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Partnering with Parents ONLINE

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Partnering with Parents ONLINE Spring 2010 course HDFS
493B/593B section XV

Learners can earn ISU CEUs, Iowa social worker hours and Iowa teacher licensure
renewal credits, 3 undergraduate or 3 graduate credit hours, and a Parenting
Education Certificate of Completion from Iowa State University Extension. Learners
can also document their participation in Partnering with Parents to use towards
AAFCS PDUs and NCFR CFLE CEUs.

Partnering with Parents ONLINE
Syllabus: Spring 2010 (January 25- June 18, 2010)
Graduate papers due June 12, 2010
 Instructor: Lead Instructor: Diana Baltimore, M.S., Doctoral Student in the
             Department of Human Development and Family Studies, Iowa State
             University

               Dr. Kimberly Greder, Associate Professor Human Development and
               Family Studies and Family Life Extension State Specialist, Iowa State
               University
      E-mail: Diana Baltimore: dianab1@iastate.edu Dr. Greder:
              kgreder@iastate.edu
     Address: Dr. Greder: 56 LeBaron Hall, ISU, Ames, IA 50011-1120
       Phone: Dr. Greder: 515-294-5906 (w)
          Fax: Dr. Greder: 515-294-5507


Description of Partnering with Parents ONLINE:

Partnering with Parents ONLINE consists of a series of 11 training modules
designed to strengthen the core competencies of parenting educators. Each module
has a specific focus and the content of the modules build upon each other. Therefore,
learners participate in the modules sequentially. Learners complete each module
over either a two or one week period. Learners are expected to log into
WebCT at least every other day. The content of each module will be finalized one
week before it is scheduled to take place. Learners should post all their
discussion board postings (including postings to small groups) during the
time period that the module is scheduled. Learners need to complete all
assignments by 5pm on the second Friday of each module. Therefore, it is important
that learners schedule time during each module to complete all the assignments.
Some assignments call for learners to coordinate with one another in small groups to
complete an assignment. Late assignments may not be graded. If they are graded,
points will be subtracted for late submission.

A variety of learning activities are incorporated in each module. Examples include:
short readings, surveys/quizzes, video streams, observation assignments that
include short (1-2 page) reflection papers, individual and small group discussion
board postings, a weekly chat session, and an e-Journal. Learners who are earning
graduate credit are required to complete a paper focused on an aspect of parenting
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education that extends their learning in Partnering with Parents ONLINE. The paper
is to be between 18-20 pages (plus references and title page), 12pt font, 1 inch
margins, and double-spaced.

Diana Baltimore, M.S., ISU HDFS Doctoral Student will serve as the lead instructor
for Partnering with Parents ONLINE. There are guest co-facilitators for most modules
who lead the chat room sessions and respond to learner assignments in addition to
the lead instructor.

Guest co-facilitators for the modules include:

Aryn Kruse, M.S., Doctoral Student, Iowa State University Early Development, Care
and Education Leadership Academy aryn@iastate.edu

Jean Breitenbucher, L.P. and Licensed Parent Educator; Supervisor of Eastern Carver
County Early and Family Education, Minnesota, jmbr@comcast.net

Ann Michelle Daniels, Ph.D., Associate Professor of Human Development and Family
Studies, Family Life, Parenting, and Child Care Specialist for South Dakota State
University, DANIELS.ANN@CES.SDSTATE.EDU

Teske Drake, M.S., Doctoral Student, Department of Human Development and
Family Studies, Iowa State University, teske@iastate.edu

Renee Sweers, M.S., R.D., Nutrition and Health Extension Field Specialist, Iowa State
University, and Registered Dietician rsweers@iastate.edu

Krista Van Hooser, Ph.D., Positive Behavior Supports Training and Implementation
Coach, Human Development and Family Studies, Iowa State University

Barbara Woods, Ph.D., State Program Specialist, Iowa State University Extension,
bawoods@iastate.edu

Objectives:

The overall goal of Partnering with Parents ONLINE is to strengthen the knowledge
and skills of parenting educators to assist them in effectively designing, delivering
and evaluating parenting education.

