The following
paper was presented at the 15th Annual Conference on Distance Teaching
and Learning in Madison, WI on August 4, 1999 and gives further detail
into how and why the website was developed. For a PDF copy of this document,
please click here.
In January 1999, 234 site facilitators hosted the national satellite program, Grandparents Raising Grandchildren, with more than 3,500 participants. The satellite program was sponsored by the University of Wisconsin–Extension, the Purdue Cooperative Extension Service, and the American Association of Retired Persons, along with a grant from the Intergenerational Special Interest Group, National Network for Family Resiliency (NNFR). NNFR is funded by the Youth and Families Network of the Cooperative State Research, Education & Extension Service (CSREES). The Intergenerational Special Interest Group decided to provide an educational program using distance education technology so that the program could be accessed throughout the United States, reaching a large audience while being cost effective.
Gibson and Gibson (1997) suggested that instruction-using technology is useful because it is more time effective, cost effective and can reach a large number of diverse participants. Because videoconference technology brings education to the participants, it is efficient and affordable (Levine, 1996; McKenna, 1995). In addition, videoconferences can be recorded for viewing at a later time, allowing participants to learn the material at their own pace (Anderson & Jensen, 1997) and on their own schedules (Gibson & Gibson). By using videoconference technology, a broad range of participants can be reached, including rural participants as well as urban participants. Today's learner is more accepting of technology as a viable medium for instruction and views it positively. Thus, a videoconference was selected as a viable option (Tomei, 1999; McHenry & Bozik, 1995).
One goal of the Intergenerational Special Interest Group was to have the local University Extension staff provide leadership to the community by offering the satellite program. Leadership for this videoconference included seeking community partners to collaborate on promotion of the program, facilitating the videoconference, and collecting evaluation data.
The local site facilitator is the human link at the local level. Andy Lewis (1999) conducted a survey of participants in a distance education nonprofit management series and found that 93 % of those who responded to his survey felt the local facilitator added value to their learning experience. Jonassen, Davidson, Collins, Campbell, and Bannan Hagg (1995) believed the most valuable learning activity is the opportunity to build a community of scholars and practitioners through well-designed mediated instruction that moves the teacher from a podium to the sideline, from leader to coach, from purveyor of knowledge to facilitator of personal meaning making. They promoted the constructivist principles, which provide facilitators and learners the opportunity to build meaning, understanding, and relevant practice together. Through the use of a variety of distance education technologies, site facilitators can create a learning community. Our challenge was to develop support resources that enabled site facilitators to create a community of learners at the local level. Support resources enhanced the satellite program by expanding the total learning experience to include on-site activities, print materials, and before- or after learning opportunities (Greer & Ziebarth, 1994).
Because many individuals who might be site facilitators had little or no experience as facilitators, yet would have a critical role in facilitation, marketing and evaluating the program, we recognized the need to provide training. Since it was impossible to provide face-to-face training, send numerous mailings, or utilize other traditional communication methods, a communication method was needed that would provide economical and accessible training for site facilitators. We explored the potential of the World Wide Web and found some information on Web courses, but nothing specific to supporting a satellite program through the Web.
We suspected that professionals in education and human services would have access to the Internet or that there would be a local resource (school, library, Extension office, county agency, etc.) in a community that would have Internet access. Findings in a recently released study by Hughes, Joo, Zentall, & Ulishney (1999) indicated that a large percentage of human service providers have access to computers, though few of them use E-mail and even fewer used the World Wide Web. Nevertheless, they strongly endorsed the use of information technology in their work. Lewis (1999) found that only 38% of the participants used Web-based resources, but 96% of those who used them found them to be helpful.
Past experience with other satellite programs demonstrated that site facilitators would utilize information if it were easy to use, what they needed, and required little of their time. These past experiences were reinforced by the work of Lippert, Plank, Camberato, and Chastain (1998), which indicated that the advantages of Web-based courses are greater flexibility, expanded access to resources, and allowance for constant personal interaction between students and instructors. Using past experience and knowledge from current research from Web-based courses, we began the process of developing our Web site.
The Web site was our main communication and training source for site facilitators. Site facilitators were supported by information on the videoconference Web site, E-mail messages, training via the Educational Telephone Network (through phone system), and personal telephone conversations.
