Using online Chats to Network with

Adult Basic Education and Literacy Practitioners

By Mary E. H. Mingle Mingles@sunlink.net

Learning Level:         Adult Basic Education and Literacy Practitioners                                              

                                    Professional Development Seminar                                           

Pre-Instruction:          Basic Use of the Computer

                                    Use of a Web Browser / Accessing the Internet

                                    Familiarity with ABE and Literacy Issues and Concerns would be helpful

                                   

Lesson Duration:       A single two-hour session

Materials Needed:   

·        Computer with Windows 95 (NT) for each practitioner or for each pair

                        (a maximum of two practitioners per computer)

·        Optional: Computer with above software requirements for the instructor

            and an overhead projection system and screen

·        Internet access with Web Browser (i.e., Netscape Navigator)

·        "Dry Erase" board and markers

·        Paper and pens/pencils for participants

·        Handout including a definition of online chats, chat-room Internet addresses and                                         other pertinent information (instructor’s discretion)

·        A list of all practitioners’ and the instructor’s e-mail addresses for each participant

Learning Objectives:

            By the end of the seminar, the practitioners will be able to:

·        define an online chat.

·        name at least three of five ways adult education practitioners can use online chats to create and maintain a communication network with other practitioners.

·        access an online chat session and determine a topic for discussion relevant to the participants of the chat.

·        contribute an opinion to, or interject a question into, a live chat session with other practitioners.

·        identify and set at least one goal to begin using online chat sessions with practitioners in their region.

Procedure:

  1. The instructor will define "chatting" online and contrast this with e-mail; the instructor may use his/her own computer with overhead projection system to show examples of each.
  2. The instructor will present "chatting" rules and "netiquette" issues (i.e., be precise; be concise; stay with the topic; use of bad language, etc.).
  3. Together, the instructor and practitioners will create a mock online chat session:
  1. After a brief discussion, the group will select a chat topic that is relevant to the practitioners (i.e.,

concerns about using the Internet with adult education students).

b.) All students will enter the Mylander’s Chat site on the Internet by typing this location:

            http://www.mylanders.com/chat

c.) After reading the registration page together, each practitioner or practitioner pair will select a name and

password and will enter the chat.

d.) The practitioners will begin entering brief messages on the selected topic. The group will include

opinions, observations and questions for other chatters to answer (i.e., "My instructors are nervous about

using the Internet with students because they are not familiar with it themselves. Does anyone else have

this concern or a solution?"). This chat should continue for about a half-hour.

4. The group will leave the chat session and discuss their experiences of participating in the practitioners’ chat session. Possible questions to address: Did you feel you could express yourself freely and adequately? Could you get a word in edgewise? How is this different from meeting with practitioners face-to-face? Are there benefits to chatting in this way? Did you learn something from the chat room participants or did you get a question answered or find a solution?

  1. The group will create a list of at least five benefits to using online chats to network with practitioners

            (i.e., practitioners do not need to travel long distances to discuss issues with other practitioners).

  1. The group will create a list of at least five obstacles to this approach

            (i.e., how do we get all the practitioners into the chat session at the same time for discussion?).

7. The group will create a list of at least five possible solutions to the obstacles

(i.e., e-mail a date and time to all practitioners so they can meet in the chat room at the same time each

month).

8. The teacher records these on the dry erase board.

  1. Finally, each student writes a paragraph outlining a plan to use an online chat with area practitioners within

the next month. Students are encouraged to act on this plan when they return to their agencies.

Evaluation:

The evaluation is based upon a review of the chat session and discussion.

Each practitioner will have:

·        Entered the chat session with a name and password and contributed at least two messages to the chat, including comments, questions and solutions.

·        The group will reflect upon its experiences and draw conclusions about networking with online chats.

·        The group will list at least five benefits, obstacles and solutions. Each practitioner should be able to name three ways to use online chats to network with other practitioners.

·        Each participant will leave with a plan to use an online chat session for networking which could be reviewed by the instructor on an individual basis or e-mailed to the instructor by a deadline date. Where feasible, the instructor could also be included in an actual chat session created by one or more of the participants later.