Online Learning Module for a Parent-Toddler Bonding Program - Essay Example

Proposal for an Online Learning Module for a Parent-Toddler Bonding Program Introduction Childhood is meant to be filled with fond memories. And what’s more special than recalling time well-spent with parents? The most crucial years of a person’s life are the formative years from birth to age six. During this time, parents should invest a lot of time and attention in their young children. Infants and toddlers are just beginning to develop attachments to the significant adults in their lives for their own emotional security. Whatever happens during this time will greatly affect the rest of their lives. Parents are often at a loss as to how to spend quality time with their children. Being the first teachers of their children, they need to be equipped with skills and know-how on the education and care of their children. Peek-a-boo is an online parenting module designed to assist parents in parenting, stimulating, educating and bonding with their infants or toddlers. It provides thematic session plans filled with various activities such as play, music and movement activities, arts and crafts, storytelling, etc. These activities are meant to foster a strong bond between a parent and his or her child as well as develop necessary skills in children. It also includes articles on parenting issues often faced by new parents. This online learning module aims to be a companion to the parent-learner in his or her parenting journey. Online parent support may serve as a lifeline in times of parental crises. Accommodating experts understand the joys and pains that new parents go through and offer their wisdom through e-mail, teleconferencing, webchats and other means to communicate with its parent-learners. Peek-a-boo is an enjoyable and educational program which will work to the full benefit of parents and their children. Program Goals Peek-a-boo aims to fulfill the following goals: To educate parents in the developmentally- appropriate care for their toddler-aged children: Children were born without a manual. Despite parents’ biological predisposition in caring for their children, they still need the proper guidance in not only providing for their babies’ physical needs, but their emotional and psychological needs as well. For parents and children to spend quality time together: Each session guides parents on special activities they could do with their children. During this time, they should lavish their attention on their toddlers, doing away with job concerns or matters outside their relationship with their children. Parents should be armed with an eager learner’s disposition to be able to retain and practice later the activities they will learn in each session. Time spent together should be fun and enjoyable for both parent and child. For children to feel loved by their parents: The program is facilitated in an atmosphere of love and affection. Children feel loved when their parents dance and sing with them or do special activities together with them. Feelings of security and emotional stability abound in such an encouraging environment. For both parent and child to learn new activities to do together during their “bonding time”: Fun activities for parent and child to do together such as play, music and movement, arts and crafts, etc. may be done again and again, along with the materials that are downloadable they can use over and over again. These are meant to nurture the bond between parent and child especially if done regularly and more frequently. For children to develop necessary skills: The age-appropriate activities are designed to develop necessary skills in their growth and development – motor, social, emotional, cognitive and creative skills. For parents to meet other parents online and to learn and share more about appropriate child-rearing: Parenting can be fulfilling, but sometimes it may be difficult. Parents need support from other parents who may be more experienced. Peek-a-boo offers opportunities to share their ideas with other parents or discuss issues on child-rearing by posting their thoughts in the discussion boards. The module facilitator may spark their interest in a certain topic by distributing an article or posing a “problem for the week” which parents can work on. Not only do these Parent Chats enhance their knowledge on parenting, they also build long-distance friendships that may extend outside the Peek-a-boo modules. For both parent and child to have fun: Peek-a-boo is fun time. For participants to keep coming back for more, they should derive a whole lot of enjoyment in each session. Activities are leisurely and relaxing. Target Market Peek-a-boo activities are designed specifically for younger children aged 1-3 yrs. as there are a whole lot of alternative parent-child bonding activities already available for older children such as watching movies, going to the mall, sports, camping, etc. The target market is parents willing to invest their time and energy in their toddlers. They may be new parents, stay-home parents, working parents, single parents, adoptive parents, etc. It is also open to grandparents, other relatives, guardians