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Assignment 1 – Proposal for Literacy Project

ASSIGNMENT 1 – PROPOSAL FOR LITERACY PROJECT

4163EBL – LITERACY OF NUMERACY PROJECT

COURSE CONVENOR: DR. ANN KELLY

SUBMITTED BY: DAVID MARTIN

STUDENT #2636349

[email protected]

DATE SUBMITTED: 21 AUGUST 2008

David Martin Student #2636349 4163EBL Literacy or Numeracy Project

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SPECIAL L ITERACY SKILLS FOR STANDALONE ONLINE COURSES

INTRODUCTION

The project will attempt to show what literacy skills assist students enrolled in a standalone

online course. It will examine what functional computer literacy skills are required. It will also

examine English literacy skills in the areas of reading, writing and critical literacy. The

project is designed to research the literacy aspects of standalone aspects of online delivery

to show that there are a number of barriers to students completing online courses, especially

when it is a standalone online course. For the purpose of this project the term standalone

online delivery refers to the situation where a student is completely external to the campus

and after enrolling is expected to perform all class work and communication using a

computer to access an internet based online learning environment.

The project will focus on an online version of two nationally recognised competencies, which

I have been personally involved in through administration duties at work. Two national

competencies are delivered in the course, which do not form a qualification, but a recent

government requirement licensing requirement.


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RATIONALE

There is evidence of overarching policy and general support for flexible and online learning

to be delivered as part of vocational education. It is touted as a way to increase participation

and overcome barriers of standard classrooms. However there is evidence, both anecdotal

and research, which shows that this is not always the case.

The project will focus on the literacy issues that students and teachers encounter as they

adapt their learning and teaching styles that are required for online learning environments

(Maeroff, 2003), (Lankshear, Snyder, & Green, 2000). The issues encompass technological

literacy and the new modes of communication that are being opened up by forums,

discussion groups, emails and electronic feedback. This all relates to the idea that “formal

education relies on some form of two-way communication to produce learning” (Maeroff,

2003) so discourses of literacy use and multi-literacies will be examined as part of the

project. Student motivation will also be examined (Simpson, 2003) and how the online

literacy expectation of students, teachers and learning organisations (Pallof & Pratt, 2003)

affects overall participation and completion levels.

While the data of the study will focus on a single on line course run at a TAFE institute, the

literature used and the findings will be able to be applied to similar learning situations.


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METHODOLOGY

This project will involve both quantitative and qualitative methods of research. Surveys and

assessment statistics will be collected to provide empirical data, which will not be able to

prove causal relationships but focuses on fact finding (Bell, 1986, p. 14). Further statistics

on enrolment numbers, non-completion and incidence of requests for technical and learning

support will also be used. An attempt to use the whole of the student population, teachers

and administration staff in direct contact with these students will be done as part of the

survey/questionnaire process. It is expected that not all students will respond to the survey

request. This is a form of convenience sampling as the group of subjects have been chosen

because of availability (McMillan, 2008, p. 118).

After the data has been collecting data from these sources the results with be compare to

narratives and existing literature to form the basis of the findings. It will include some

analysis of the empirical data to show broad trends that support or contradict the literature

and conclusions will be drawn about the literacy needs of students and teachers using

standalone online learning systems.


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BUDGET

This project has been developed with the use of Microsoft Project, allowing estimated cost

and time allocated. This information was used when formally requesting permission to use

TAFE information and resources.

It was negotiated that time could be allocated to requesting and collating survey results from

other parts of the institute at an estimate of $925. This amount takes into account the labour

and infrastructure costs to the institute. To attend the classes and obtain support from the

course convenor, fuel and postage costs of $162 have been taken into account. Time taken

to research and write the project has been costed at $65 per hour to a total of $7,215. The

estimated grand total for the project is $8,302

BUDGET FOR RESEARCH PROJECT 2008

Research and project writing (111hrs @ $65/hour) $7,215

Surveys & Result Collation (9.25hrs @ $100/hour) $925

Transport & Postage $162

Grand Total $8,302


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PROJECT OUTLINE

The following headings will be used in the project:

Abstract

Introduction

Literature Review

Methods

Results

Discussion

Conclusions

References

Appendixes


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TIMETABLE FOR ENQUIRY

A timetable was designed with use of Microsoft Project and was split into 5 categories.

