements. | What makes night driving more dangerous than daytime driving? What strategies does a driver need to drive at night compared to during the daylight hours? How would you use the ABC’s of zone control to solve the problem of how to pass another vehicle safely? Why would you have to respect the size of other vehicles in order to drive safely in the HTS? What are some basic vehicle maintenance that most drivers should know how to do? What is involved in changing a flat tire safely? |
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Module 10: Putting It All Together
Required Reading
DR- Chapter 11 pages 220-241
PDE- page 92
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| Knowledge of limited access highways and the correct methods for entering and exiting them. The student will gain an understanding of the risks and advantages associated with freeway driving and highway speeds. Demonstrate a working knowledge of the motor vehicle laws and licensing requirements of the Vermont Department of Motor Vehicles. Law enforcement officer’s responsibilities, intentions, actions and conduct during a routine traffic stop as a means of fostering a better relationship between citizens and law enforcement. How to conduct themselves during a routine police traffic stop. | By the end of Mod 10 the student will be able to: Demonstrate correct methods for entering and exiting them limited access highways. List 3 risks and 3 advantages of freeway driving. Demonstrate the ability to manage time and space as well as perform reduced risk lane changes while traveling on the freeway. Demonstrate a working knowledge of the motor vehicle laws and licensing requirements of the Vermont Department of Motor Vehicles. Demonstrate proper conduct during a routine police traffic stop | What strategies will you use to enter and exit interstate highways? What are important strategies to use while driving on the interstate highway system? What are some important do’s and don’ts when involved in a routine traffic stop? |
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Module 11: The Deadly D’s
Required Reading
DR- Chapter 15 pages 312-330
| Goals: What do you want your students to know 3 or more years down the road | Objectives to reach the goals | What are the Essential Questions? |
| The effects and influence of chemical substances on the ability to operate vehicle, the laws and consequences associated with illegal possession of substances while operating a vehicle and the risk factors associated with substance use/abuse and dependency. The influences of peer pressure on decision making regarding the use of alcohol or drugs How fatigue and sleep deprivation affect the driving task. How emotions affect the driving task and demonstrate proper behaviors for dealing with emotional situations while driving | By the end of Module 11 the student will be able to: Evaluate the effects of alcohol and other drugs on the driving tasks. Explain what alcohol is and how it affects the human body and the effects of alcohol and driving Describe the risks associated with drowsy driving and list 3 ways to combat the affects of fatigue and sleep deprivation. Describe behaviors needed for dealing with emotional situations while driving | How will your use of alcohol or drugs while driving affect other drivers around you? If caught by police while drinking or drugging what are the consequences you will face in the state of Vermont? How can you relate drowsy driving to driving while under the influence of alcohol? Why is road rage such a serious problem on our highways and how can it be controlled? Why are people so easily distracted from the driving task? What can you do to avoid being distracted? |
| Possible distractions created by a driver, and distractions caused by outside sources. will be able to understand the need for distraction free driving | Explain the effects of distractions on the driving task. | |
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Assessment:
Assessment will take place in a variety of ways for the classroom component of Traffic Safety Education. For clarity the classroom component will be weighted as 50%, the behind the wheel as 40% and the parental involvement as 10%. Should a student not be able to take part in the parent involvement component then the components would be graded classroom 60% and behind the wheel 40%. The reasoning behind this is that it is better to be able to make a correct decision to prevent a crash rather than count on your great driving skills to get you out of a crash.
The classroom component of assessment will be accomplished by the following tools: blogs, wiki’s, entrance exams, exit exams, F2F activities, chat room participation, discussion board activities and questions, current events by using RSS feeds in the CMS, projects, and the timely completion of classroom assignments before we go out for the behind the wheel component.