In designing the Web site, we adapted adult education principals to the Web. Remmers (1999) stated that the Web can be cost effective and beneficial to educational professionals when they need continuous access to information, tools, advice, and /or training so they can complete their work responsibilities, when they need to provide information to professionals in the same organization or across organizations. She suggested that each page be organized in sequential order and designed so students can go through the content as they choose and in any order they choose. Remmer’s work reinforced that the Web site should be flexible and easy to access. She further stated that a Web site is functional when it contains correct information, when the pages are relevant for the task or situation, when it solves a stated problem or accomplishes an (un)expected payoff, and when no important artifacts are missing.
Several key decisions regarding Web design were made before the Web site was developed. The purpose of the Web site was to support site facilitators, especially those who had never facilitated a videoconference; a secondary audience was Web surfers, including potential participants. We also recognized that the Web site would evolve as the program developed. Various pieces of information were added, as needed by site facilitators to accomplish various roles and responsibilities. The first pieces on the Web were an overview description of the satellite program, Grandparents Raising Grandchildren: Implications for Professionals and Agencies, position descriptions for state contacts and local site facilitators, registration information, and a site facilitator guide. Pieces were modified continually as we received input from individuals who accessed it, received questions, and identified new information for site facilitators.
The completed Web site included (a) what's new on the Web; (b) marketing and promotional materials (brochures, posters, fact sheets, letters to potential participants, newsletter inserts, news releases, and public service announcements); (c) participant materials; (d) CEU (Certified Education Units) and professional development materials; (e) site facilitator's packet; (f) listing of registered sites; and (g) the national planning committee.
A site facilitator evaluation was included in the site facilitator's packet to be completed at the end of the videoconference. Site facilitators were encouraged to complete the evaluation through E-mail. Evaluations were received from 190 (81 %) of the 234 site facilitators who hosted the national video satellite program. One hundred and three (54 %) completed the evaluations as an E-mail document, and 87 (46%) returned them through the mail. The evaluations revealed that 97% (182) of the site facilitators had downloaded materials off the Web. The top four items used the most by site facilitators also were identified as most helpful to them. The items identified were (a) the participants' materials, (b) site facilitator's packets, (c) promotion materials, and (d) the site facilitator's guide. The items least used by the site facilitators were information about the national advisory planning committee and the listing of registered sites.
One of the responsibilities of the site facilitator was to market and promote the program. Marketing and promotional materials used by site facilitators included brochures (81 %), letters to potential participants (65 %), and news releases (63 %). The least used marketing and promotional materials were newsletter inserts (21 %), the public service announcements (26%), and posters (27%).
Everyone involved agreed that the Web site was successful in meeting the educational needs of site facilitators. The Web site was beneficial to site facilitators because adult education and distance educational principles were used when designing it. Ninety-seven percent of our local site facilitators stated they would be willing to facilitate another satellite program. The following comments from site facilitators illustrate their satisfaction: “Congrats to the person who worked so hard to put on this videoconference. You were well organized and thought of everything.” “The evaluation process through the computer was very user friendly and I look forward to the final impact statements with all the data.” “You really had your act together, so it was a pleasure being involved.”
After the satellite program the Web site continued to be a communication linkage with local site facilitators. During the satellite program, more than 300 questions were received by fax. Site facilitators needed answers to these questions so the questions were grouped into various categories with answers. This need re-directed the focus of the Web site from a training and communication site for site facilitators to both an information site for grandparents raising grandchildren and the professionals who support them and the professionals who use the video tape for a local educational programming. It also supports individuals who purchase a copy of the video satellite program for educational program use. Twenty-four additional sites registered for the videoconference to have it as a resource for later use. The UW-Extension publications office has also sold more than 50 copies of the videoconference. We assume that individuals who are currently using the program still need the information on the Web to support them as a local site facilitator. Currently, we are uncertain of the long-term use of the Web site.
Individuals involved with the Web site’s development and management discussed what went well and what should be done differently the next time. We recommend separating the written pieces into several different groupings, including those with large graphics, those that need to be localized, and those that can be downloaded as they are. We would use the PDF format as much as possible. Our Web address was confusing because it had two gprgs in the title. We feel a simpler and shorter Web address would be easier for site facilitators to access the site. For site facilitators to input data into the participants’ evaluation, they needed a password. We used Badgers as the password and found it created problems because it was in the plural form instead of singular. We suggest modifying the registration form by using larger spaces for information and to include payment methods and that if someone is paying by check, they not register on the Web. We also would create a data-base through the Web registration information so there was one source of information on each site that could be accessed by anyone who needed the information.