Create project details was the time taken to create the basic timetable, the initial timetable

and budget. Research and project writing time included readings, internet research and

assignment writing. Attending university included both lecture and travel time and was

based on attendance of 4 sessions. Time allocated to surveys included gaining permission

to use TAFE staff, student contact details, requesting and collating survey results from other

faculties in the institute as shown in the Gantt chart below.


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BIBLIOGRAPHY

Bell, J. (1986). Doing Your Research Project: A Guide for First-time Researchers in

Education and Social Sciences. Bristol: Open University Press.

Ezzy, D. (2002). Qualitative Analysis: Practice and innovation. Crows Nest: Allen & Unwin.

Foddy, W. (1993). Constructing questions for interviews and questionnaires. Hong Kong:

Cambridge University Press.

Lankshear, C., Snyder, I., & Green, B. (2000). Teachers and techno-literacy. Sydney: Allen

& Unwin.

Maeroff, G. I. (2003). A Classroom of One: How Online learning is changing our schools and

colleges. New York: Palgrave Macmillan.

McMillan, J. H. (2008). Educational Research: Fundamentals for the Consumer. Sydney:

Pearson Education.

Pallof, R. M., & Pratt, K. (2003). The Virtual Student: A Profile and Guide to Working with

Online Learners. San Francisco: Jossey-Bass.

Simpson, O. (2003). Student retention in online, open and distance learning. London: Kogan

Page.


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APPENDIX 1: SURVEY QUESTIONNAIRES

STUDENT SURVEY

Strongly Disagree Disagree Undecided Agree Strongly

Agree

The method and style of online learning suits me.

Comments on above question might include what learning style you have and what you think is needed for online learning.

_____________________________________________________________________

Course notes are well presented and easy to understand.

Comments on above question might include what you found easy/hard to understand and find.

_____________________________________________________________________

Assignment requirements are clear.

Comments on above question ____________________________________________

There is effective communication of the course content.


There is assistance for me when I ask for help.


I receive regular and prompt feedback about my progress.


The learning resources adequately meet my study needs


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The course met my expectations.



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QUESTIONNAIRE FOR TEACHERS AND ADMIN STAFF

Strongly Disagree Disagree Undecided Agree Strongly

Agree

The method and style of online teaching or administration suits me.


I have a clear understanding of the methods and requirements of using the online system


There is sufficient support to enable me to teach/administer online


Students have a clear understanding of the methods and requirements of using the online system


I am able to give prompt and regular feedback to students on their progress


I am able to participate in effective communication on course content to students


Course notes and assessment are well presented and easy to understand.



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DEMOGRAPHIC QUESTIONNAIRE

How often did you use a computer before starting your course?

1 hour or less a week

2-7 hours per week

8-14 hours per week

15 or more hours per week

Where do you use a computer? (Tick all that apply)

Work

Class room

Home

Someone else’s home

Internet cafe

Library

Other (please specify) _____________________

What do you use a computer for? (Tick all that apply)

Email

Social Networking

Internet Banking/Paying Bills

Online Learning or Course Research

Web Surfing/Browsing

Games

Art / Photo Editing / Design

Other (please specify) _________________________


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How many online courses have you started?

None

1

2-5

More than 5

How many online courses have you successfully completed?

None

1

2-5

More than 5

Would you enrol for more online courses in the future?

Yes

No

What is your gender?

Male

Female

What is your age?

Under 18

18-25

26-35

36-45

46-55

Over 55


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Is English the language you speak mostly at home or in the workplace?

Yes

No


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