or surrogate parents who would like to make their bonds with their wards stronger. Learning Materials Programs involving very young children need a lot of learning materials and teaching aids, as toddlers are in the concrete learning stage where hands-on experiences are valuable in retaining concepts and skills. Each session of the module includes the following learning materials available online to enrolled participants: A detailed thematic lesson plan to be followed by the parents. Downloadable music/ songs and a copy of the lyrics or movement activities for the module. Downloadable PowerPoint presentation of the story for the session complete with animated graphics and text. Printable pictures/ teaching cards Article on a parenting issue to be reviewed by parents for discussion in the chatroom Homework – either a variation of the activities to report, an article review or a copy of the artwork (either scanned or a picture)done together with the child Journal page- for journalizing their thoughts and experiences of learning in the module. Format of Lesson The Peek-a-boo webpage shows pictures of sample activities, brief articles, list of features of the modules, available modules (5 modules at a time that rotate every season), sample session plans and a downloadable Peek-a-boo jingle. It also features the current newsletter and a link to the Parent Chatroom. The interface of the webpage also includes the following “administrative documents to help facilitators organize and prepare and to help orient Parent-learners, especially if they are new to online learning: • a personalized letter of welcome for each new student. • general information about online learning, technology requirements, and the resources available to students for technical help and for obtaining the proper software and Internet services required for the course. • information about how to access the course on the Web, and how to navigate it successfully. • student log-in and password information for course Web site. • rules, procedures, and help for use of the interactive tools. • a course syllabus—preferably on public pages so that prospective students can see what they are getting into in advance—including instructor or tutor contact information; a course overview; a course schedule; a list of required text and materials (if applicable); clearly defined academic and computer skills prerequisites; clear communication about expectations; instructions about activities, assignments, and deadlines; faculty contact information and office hours; and student support contact information. • administrative regulations, including guidelines on plagiarism, privacy, academic appeal procedures, library facilities, and access to counseling and advisory services” (Anderson & Elloumi , 2004) Interested parents can enroll online and arrange payment for chosen module. Once enrollment is confirmed (along with the payment transfer received), the first session of the module (there are 10 sessions per module) is sent through the parent’s personalized panel in the website. Any new information regarding the program or the parent’s session is sent to her via email. Parent follows the session plan with her child at her own convenient time and downloads needed materials from her personalized panel. A sample session plan follows: Theme: Cheerful Choo-Choo Trains Songs (downloadable): “Open/ Shut Them”; “The Eency Weency Spider” Music & Movement Activity: “The Ribbon Conga Train” Parent lines up big cardboard boxes and lets her child sit in one. Child holds a stick with strips of ribbon at the tip (made by parent from the “How To Make” page). Parent plays train music (downloadable) and pushes the “train” with the child shaking the ribbon stick up and down. When the music stops, (planted in the music), they are supposed to “freeze” and when the music resumes, then they move again. Arts & Crafts: Paper Train Parent cuts out rectangles and circles out of colored paper and lets her child paste the “wheels” and “windows”. They make as many “cabooses” to glue together afterwards to form a long colorful train. Box Train The boxes brought out during the Music and Movement activity are to be painted and attached by nylon strings to form a train to ride on. Storytelling: Story for the session is “The Little Engine That Could” (PowerPoint file downloadable). Parent can print it out and staple together to read to her child while on her lap. Parent encourages child to say some lines/ rhymes from the story. Parent downloads printable picture of Thomas the Tank Engine for child to color or paint after the story. Parent Chat: Article for this session is “Building Your Child’s Self-Esteem”, related to the story read about Thomas who says “I know I can, I know I can!” Parent can join the Parents’ chatroom to contribute her ideas on building child’s self-esteem in the discussion board. Parent logs on to her panel to complete her homework and journal entry for the session and uploads these to the facilitator. Facilitator checks on her work and corresponds via email or webchat to discuss certain points on the particular session. Facilitator evaluates if the parent can move on to the next session. If so, parent receives it on her personalized panel. The Learning System Interaction: Peek-a-boo is an interactive program. Following the lead of Anderson & Elloumi (2004) who advise “As learners work through the content, they will find the need for learner support, which could take the form of learner-to-learner, learner-to-instructor, instructor-to-learner, and learner-to-expert interactions (Moore, 1989; Rourke et al., 2001; Thiessen, 2001). There should be strategies to promote learner-context interaction to allow learners to apply what they learn in real life so that they can contextualize the information. Learner-context interaction allows learners to develop personal knowledge and construct personal meaning from the information.”