We underestimated the time needed to develop and support the Web site. Because we were developing the Web site, content of the satellite program, and the support materials all at the same time, we were putting information up “just in time” versus providing plenty of time for the site facilitators. We also found the need to change the outline of the home page of the Web site so it was more “user” friendly. Changes were made based on questions or recommendation from individuals who used the site. Replication of our Web site for other satellite programs should make it easier as the planners can start with what we have developed and modify it for the content of their program. There should also be fewer structural changes when using something already developed as opposed to starting from scratch. Even if planners replicate the structure of our Web site, they will need to allot time for modifications and changes to the Web as it evolves.
We felt the types and content of information placed on the Web was helpful and was used by the site facilitators. The only additional type of information we suggest for future satellite programs is information on the minimum equipment requirements, including a description of the satellite downlink, computer, printer, and Internet access, and the need for E-mail access.
The web is a viable communication-training vehicle for local site facilitators. It allows site facilitators to access the information they need when they need it and to complete their roles and responsibilities as a site facilitator. It is cost effective, accessible, and allows for continual opportunities for communication and training. Site facilitators were satisfied with using the Web, were able to access the information they needed, and agreed to be a site facilitator for future programs.
Anderson, A., & Jensen, E. A. (1997). Delivering statewide computer training via satellite. Proceedings of the 13th Annual Conference on Distance Teaching and Learning: Competition, Connection, and Collaboration. Madison: University of Wisconsin System.
Gibson, C. C., & Gibson, T. L. (1997). Workshops at a distance. New Directions for Adult and Continuing Education, 76, 59-69.
Greer, E., & Ziebarth, A. (1994, December). Designing meaningful satellite programs: The many faces of homelessness project [8 sections]. Journal of Extension, 32(4). [Online serial]. Available: http://www.joe.org/joe/1994december/a2.html
Hughes, R., Joo, E., Zentall, S. R., & Ulishney, K. (1999). Information, technology, and human services. HDFL Bulletin- Feature. Available: hdfl-bulletin@ag.ohio-state.edu
Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9, 7-25.
Lewis, A. (1999). The site facilitation factor. Unpublished Manuscript. Madison, WI: Learning Institute for Nonprofit Organizations.
Levine, B. J. (1996). Developing interactive satellite videoconferences for professional development. Proceedings of the 12th Annual Conference on Distance Teaching and Learning: Designing for active Learning. Madison: University of Wisconsin System.
Lippert, R. M., Plank, O., Camberato, J., & Chastain, J. (1998). Regional extension in-service training via the internet [7 sections]. Journal of Extension, 36(1). [Online serial] Available: http://www.joe.org/joe/1998february/a3.html
McHenry, L., & Bozik, M. (1995). Communicating at a distance: A study of interaction in a distance education classroom. Communication Education, 44, 362-371.
McKenna, S. (1995). Evaluating IMM: issues for researchers [Online]. Available: http://www.csu.edu.au/division/oli/oli-rd/occpap17/eval.htm
Remmers, E. (1999). Guidelines for WWW-based support environments for
education professionals [Online]. Available: http://how.to/designwebepss
Tomei, L. A. (1999). Concentration and infusion: Two approaches for teaching technology for lifelong learners [Online]. Available: http://www.thejournal.com/magazine/99/apr/feat03.html
Mary Brintnall-Peterson is a professor with the University of Wisconsin-Extension. In her position as a Program Specialist in Aging, she works cooperatively with other faculty, agency, and organizational representatives to develop educational materials on subjects related to older adults. Her current emphasis is on caregiving, intergenerational relationships, grandparenting, and grandparents raising grandchildren. She received her Ph.D. from the University of Wisconsin-Madison in 1995, her master’s in Adult Education from the University of Wisconsin-Milwaukee, and her undergraduate degree in Home Economics Education from the University of Wisconsin-Stout.
Address: 428 Lowell Hall 610 Langdon Street
Madison, WI 53703-1195
E-mail: mary.brintnall-peterson@ces.uwex.edu
Phone: (608) 262-8083
Fax: (608) 263-7969
Joy First is an Instructional Design Specialist with the University of Wisconsin-Extension. She received a master’s degree in Continuing and Vocational Education from the University of Wisconsin-Madison in 1993. She has been with the Extension since 1995. Her current focus is in the development and management of on-line teaching and learning resources.
Address: 428 Lowell Hall 610 Langdon Street
Madison, WI 53703-1195
E-mail: jafirst@facstaff.wisc.edu
Phone: (608) 265-3232
Fax: (608) 263-7969
If you have trouble accessing this page, require this information in an alternative format, or wish to request an accomodation because of a disability, contact: flp@uwex.edu
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