Assessment Tools:
| Tool | What it Achieves |
| Metacognition Blog =30% Type 1= 40% No Wrong Answer Type 2=60%Answer must be Correct | -Students will put their current event topic here and reflect on them with either a type 1 or 2 writing style as assigned. -Students will reflect on posted questions covered in each module in either a type 1 or 2 writing style as assigned.. -Formative assessment -Students can link to each others blog and outside resources |
| Wiki’s=5% Must show a positive contribution to projects. | -Students will use it to build cooperative projects together -Student designed driving route which will include reasons for the route -Formative assessment |
| Entrance Exams=5% Exit exams=10% Final Exam=15% | -Provide feedback at the beginning and end of each module as well as the end of course. -Formative assessment of each module -Summative assessment of all modules |
| F2F activities=5% Positive active contribution | -Role play skills such as a hill stop/start -Debates using information gathered during the prior two weeks -Guest speakers (Blog write-up) -Hands on activity -Formative assessment |
Chat Room:5% Must attend and contribute a positive post to each question. | -Topics of the week, quick write -Peer to peer help session -Guest speaker -Formative assessment |
| Discussion board=5% Respond in a meaningful way to at least one other student’s post. | -Post a topic of the week -Chance for students to interact and exchange views on topics of concern such as legislative issues on teen driving laws -Formative assessment |
| Current events=10% Type 1 response=40% Type 2 response=60% | -Several RSS feeds will be available for students to find traffic related topics. At least one post each week with reflection posted with no duplicates. This means that each student much read other current event posts. This will reinforce what is being taught in class. |
| Projects=10% Type 3 writing. At least 3 resources. 2-3 pages double spaced using number 12 font. | Pick a traffic safety related topic of interest. For those who are having issues I can assist. Formative assessment. |
6/24/07
Spent the day working on configuring my moodle site.Worked on objectives,assignments and did a few face changes.9 hours. Starting to look like something.
6/27/07
Met with Geoff today at 4 until 5:30 to go over progress on my capstone. Geoff was pleased with the amount of progress and the way I have been doing user tests at school. I am attaching the paragraph to be used in the Capstone Fair Brochure:
Jack Cohun: MAT
Capstone: Develop a Hybrid Online Traffic Safety Education Course for Bellows Falls Union High School
The purpose of developing the “Hybrid Online Traffic Safety Education Course” for students at Bellows Falls Union High School is to create more flexibility in scheduling of this elective course. Recent changes in course scheduling and graduations requirements as well as ongoing concerns about overall dropout rates at our school indicate a need for a greater variety and format of course offerings. One solution would be online hybrid courses such as this capstone project. This will be the first hybrid online course to be offered at our high school. It will also be the first hybrid online traffic safety education course offered in the state of Vermont. As direct result of this pilot project we will be offering a component to our freshman study skills course so that students will become familiar with online education and will learn how technology tools such as blogs, wiki’s, and social networking tools such as del.icio.us, FickR, mashups, Furl,etc. can be used in an educational experience. I will also be offering to our staff the same component during our in service days for those that are interested in using technology in their classroom. This will be a substantial learning curve for students as well as staff but the rewards will be worth the effort.
Geoff was very helpful in the proof reading of the paragraph.
6/29/07
I am doing a usability test with my summer driver education class. The students have all made a personal blog to post assignments. I have made a class blog to post assignments and links to resources.I also have made a class wiki which is where I post materials such as power points,tests,videos,etc. I have been keeping track of assignments and made comments to students blogs as needed. The process will take about 50 hours which includes the setting up of the sites, evaluation, and tweaking of my own expertise as the administrator. We had one problem with student access to the wiki but I worked with Wes Vaugn to solve this problem.
7/3/07
Brushing up on power point building for my presentation. About 4 hours.
7/4/07
Finished putting the parent involvement and behind the wheel components to my moodle site,Still have some work to do on the class room component which is the nuts and bolts of the online course. Posted a Fickr Map in both the moodle site and on this blog. Took over 100 slides for using in the process of building a route map. About 20 hours worth of work.
7/7/07
Worked on my power point for my Capstone presentation. 8.5 hours
7/8/07
Finished my Capstone Fair presentation. 6,5 hours. At this time I will continue to work on tweaking my Capstone presentation and will be meeting with Geoff to take care of any potential flaws when he gets back from Scotland on 7/21.
7/14/07
Capstone Fair- set up materials and take part in activities.8:00am-2:00pm. 6 hours
7/21/07
Spent 6 hours gathering resources for developing freshman study skills component and staff workshop on using CMS and technology tools.
7/24/07
The following is 90% 0f my planning for change project. I will be using this to prepare for implementing the freshman study skills component and the staff development workshops for using the schools CMS and technology tools.