. Enrollees interact with the facilitator via email or webchats, with other parents via the chatrooms or discussion boards, the newsletters or through email and of course, interaction with the module content that they apply while interacting with their children. Learner Support: “Learner support services start with making sure that there is an appropriate fit between the students’ learning and professional goals and current capabilities with the offerings and structure of the education provider’s online programs. This interaction with potential students not only helps them feel immediately connected with the learning community, but the diagnostic activities help them reflect on their learning goals and strategies, a process important to self-directed learning.” (Ludwig-Hardman & Dunlap, 2003) It is assumed that enrollees in the program voluntarily seek the help and information they need. “Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997). However, it is not as simple as it seems. Peek-a-boo does not merely sell its module for the sake of earning income. More than the financial gains, it is designed to reach out to parents to be better parents in its full capacity. “All teaching and learning systems should be built on two foundations: the needs of the intended students, and the learning outcomes of the course or program (i.e., the knowledge, skills, and attributes that students want). An ideal online learning system will be based on a plan that flows from a full understanding of these two fundamentals.” (Anderson & Elloumi, 2004) Parent-learners are provided with a variety of learning activities to achieve the lesson learning outcome and to accommodate their individual needs. Parent-learners have access to learning activities such as the parenting issue articles, listening to audio materials (or recorded lectures) or viewing visuals or video materials. They are expected to conduct research on the Internet and link to online information and libraries to acquire further information. Journalizing allows learners to reflect on what they learn and provide personal meaning to the information they have acquired. Throughout the module, appropriate application exercises are given to establish the relevance of the materials. Learners are to encapsulate their experiences with regards to the exercises by posting on the discussion board. The virtual classroom is getting to be an ideal alternative to adults who want a second chance at education. The problem is that being adults, they have to juggle a number of responsibilities in their careers and family life. Setting up a synchronous schedule online for a group lesson is difficult to attain and maintain considering the global profiles of the learners. “The ASKS (asynchronous knowledge sharing) prototype is designed to overcome these difficulties. It uses discussion boards with capabilities characteristic of most group decision support systems (Nunamaker, Dennis, Valacich, Vogel, & George, 1991). Learners and instructors access the system directly via the Web.” The discussion board is the vehicle used to communicate each one’s thoughts on certain matters related to the lessons. “Students are not only responsible for logging on but they must contribute to the learning process by posting their thoughts and ideas to the online discussion. Learning is an active process in which both the instructor and the learners must participate if it is to be successful. In the process, a web of learning is created. In other words, a network of interactions between the instructor and the other participants is formed through which the process of knowledge acquisition is collaboratively created” (Paloff & Pratt, 1999) This may be a discussion of a session’s article or the “problem for the week” posted by the facilitator. “A student cannot view others’ responses to a knowledge topic until they have made and submitted their own. When entries are submitted, they are accessible to the instructor for reviewing, and unavailable to the originating student for further editing. Other students cannot view these submissions until the instructor has reviewed them.” (Anderson & Elloumi, 2004). Learners gain much insight on the lessons by participating in the ASKS. It widens their horizons on some views on parenting issues. “Outcomes o this process, then, should not be measured by the number of facts memorized and the amount of subject matter regurgitated but by the depth of knowledge