In Partnering with Parents, parenting education in this class is described as

“Parenting education directly addresses parents' developmental and child-rearing
issues and provides information and support for adult growth through the early years
of parenthood. The term "parent" refers to an individual who has biological or legal
ties to a child. However, many times other caregivers play parenting roles (e.g., day
care providers). Parenting education focuses specifically on parent development
(increasing knowledge and skills of parents), and assists parents in understanding,
guiding, nurturing, motivating, and advocating for their children, as well as caring for
themselves as parents.”
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Each module has specific key concepts and objectives that are listed in WebCT.

Required Texts: None

There are no required outside texts for Partnering with Parents ONLINE. Required
readings will be posted or linked online within WebCT.

Assignments/Grading

*Note: individuals who are not earning course credit, but are interested in
earning a Parenting Education Certificate of Completion from Iowa State
University Extension need to earn at least 80% of the points possible.


 Assignments                                Requirements
eJournal           Learners are expected to write thoughtful reflections in their e-
Entries            Journal at least once during each module. Special questions to
                   respond to in eJournals are posed in each module. Label the topic
                   of your eJournal entry in the subject line. Typically 5-15 points
                   are awarded for the entire e-Journal entry of each of the 11
                   modules. Only the instructor, guest co-facilitators and you (the
                   learner) have access to your e-Journal. The instructor and guest
                   co-facilitators will read e-Journals at least once during each
                   module and assign points.
Chat Sessions      Chat sessions will be held for most modules. The chat sessions
                   will typically occur on the second Tues. of each module from 9-
                   10pm. Check the syllabus below for other chat dates.

                   Learners are expected to participate in the chat sessions. Chat
                   questions will usually be posted by the Friday immediately prior
                   to the scheduled chat session in the "general announcements"
                   section of the discussion board. There should be a message that
                   says e.g., "Module XXX chat questions" for each module. Chat
                   sessions are a great way for learners to interact with each other
                   and the instructor in “real time”. There are not opportunities to
                   make up chat sessions, so if you are unable to participate in a
                   session you will earn “0” points for that session.

                   Guidelines to help "Chats" go smoothly and to involve all
                   learners:

                         Read chat questions posted before the chat session.
                         Contribute comments and information that are related to
                          the topic posed by the facilitator (try to not go off on
                          tangents).
                         Type your comment and then provide other learners an
                          opportunity to share their comments before you share
                          another comment.
                         Thoughtfully reflect on what other learners are sharing.
                         When the facilitator types in BREAK that is a signal that
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                     the discussion around the question/topic has ended and
                     the chat will move onto another topic/question.
                    You may find it helpful to type up your responses to the
                     questions posted on the discussion board prior to the chat
                     and then copy and paste them in during the chat session
                     when the specific questions are posted that relate to your
                     responses. You need to "right click" on your mouse or use
                     your key board to copy and paste into the chat discussion.

              Note: Four chat sessions will be held jointly with another class,
              Family Development Online Training (HDFS493/593L) on the
              following dates: March 2 (Tues.), March 11 (Thurs.), April 13
              (Tues.), and May 25 (Tues.). All of the chats will be held at 9pm
              central time.

              The other chat sessions for PWP online will be held on the 2nd
              Tuesday of each module, also at 9pm Central Time. These
              dates are listed later in the syllabus where there is detail about
              each module.

              Learners are expected to participate in the chat sessions
              scheduled for each session. Chat questions will usually be posted
              by the Friday immediately prior to the chat session in the
              "general announcements" section of the discussion board.

              To participate in the chat sessions that are combined with the
              Family Development Online class, you will need to go to the main
              page of WebCT. You can do this by clicking on the My WebCT link
              in the upper right hand corner. You will notice that you have a
              link titled "HDFS493 Chat." Click on this classroom link. Next, on
              the left hand side of your screen, you will see a thought bubble
              icon that may or may not have the word chat next to it. If it does
              not have the word chat next to it, when you put your mouse on
              this icon, the word chat will appear. Click on this icon. A new
              screen will appear with a larger thought bubble icon and the
              words Common Room. Enter the chat session by clicking on the
              large thought bubble icon that appears on the page. You can then
              begin chatting with other students and the facilitator.

              To participate in the chat sessions that are held only with PWP
              online students, click on the chat link within this class (HDFS
              493/593B. All these chats will be held in the instructor led chat
              room.