Educational/Organizational Problem/Challenge/Current State:
1. What needs to change? Describe as specifically as possible.
At the present time my high school offers a freshman study skills course, which includes no component for learning how to use technology tools to take online courses. I would like to see a component added that would show students how to use the course management system called Moodle.
Our technology specialist is installing this program as part of his Capstone and I will be using it to develop a hybrid online line course in Traffic Safety Education, which I currently teach F2F at the high school. By adding this component it will prepare students in how to use Moodle and will allow me to teach traffic safety education rather than teach technology.
In addition to Moodle the study skills component will also include how to use blogs, wikis, and social networking tools such as Furl, Flickr, del.icio.us, mashups, etc. Students will also be instructed in safe and proper use of these tools.
I would also like to offer staff development workshops during our schools in service days for the coming school year that would introduce the same information to our staff that the freshman will be learning in the study skills component. These workshops would be voluntary and provide for re licensing credit for participants[cas1] .
2. Who are the key players?
The key players are the students at the high school, study skills teacher, administration, parents, school board, and staff at the high school.
Who specifically are the key players? Are there leading edge students, teachers, admin staff, etc who would support you in any way? Or at least be allies?
3. How do they see their role?
The students that I have spoken with seem to be very interested in this new approach to learning. They see themselves as leading the way for future students to use online learning to better meet their needs for a quality education.
The study skills teacher sees his role as teacher being able to expose the students to a new way of learning and that his component will lay down the foundation for students to feel comfortable using a CMS and technology tools for using a CMS.
The administration sees their role as being supportive of using the CMS but at the same time being cautious in its implementation to make sure that quality education will exist online.
The parents I have talked to see their role as being supportive and see a much richer way of being involved with their child’s education. They seemed to like the idea of being able to get on line and see what is being taught as well as knowing that assignments are due.
The staff I have talked to seem very interested in learning how to use the CMS for their own classes. The special education teachers see their roles as support and like the idea of having access to learning materials.
I have not yet bounced the idea of the CMS with the school board.
4. How do you see their role?
The student’s role will be as active learners preparing to become online learners. By being exposed to a variety of technology tools they will be able to concentrate on line learning content material rather than trying to learn technology tools.
The role of the study skills teacher will be to deliver the experience necessary for students to become knowledgeable in the educational uses of technology tools.
The administrations role will be to show positive support for present and future online course development at our high school. This support will come from actively engaging in staff development.
The parent’s role will be to become educated consumers and supporters of online education.
The school board must also become educated in the important role that online education will have in future of our school and include this in the schools action plan.
The role of the staff will be to accept and learn about the possibilities of using not only the schools online course management system but also how to integrate technology tools into their classrooms.
5. Who are your allies?
My allies at the moment are my principal who seems to be interested in the concept of on line learning. I will need to continue to sit down and expand his knowledge on how these tools can be used to improve student achievement and prepare our students for the real world.
My other ally is the study skills teacher who seems very excited about adding the component to the study skills program. I have talked with several staff members about the program and there seems to be an interest to learn more about this at staff development in service days in the form of workshops.
Root Causes:
1. How did we get here – what lies behind/beneath the problem/challenge/current state?
The reason we are here is because of the fact that I am developing a hybrid online course for my school in the area of traffic safety education. Our technology specialist is also doing his capstone in developing a wiki that can be used by staff at the high school. Because of our joint effort to implement these tools there is a need to prepare students and staff in how to use this technology in a sound educational way.
2. What are significant events leading up to now?
The significant event is that we are both in full stride in our capstone projects and can see the light at the end of the tunnel as far as implementation is concerned.
3. Were there any specific circumstances or disruptions?
There has not been any specific disruptions but I can see that it will be important to have the students prepared to use the technology tools in order to be able to learn their course content and not have to worry about how to use the technology. Staff and students will not be interested in taking away valuable time from teaching content to have to deal with learning new technology.
I also see the importance of educating parents in how their children will function as an online student.
Other contributing factors might include the increase in computer technology ease for many young people/students. This could lend itself nicely to this kind of format as a teaching/learning tool.
4. How were they handled and by whom?
I plan on developing as stated above a component to the freshman study skills course to prepare students in the use of the tools as well as understand how to survive in an online course.