and the number of skills gained. Evidence of critical thinking and of knowledge acquired are the desired learning outcomes.” (Paloff & Pratt, 1999). Some other resources that may help online learners facing challenges to their study skills include: • Web pages designed to assist in the development of time management and study schedules; • resources to help students learn to balance educational pursuits with other life demands; • tools for facilitating “study buddy” connections for peer assistance; • online strategies and exercises to reduce “exam anxiety” (although Peek-a-boo does not give “exams”) • resources to assist in reading for comprehension; • assistance in annotating online resources such as e-books; • resources to assist in writing papers; • clarification of rules for citation and avoiding plagiarism; • assistance in searching library resources on line; and • assistance in making critical analyses of information from online resources.” (from Anderson & Elloumi, 2004) Peek-a-boo, being a person-centered module goes beyond supporting parent-learners in their education. It serves as a parent partner in guiding parents in their parenting journey. Of course, there would be times when the facilitator serves as a counselor to some parents opening up their troubles (ex. the discovery of a parent that his child is autistic, the pains of being a single parent, etc.). The facilitator should be familiar with the individual needs of her parent learners to be able to give the appropriate advise. This parallels a study by Dearnley in 2003 of nursing students taking an online course. These women were understood on their individual cases as mothers, wives, homemakers as well as students. “Two key concepts permeating the study were “life responsibilities” and “life events.” Life responsibilities represented all those social and professional roles and responsibilities likely to be ongoing throughout the duration of the course; they were felt to be constant and generally predictable. Life events, however, encompassed any number of unpredictable traumas and stressors that accompany adulthood, for example: bereavement, divorce, pregnancy, and new relationships.” (Dearnley, 2003). Both real-life concerns were accommodated when inevitable events occur. “This is easier, to some extent, with open learning courses than with face-to-face courses, because students can break from their studies and return when they feel ready, rather than being governed by the availability of lectures that may have been missed.” (Dearnley, 2003). Of course, learners take it upon themselves to assume their responsibilities in return for the consideration they derived. Resource Allocations Since Peek-a-boo is a new company, start up expenses may be overwhelming. However, the relevance of its mission and vision sparks hope that institutions and individuals who share the same remarkable advocacy may be counted on to grant funds to make this dream a reality for parents who need the service. The Project Budget Form below was adapted from the Wisconsin Advanced Telecommunications Foundation and Educational Technology Board (1996). The following are possible sources of funds and items for expenditure: Funding Sources: 1. Grants-Contracts-Contributions: Federal/State Government Municipality/County Government Private Foundations (Itemize) Corporations (Itemize) Individuals 2. Earned Income (from marketing events, publications, accessorial materials for Peek-a- boo-related activities) 3. Membership Income (from enrollment fees of parent-learners) 4. User fees 5. In-kind Contributions (itemize) 6. Operating budget, cash, tax levy 7. Other (itemize) 8. TOTAL FUNDING:__________________________ PROJECT EXPENSES: 1. Audioconferencing hardware/software 2. Cable/wire (fiber, copper, coaxial) 3. Consultant/professional fees 4. Insurance 5. Instructional materials 6. Internet access 7. Labor services 8. Local/wide area network hardware/software 9. Local/wide area network peripherals 10. Maintenance and repair services 11. Marketing and communications 12. Membership dues 13. Personal computer hardware/software 14. Personal computer peripherals 15. Printing/photocopying 16. Post/courier delivery 17. Rent 18. Room design (acoustics, furniture, lighting) 19. Staff training and development 20. Supplies 21 Telecommunications network usage 22. Telephone/fax (local/long distance) service 23. Travel 24. Videoconferencing hardware/ software 25. Other (itemize) 26 TOTAL EXPENSES: ____________ Like in anything business, the operators of Peek-a-boo must strive hard to gain income and lower expenses in order to profit so it can ensure a long and successful run in operations to be able to serve more people. Advertising Peek-a-boo intends to reach its market through a variety of media – through print, signboards, marketing events, mailing lists and online advertisement in e-groups, parenting websites, blogsites, etc. Peek-a-boo will be included in major search engine lists. Evaluation & Possible Problems Along with the high hopes vested on this new online-learning program are fears of standing up to the technological challenges. The ideals of operations and implementation are in rightly in place, and