Individual    Learners should complete all assignments associated with each
Learner       module by 5pm on the second Friday of each module.
Assignments   Quizzes/surveys are typically worth 5 points unless
              otherwise noted. There are a few surveys/quizzes that do not
              have any points assigned to them (e.g., mod 7). There are
              opportunities to earn up to 5 extra points in some modules for
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                    completing a reflection paper. Facilitators will respond to and
                    assign points to the assignments. Check back on the discussion
                    board, or in the comment box of your quiz to find responses
                    posted by facilitators.
Readings            Learners are expected to read the journal articles, Internet site
                    readings, and other publications that are listed as resources
                    within the module. These resources are helpful to understand the
                    module content. Some assignments ask learners to directly refer
                    to the reading assignment in their responses.
Individual          Learners are expected to post thoughtful/reflective responses to
Discussion          the discussion questions posed for each module. Click on the
Board Postings      topic in the discussion board. Make sure to post your response to
                    a discussion question in the category that is listed for the
                    question in the discussion board. Each discussion question posed
                    by the facilitator is worth 5 points unless otherwise noted.
                    Learners are expected to respond to at least one other learner’s
                    discussion posting for each discussion assignment. Overall points
                    will be given for discussion board postings and comments to
                    others’ responses. You should provide thoughtful comments to at
                    least one other learner’s discussion board posting for every
                    module. These points (a total of 20) will be given at the end of
                    the course.
Parenting with      Please respond to Part 1 by January 29. Part 2 is due June 18.
Parents
Participant
Surveys Part 1
and Part 2 Each
survey is worth 5
points
Small Group         In several of the modules learners are asked to discuss a topic
Discussion          within the small group they are assigned. Learners will be notified
Board               of who is in their small groups, and the list will be posted in
Assignments         WebCT on the homepage. It is the responsibility of the group
                    members to communicate with each other about how (i.e., chat
                    room, discussion board, email) they want to accomplish their
                    assignments. For each module that has a small group activity,
                    one person will be assigned as the "leader". This person is
                    responsible for assigning points (typically a maximum of 5 points)
                    based on the contributions of each small group member and
                    emailing the members and their points to the instructor. The
                    leader is also responsible for posting a summary of their group’s
                    discussion/assignment on the discussion board. Small group
                    leaders can earn up to an additional 2 points for successfully
                    completing their assigned tasks.

                    A rubric to help small group leaders determine the number of
                    points to assign is provided below.

                    "5" = Complete response to initial question, as well as, involved
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                 interaction in other responses/entire discussion

                 "4" = Complete response to initial question with minimal response to
                 other posts -or- Incomplete response to initial question with involved
                 interaction in other responses/entire discussion

                 "3" = Complete response to initial question only -or- only involved
                 interaction in other responses/entire discussion

                 "2" = Incomplete response to initial question as well as minimal
                 response to other posts

                 "1" = Incomplete response to initial question only -or- Minimal
                 response to other posts

                 "0" - No participation
Personal         Throughout Partnering with Parents learners are asked to develop
Philosophy of    their personal philosophy of parenting education. Questions to
parenting        guide learners in developing a personal philosophy are posed in
education        module one. Learners record thoughts pertaining to their
                 philosophy in their e-Journals. At the conclusion of Partnering
                 with Parents (during the Wrap Up module) learners will post their
                 philosophies in the quiz section. A well-developed personal
                 philosophy of parenting education is worth a maximum of 15
                 points. Points will be awarded pertaining to the extent to which
                 the philosophy statement addressed the questions posed.
Self-            At the conclusion of Partnering with Parents, (in the Wrap Up
assessment       Module), learners are asked to complete a self-assessment worth
                 10 pts.
Course           At the conclusion of Partnering with Parents (in the Wrap Up
Evaluation       Module), learners are asked to complete a course evaluation.
Survey           There are no points associated with the course evaluation survey.
Graduate Paper   Graduate credit requires the learner to participate in more in-
                 depth work than is required for undergraduate credit. To
                 demonstrate this more in-depth work, each learner who is
                 earning graduate credit is required to write a paper that
                 incorporates what he/she has learned in Partnering with Parents
                 to a parenting education topic of their choice. Make sure your
                 paper provides specific examples of concepts discussed and not
                 just general statements (e.g., guide was illustrated).