Staff will be prepared to use these tools by taking part in voluntary in service workshops.
Parents will need to be educated as to how the online course will function and how accessible the teacher will be to their questions.
Ideal State/Vision:
1. What will the organization/component look like when the problem is solved?
Students will be able to know how to use online technology tools in an educational setting and will be able to function in an online course environment.
Staff will feel comfortable in using technology tools in their classrooms.
Parents will understand the benefits that their children will receive from online learning
2. If you had a magic wand, and could create your ideal situation – what would that look like?
Well-developed freshman study skills component in using technology tools with an exit exam to show competency in using the tools.
Good staff development in how to use technology tools in an educational setting.
Support from well informed administrators, school board members, and parents.
3. Who would be involved?
Staff, students, administrators, parents, school board members.
4. What impact would it have?
Students and staff who would be prepared to implement online learning in a positive and constructive learning environment.
5. How would it be seen or described?
A stepping stone into Web 2.0 by students and staff at our high school.
Rationale:
| A. Your Reason | The reason for offering this change in the freshman study skills is to provide students with the necessary training to navigate through the online educational site moodle and to have the experience with technology tools to be able to complete online assignments. The reason for offering the staff development as the same component that the students will be offered in study skills is to generate staff involvement in developing other online educational opportunities for our students. |
| B. Educational Reason | The educational reason for offering this opportunity for educational change is to prepare our students and staff for the educational changes that will be and are occurring right now both with the high school and college communities. |
| C. Leadership’s Reason | I discussed with my principal that my primary reason for the educational change in the study skills program was to prepare students for taking the online course that I am developing for my capstone. He understands that offering the course online will allow for more flexibility in scheduling. I have explained to him that I would also like to build an online course for Health 1&2 to again reduce conflicts with scheduling. I also explained to him that by instructing other staff members in the pedagogy of online learning that we might be able to become a leader in the area for offering online summer school courses which would allow students and staff to be flexible with their summer schedules and still fit in that course they need to give or take. With those concepts I was able to get my principal to buy into the ideas. |
| D. Your Staff, Colleagues etc. Reason | For the staff to become active are the following: Re licensing credit, flexibility to offer classes to students that have scheduling conflicts, the ability for students to make up class work due to illness, field trips, sports, etc., professional development. |
Structural Considerations:
Vertical Coordination Methods (from B&D)
- How are decisions made?
1.School Board - approval
2.Administration - approval
3.Myself and our technology advisor -develop program
4.Staff – volunteer
5.Students - requirement
6.Parents – buy in
- What are the boundaries for rules, policies, and people?
School board and administration need to support the program and understand the value of implementing the program.
The two developers need to collaborate on how to make it happen.
Staff needs to see their role and the possibilities for trying to learn how to develop online learning experiences for their students.
Students have to be shown how this will be used to meet their future educational needs.
Parents have to understand the value of online experiences and that the educational quality will be as good if not better than F2F courses.
- What are the planning and control systems? How effective are they? How can they be improved?
The planning and control systems will be left up to me and the technology specialist in our high school. We are both involved in capstone projects that are interrelated .So far we have been able to feed off of one another’s expertise and seem to be on the right track. He is developing moodle as a server and I am doing the educational component of using the site. Good collaborative effort.
Both of us have capstone advisors and people at the grad center that we can work with if we come to a roadblock.
Stakeholders Map:
Who has what authority – formally and informally?
