Adolescent Real World Simulation e-Learning Program

描述（由申请人提供）：拟议项目的目的是开发，实施和评估基于互联网的电子学习多媒体程序的使用，该程序将允许寄养社会工作者，教育工作者和其他青年工作者计划为期一天的真实的世界模拟，允许13-21岁的青少年寄养青年学习和实践独立生活技能。关于寄养的研究表明，寄养制度没有为寄养青少年从依赖他人的青少年过渡到独立自足的成年人做好充分准备。因此，许多前寄养青年努力实现自给自足，并往往最终生活在边缘后离开寄养。拟议的计划，青少年真实的世界模拟（ARWS）电子学习计划，重点是那些谁与青少年寄养青年工作。它还旨在帮助任何与青少年合作的专业人员发展在现实世界环境中计划和实施独立生活模拟所需的技能。在第一阶段，开发了ARWS青少年真实的世界模拟模块因特网程序介绍，向成年用户简要介绍如何使用三个不同的组成部分，准备，管理和后续行动，开发一个全面的全天真实的世界青年模拟（格里芬和卡特2004年）。第一阶段的介绍部分还概述了方案编制对青年的好处，如何让社区企业参与进来，以及协调真实的世界模拟的各个方面。在第二阶段将充分开发一个真实的世界互动时间轴和学习模块、准备、管理和后续行动。电子学习过程的教育设计包括使用视频、图形、中级学习里程碑、可定制文档和交互式活动来说明三个核心计划组件，同时教授用户如何使用/访问交互式时间轴。该计划的所有部分包括真实的世界工具包，该工具包成为当前和未来规划真实的世界模拟活动的持续资源。将纳入项目评估，以衡量用户在计划、协调和完成真实的世界模拟方面的知识增长，以及他们对电子学习计划的总体满意度，包括计划活动的后续动机。 公共卫生相关性：这个项目有可能对参与真实的世界模拟的青年人数产生巨大的指数效应，并最终影响他们自给自足的准备。这种潜力比许多其他形式的生活技能指导要高得多，更具包容性。这类培训可以有效地影响专业人员和准专业人员的培训方法，他们提供生活技能方案，然后举办为期一天的活动，接触数百名需要积极参与自己生活技能发展和从寄养到社区的支助性过渡的青少年。

DESCRIPTION (provided by applicant): The purpose of the proposed project is to develop, implement, and evaluate the use of an Internet-based eLearning multimedia program that will allow foster care social workers, educators, and other youth workers to plan one-day real world simulations that would allow adolescent foster youths, ages 13-21, to learn and practice independent living skills. Research on foster care reveals that the foster care system does not prepare foster teens adequately to transition from being dependent youths to independent self-sufficient adults. As a result, many former foster youths struggle to achieve self-sufficiency and often end up living marginally after leaving foster care. The proposed program, Adolescent Real World Simulation (ARWS) eLearning program, focuses on those who work with adolescent foster youths. It is also intended to assist any professional that works with adolescents to develop the skills necessary to plan and implement an independent living simulation in a real-world environment. In Phase I, the ARWS Introduction to an Adolescent Real World Simulation module Internet-based program was developed to brief adult users on how three distinct components, preparation, management, and follow-up, are used to develop a comprehensive daylong real world youth simulation (Griffin and Carter 2004). The Phase I introductory segment also outlines programming benefits for youths, how to involve community businesses and coordinate aspects of a real world simulation. A Real World Interactive Timeline and the learning modules, Preparation, Management, and Follow-up will be fully developed in Phase II. The educational design of the eLearning process includes use of video, graphics, intermediate learning milestones, customizable documents, and interactive activities to illustrate the three core planning components while teaching users how to use/access the Interactive Timeline. All the parts of this program comprise the Real World Toolkit which becomes an ongoing resource for current and future planning of Real World Simulation events. A project evaluation will be incorporated to measure increases in user's knowledge to plan, coordinate, and complete a real world simulation, and their overall satisfaction with the eLearning program including subsequent motivation to plan an event. PUBLIC HEALTH RELEVANCE: This project has the potential to have a dramatic exponential effect on the number of youths involved in real world simulations and ultimately impact their readiness for self- sufficiency. This potential is significantly higher and more inclusive than many other forms of life skills instruction. This type of training can effectively influence the training approaches of professionals and paraprofessionals who provide life skills programming and who would then conduct one-day events that would touch hundreds of adolescents who are in need of active involvement in their own life skills development and supportive transitions from foster care to the community.