                 The paper should incorporate:

                       the learner’s personal philosophy of parenting education,
                       the NEPEM and/or NEPEF, and
                       other information learned in Partnering with Parents to the
                        topic chosen
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                research/literature that goes beyond the basics of what is
                 covered in Partnering with Parents
                Citations to literature and specific modules, handouts,
                 and/or activities of Partnering with Parents that support
                 statements made.

             The paper should be a blend of research, theory and
             application. For example, if a learner chooses to examine
             the parenting education program that his/her agency
             operates as the focus of his/her paper, then the learner may
             want to include some of the information below in the paper.

             1. A brief history of the agency including the
                 philosophy/mission of the agency
             2. Specific goals the agency has for parenting education and
                 how the goals were determined
             3. The agency’s philosophy of parenting education and how it
                 was shaped
             4. The learner’s philosophy of parenting education and how it
                 was shaped
             5. The learner’s preferred educational approach
             6. Theories that guide the learner’s work (stating the
                 theories and a brief explanation of each)
             7. Description/overview of the agency’s parenting education
                 program including resources that are used to accomplish
                 the goals (e.g., curricula, training, personnel, how well the
                 resources measure up to the evaluation tools shared in
                 PWP, etc.), and how NEPEM could be applied.
             8. Theory/literature behind the resources selected (what
                 theories underpin the curricula, evaluation results that
                 have been demonstrated)
             9. Needs and strengths of the parents that are being served
                 by the agency, as well as role of parents in the program
             10. Examination of the fit of the program with the needs of
                 the parents
             11. Examination of the incorporation of family-centered
                 practices into the operation of the program
             12. Application of the logic model to the agency’s program
                 goals and outcomes
             13. Literature behind what works with the type of program(s)
                 (e.g., home visitation, newsletters to parents, group
                 lessons, parent support group) the agency delivers
             14. Learner’s reflection of the strengths of the program and
                 suggestions for improvement, as well as potential
                 strategies to accomplish the improvements stated.

          Learners are to consult with Diana Baltimore on the topic they
          would like to write about for their paper. The content of the paper
          should be between 18-20 pages, double-spaced, 12pt font, and
          free of grammatical errors. In addition, the paper should include
          a title page and reference section using APA version 5 format.
          If you do not have a APA manual, review…
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          http://www.apastyle.org/faqs.html.

          The final version of the paper is to be submitted as an email
          attachment to Diana Baltimore (dianab1@iastate.edu) by June
          11, 2010.

          5 points will be deducted each day past June 11th that the paper
          is submitted. The paper is worth 150 points.

          Below is the breakdown of how points are awarded.

                The topic is clearly related to parenting education and the
                 paper suggests how it is related (10pts);
                integrate the learner’s personal philosophy of parenting
                 education to the topic examined in the paper (15pts);
                integrate the NEPEM and/or NEPEF to the topic examined
                 in the paper (20pts);
                include specific information learned (with examples) in
                 Partnering with Parents to the topic examined in the
                 paper. Include citations to specific modules of Partnering
                 with Parents that support statements made in the paper.
                 To include a citation to Partnering with Parents use the
                 following reference: Greder, K. et al. (2005). Title of
                 handout and publication number. Partnering with Parents:
                 Walking the Journey Together. Iowa State University
                 Extension. SP 175. (20pts);
                reference research/literature that goes beyond the basics
                 of what is covered in Partnering with Parents (25pts);
                Implications/recommendations/conclusions (25pts);
                Flow of paper (10pts);
                Length (18-20 pages, plus title page, references) (10pts);
                Grammar/formatting of paper/used APA format (15pts);

          Timeline:

                  March 12th- Topic identified and
                 communicated/discussed with Diana Baltimore
                  May 7th- Draft of paper due
                  June 11th- Final version of paper due
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Grading for individuals earning UNDERGRADUATE course credit:


                     Minimum               Minimum
Grade Percent                Grade Percent
                     Points*               Points*
A         91-100     410-450    C      71-74    320-337
A-        88-90      396-409    C-     68-73    306-319
B+        85-87      383-395    D+     65-67    293-305
B         81-84      365-382    D      61-64    275-292
B-        78-80      351-364    D-     58-63    261-274
C+        75-77      338-350    F      0-57     0


                  Rounded to nearest whole number

Grading for individuals earning GRADUATE course credit:


                     Minimum               Minimum
Grade Percent                Grade Percent
                     Points*               Points*
A         91-100     546-600    C      71-74    426-449
A-        88-90      528-545    C-     68-73    408-425
B+        85-87      510-527    D+     65-67    390-407
B         81-84      486-509    D      61-64    366-389
B-        78-80      468-485    D-     58-63    348-365
C+        75-77      450-467    F      0-57     0


Rounded to nearest whole number

Instructions for accessing Partnering with Parents ONLINE

Instructions for using the WebCT built-in tools are supplied in the Preparation and
Introduction to WebCT module. WebCT is an online courseware product.