| Name of Person | Formal Role | Informal Role |
| Chris Hodsden | Principal | Ex Student and faculty peer, parent of students |
| Johanna Harpster | Superintendent | none |
| Wes Vaughn | Technology Coordinator at BFUHS | He is also a grad student at Marlboro and his capstone is directly related to my capstone |
| Students at BFUHS | students | none |
| School Board BFUHS | Governing body of the school | none |
| Faculty BFUHS | faculty | Peers and friends |
| Parents of BFUHS students | Parents, taxpayers | Community members |
| John Broadley | Freshman study skills teacher | Peer and friend |
Lateral Coordination Methods (from B&D)
q Meetings
q Task forces
q Coordinating roles
q Matrix structures
q Networks
q Strengths and weaknesses of lateral strategies
| Name of Activity/Method | Usual Purpose | Logistical Information |
| | Purpose during Change | |
| Faculty meeting | Inform faculty of online CMS | Propose a 7 day workshop on how to use the CMS and related technology tools |
| Working relationship with Wes Vaughn, meetings | To inform each other with the progress of our Capstones and the relationships of our two capstones and their effect on the school. | Updates on Capstones. |
| Meetings with Chris Hodsden to keep him informed of progress of the CMS | Updates and feedback | Explanations of how I will use the CMS. Will be having an experimental use of a course blog this summer with the students and principal involved in it’s use. |
| Presenting the online concept to a committee of school board members | Share information | Informational on CMS |
| Student summer course blog | Concept of blogs | Will use it as part of an experiment with our writing across the curriculum component at our school |
| F2F planning meeting with John Broadley | Construct a component for freshman study skills to include use of the CMS, and technology tools for online learning | Construction of freshman study skills component |
| Parent Letter, F2F parent night before the course starts | Information regarding online learning | Letter, F2F |
Human Resources Considerations
Stakeholders Map (from above):
(Who has which needs and may react to your change in which ways?)
| Name of Person | Needs | Possible Reactions |
| Chris Hodsden | Information on how the CMS will effect student learning | Online cheating, will it be a quality program, costs, preparation time required, accessibility flexibility in scheduling the course |
| School Board | none | cost |
| Faculty | Easy to use | Time to learn how to use CMS |
| John Broadley | How to construct and teach the component for freshman study skills | Information over my head |
| Johanna Harpster | The online learning process has to be the same quality of content and learning as the F2F classes now offered. | Will the educational quality be consistent with F2F. |
| Students | Support for learning | Where do and how do I receive help. How difficult will it be to change from F2F to online |
| Wes Vaughn | Are you and other staff going to use the CMS | Staff will never be able to lean how to use the CMS if we make it to difficult |
| Parents | High quality of education for their children | Will my child have as good a learning experience as they do with F2F.How do we contact the teacher. |
Political Change Management Plan
(Develop this on your own depending on your project – possible format from B & D listed below)
- Determine channels of informal communication
1.Wes Vaughn technology specialist. I work with him on developing the components for the freshman study skills component. This is an informal task that will allow me to present a finished product to the higher up decision makers.
2.John Broadly freshman study skills teacher. I will be working with John as a mentor to make sure he can implement the component.
3.Interested Staff. They will see and hear about the freshman study skills through workshops that they will be taking with Wes and I throughout the year.
- Identify principal agents of political influence
- Chris Hodsden, Principal. He determines what new changes will be presented to the superintendent and the board. His support is critical.
- Ryan Parkman, assistant principal. Similar to Chris Hodsden. He again will be a critical person to get on board.
- Johanna Harpster, Superintendent. She will be critical to have because she is responsible for laying out the professional development activities.
- Analyze possibilities for both internal and external mobilization:
Internal Mobilization: Interested staff members who will take part in workshops to make sure what the students are learning in the study skills component will be used in the classroom. It will be useless to teach the students how to use the CMS and other technologies if staff does not use them in their daily classes.
External Mobilization: parents and the school board need to be made aware of the possible changes and benefits of online learning so they can be positive supporters.
Players (who is in the game – from your Stakeholders map)
Chris Hodsden, Wes Vaughn, students, staff who are interested.
Power (how much clout each player is likely to exercise)
Chris Hodsden- he will be an excellent supporter with clout as long as he sees the importance and value that the component will have on our students learning.
Interests (what each player wants)
Chris Hodsden: a program that will help student improvement academically.
Wes Vaughn: he would like to see that his Capstone Project is used by the staff. He is in the process of expanding his technology business and this would be a great feature to offer other schools. The educational component will be critical in determining if staff will use the CMS. Staff will not want to compromise their teaching content to support teaching how to use the CMS.
John Broadly: Support to development and initial implementation of the program.
Faculty: something easy to use that will not complicate their daily routines.
[cas1]Good overview of your project Jack.
7/26/07
Met with Geoff today and went over my capstone defense presentation for about an hour. All set for presenting. Will burn a cd to include this blog information,my BFUHS useability blog , and my presentation. Almost done and ready to move on to implementing what I have learned to real life situations in school.
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