the availability of software and hardware to deliver the materials and high quality is promising. Target market is inexhaustible considering many parents nowadays are on the lookout for better childrearing practices, and the trend of going back to traditional parenting values seems to be in vogue. Some problems foreseen are in the areas of copyright laws with regards to the songs and stories used in the program that are downloadable. To correct this, Peek-a-boo must engage the services of talented people to come up with original music, songs and stories. Another danger could be the piracy of the original materials and the program itself. Being publicly exposed in the internet makes it vulnerable to “pirates” who can steal the ideas and set up their own online parenting module. The nature of the module, being shorter in length as compared to online university courses may be attractive to the target market, however, the company needs to come up with more modules to sustain the interest of present consumers. This signals ongoing research and development that entails hard work and vigilance. Significance of the Program The Peek-a-boo program offers an opportunity for parents to take time out from their various commitments and spend quality time with their foremost responsibility, their children as guided by an excellent, research-based module developed by experts in Child Psychology and Education. In a society where family values are beginning to give way to economic concerns, many children are neglected. Young children need care and guidance in their development from the significant adults in their lives. The time they spend together in application of the session plans may not be enough but at least, it meets their need to bond with their parents and becomes a time to look forward to. Being online, the convenience of accessing the module from anywhere, anytime makes it attractive to busy parents. The online learners’ support likewise motivates them to be better parents, especially when the going gets rough. Designed by an experienced educator, the activities are intended to develop skills in children essential to their growth. They exposed to Music and movement activities that develop their large body muscles, rhythm and coordination; Arts and Crafts that develop their fine motor control, creativity and self-expression; Storytelling that encourage literacy and imagination and widens vocabulary; Games that develop social skills, etc. Parents are kept abreast of current issues and concerns in early childhood development. This is done in a global environment where they share their ideas with parents from all over the world. The vision of Peek-a-boo is to strengthen family ties through meaningful and productive bonding activities and help parents and children develop into happy, skilled and creative individuals who become productive members of society. Being so, they help build a better nation, our contribution to a better world for our children. References Ally, M. (2002, August). “Designing and managing successful online distance education courses”. Workshop presented at the 2002 World Computer Congress, Montreal, Canada. Anderson, T. & Elloumi, F. (eds) (2004) Theory and Practice of Online Learning. cde.athabascau.ca/online_book Availaible online at: http://cde.athabascau.ca/online_book/ (Accessed 26 March, 2007) Dearnley, C. (2003) “Student Support in Open Learning: Sustaining the process” The International Review of Research in Open and Distance Learning, Vol 4, No 1 Ludwig-Hardman, S. & Dunlap, J.C. (2003) “Learner Support Services for Online Students: Scaffolding for success”s The International Review of Research in Open and Distance Learning, Vol 4, No 1 Moore, M. G. (1989). “Three types of interaction.” The American Journal of Distance Education, 3(2), 1-6. Nunamaker, J., Jr., Dennis, A., Valacich, J., Vogel, D., & George, J.(1991). “Electronic meeting systems to support group work”.Communications of the ACM, 34, 40-61. Paloff R. & Pratt K., (1999)Building learning communities in cyberspace, San Francisco: Jossey-Bass Publishers Parnell, S. (2002) ”Redefining the Cost and Complexity of Library Services for Open and Distance Learning” The International Review of Research in Open and Distance Learning, Vol 3, No 2   Porter, L (1997), Creating the virtual classroom, New York: John Wiley & Sons, Inc.: Ritchie, D. C., & Hoffman, B. (1997). “Incorporating instructional design principles with the world wide web”. In B. H. Khan (Ed.), Web-based instruction (pp. 135-138). Englewood Cliffs, NJ: Educational Technology Publications. Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). “Assessing social presence in asynchronous text- based computer conferencing.” Journal of Distance Education, 14 (2).Available online at: http://cade.athabascau.ca/vol14.2/rourke_et_al.html (Accessed: August 29, 2003) Thiessen, J. (2001). “Faculty attitudes in delivering undergraduate distance education.” Unpublished master’s thesis, Athabasca University, Athabasca, Alberta. Wisconsin Advanced Telecommunications Foundation and Educational Technology Board, 1996. Available at http://www.state.wi.us/agencies/dpi.www (Accessed: 26 March 2007) Read More