        You must access WebCT through a high speed connection.
          Please ONLY use common file formats, such as MS Word DOC or a rich text
          format (RTF), in materials you are sharing with others.

WebCT has specific web browser requirements and browser setting
requirements. You must do a browser check to ensure that your computer is compatible
with this version of WebCT. You can do this by going to
https://webct.its.iastate.edu/webct/entryPageIns.dowebct and then click on “Run a
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browser check”. Any problems will be noted along with a link to information on
correcting the issue. Perform a browser check on each computer that you use. It is
important that your browser …

      is a supported web browser
      will save cookies (it must)
      has Javascript enabled (it must be)
      has the pop-up blocker turned off (it must be off)
      has the correct version of Java is installed

Each learner has an unique login id and password that must be entered to access the
course. If you are an ISU employee, or have registered for an ISU course before,
then you were previously assigned an ISU login id and set your own unique
password. You can use your current ISU login id and password to access Partnering
with Parents ONLINE via WebCT. Otherwise, you should have recently received via
email from Dr. Greder a login id and password unique to you. You can change the
password assigned to you, but not your login id. To help assess learners’
participation in Partnering with Parents, facilitators have access to a complete log of
each learner's activity within the series.

If the computer you work at is shared with another person, it is important to
remember to officially "logout" when you finish each WebCT session. You can logout
by clicking the Logout link in the upper right corner of the screen. Alternatively, quit
the browser (don't just collapse it to end the program). If you do not logout or close
the browser program, you will remain logged in and the next person to sit at your
computer will have complete access to your course account.

WebCT has time limits for access. If there is not activity in a 30-minute time
period, you may be logged out automatically. It is therefore important that you
keep a copy of your assignments in files on your personal computers as a back up to
any submissions you make in WebCT. For example, type your reflection papers in
Microsoft Word (or whatever word processing program you use) and save them on
your hard drive or a disk. Then copy and paste your reflection paper into WebCT. For
discussion board postings where your response is lengthy (more than a paragraph)
you may also want to type and save it in Microsoft Word vs. only typing and
submitting it via WebCT.

It is common for WebCT to experience a file server update on Saturday mornings
from 6-6.30am (central time). Times when WebCT is not available (undergoing
updates) will be listed on the WebCT log in page.

Communicating with the Facilitators

Learners should e-mail (via Web CT mail or dianab1@iastate.edu) Diana Baltimore
with questions about Partnering with Parents ONLINE. In addition, learners can
communicate directly with other module co-facilitators via WebCT.
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SCHEDULE

Dates           Chat       Module Topic        Assignments        Facilitators
               room         (total point       (point value)
              (Central         value)
               time)
Jan 25-29     NO CHAT    PREPARATION/        Introduction to    Baltimore
                         INTRODUCTION        WebCT
                         MODULE (25)         Assessment Quiz
                                             (5); Introduction
                                             to WebCT Self
                                             Test (5) eJournal-
                                             personal goals (5)
                                             excitements and
                                             concerns
                                             discussion (5);
                                             Partnering with
                                             Parents
                                             Participant Survey
                                             Part 1 (5pt)
Feb 1-5       No chat                        Timeline activity  Baltimore
                         The Journey of      quiz (5);
                         Parenting Education Individual
                         (25)                discussion posting
                                             about theories
                                             used today (5);
                                             e-journal (10);
                                             Reflection Paper
                                             (5)

Feb 8-19      Feb 16th                       Child Observation    Van Hooser
              9pm        Understanding Child reflection paper
                         and Parent          (10); Research
                         Development (40)    survey (5);
                                             culture and
                                             feeding small
                                             group discussion
                                             (10); small group
                                             parent stages
                                             discussion (5); e-
                                             journal (5); chat
                                             (5)

