Adolescent Real World Simulation e-Learning Program

描述（由申请人提供）：拟建项目的目的是开发、实施和评估基于互联网的电子学习多媒体计划的使用，该计划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一天的真实世界模拟，使13-21岁的青少年寄养青年学习和实践独立生活技能。对寄养的研究表明，寄养制度并没有为被寄养青少年从依赖青少年过渡到独立自足的成年人做好充分的准备。因此，许多曾经被寄养的年轻人很难实现自给自足，离开寄养后往往生活拮据。拟议的计划，青少年真实世界模拟（ARWS）电子学习计划，重点是那些与青少年寄养青年一起工作的人。它还旨在帮助任何与青少年一起工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，ARWS对青少年真实世界模拟模块的介绍基于互联网的程序被开发出来，向成人用户简要介绍如何使用三个不同的组件，准备，管理和后续，来开发一个全面的全天真实世界的青少年模拟（Griffin和Carter 2004）。第一阶段的介绍部分还概述了编程对青少年的好处，如何让社区企业参与进来，以及协调现实世界模拟的各个方面。一个真实世界的互动时间表和学习模块，准备，管理和后续将在第二阶段得到充分发展。电子学习过程的教育设计包括使用视频、图形、中间学习里程碑、可定制文档和交互式活动来说明三个核心规划组件，同时教用户如何使用/访问交互式时间轴。该计划的所有部分都包括真实世界工具包，它将成为当前和未来真实世界模拟事件规划的持续资源。项目评估将被纳入衡量用户计划、协调和完成真实世界模拟的知识的增加，以及他们对电子学习计划的总体满意度，包括计划事件的后续动机。

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.