Feb 22-March March 2nd                       Family values      Daniels
5            9 pm        Cultural            quiz (5); Basic
                         Perspectives on     parenting insights
                         Parenting (40)      (NEPEM) quiz (5);
                                             small group
                                             building
                                             relationships
                                             discussion (5)
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                                                  Family scenario
                                                  discussion board
                                                  (5); e-journal
                                                  (15); chat (5)
                                                  Reflection Paper
                                                  (Optional 5 extra
                                                  points)

March 8-12     Thursday,                          Discussion board    Baltimore
               March 11th Parent Learning in      facilitation
               9pm        Small Groups (30)       challenges (5);
                                                  small group
                                                  discussion
                                                  learning
                                                  preferences (5);
                                                  e-journal (15);
                                                  chat (5);
                                                  Reflection Paper
                                                  (Optional 5-extra
                                                  points)

March 15-19    BREAK
               WEEK

March 22- 26   No Chat                            Where do you        Drake
                            Guiding, Nurturing,   stand? survey
                            and Motivating        (5); Basic
                            Children (25)         parenting insight
                                                  card activity (10);
                                                  Parenting teens
                                                  discussion (5); e-
                                                  journal (5)

March 29-      No chat                            What do you        Sweers
April 2                     Feeding Children      think about eating
                            and Physical          and physical
                            Activities for        activity behaviors
                            Families (35)         survey (5);
                                                  Erikson’s stages
                                                  quiz (5); Baby
                                                  Hannah small
                                                  group case study
                                                  discussion (5);
                                                  Common feeding
                                                  problems with
                                                  preschoolers (5);
                                                  e-journal (15);
                                                  Food analysis or
                                                  book
                                                  activity(Optional
                                                  5-extra points)

April 5-16     April 13th                         Special challenges Kruse
               9pm          Parenting with        discussion (5);
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                            Special Challenges     family strengths
                            (35)                   small group
                                                   discussion (5);
                                                   Applying NEPEM
                                                   to parenting with
                                                   special challenges
                                                   discussion (5); e-
                                                   journal (15); chat
                                                   (5); Reflection
                                                   Paper (Optional 5
                                                   extra points)

April 19- 30   April 27th                          Quiz: Parent     Breitenbucher
               9pm          Exploring Child-       Education
                            rearing Strategies     Approach (5);
                            and Assessing          Parenting
                            Parenting Education    Recommendations
                            Resources (30)         (5); small group
                                                   assignment-
                                                   Resource Review
                                                   posted on
                                                   discussion board
                                                   (10); e-journal
                                                   (5); chat (5)

May 3-14       May 11th     Measuring Program      Evaluation data     Woods
               9pm          Outcomes (40)          quiz (5); small
                                                   group charting
                                                   activity (10);
                                                   sample measures
                                                   quiz (5); small
                                                   group evaluation
                                                   plan activity (10);
                                                   e-journal (5);
                                                   chat (5)

May 17-28      May 25th                            Small group          Woods
               9pm          Financial Stability    financial goals
                            and Family Well-       discussion (5);
                            being (30)             small group
                                                   spending game
                                                   discussion (10);
                                                   e-journal (10);
                                                   chat (5);
                                                   Reflection paper
                                                   (allowances)
                                                   (Optional 5-extra
                                                   points)

May 31- June   June 8th                            Parenting            Baltimore
11             9pm          Building Support for   education as a
                            Yourself and           profession lg
                            Professional           group discussion
                            Development (35)       (5);
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                                       Groups/networks
                                       (5); Reflection
                                       paper (required)
                                       of parenting
                                       education in your
                                       state (10);
                                       Balancing work
                                       and family life
                                       (10); chat (5)
June 11     NO CHAT   Graduate paper   Graduate paper      Baltimore
                                       (150)
June 14 –   No chat   WRAP UP          Personal           Baltimore
June 18               (40)             philosophy of
                                       parenting
                                       education (15);
                                       Complete Self-
                                       assessment (10);
                                       Complete
                                       Partnering with
                                       Parents
                                       Participant Survey
                                       Part 2 (5pt);
                                       course evaluation
                                       survey (0),
                                       discussion board-
                                       review each
                                       learner’s
                                       philosophy and
                                       comment on each
                                       one (10).

				
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