Organizational E-learning Goals

The organizational goal for our e-learning course is simple: Decrease youth dress code violations at the 2024 STAC to one per day or less.

Assessment Techniques and Tools

Because this is an informal learning situation for teens over summer break, evaluation is a challenge; however, I believe that we have a solid plan for evaluating the effectiveness of the course through a combination of self-assessment, learning aids, checklists and data collection. Our evaluation plan focuses on demonstrating understanding through actions rather than declarative testing because our objectives are to modify youth behaviors rather than increase subject knowledge.

First, we will utilize online bulletin boards as a formative self-assessment tool. For each day’s microlesson, we will include a link to that day’s board pre-populated with a few items that illustrate the daily lesson, and help youth test their knowledge with test posts like “which outfit in this photo is NOT appropriate for STAC?”. Learners may comment on the pre-posted items, post their own clothing choices for feedback from peers, and ask questions. Posting and commenting on the boards will demonstrate the learners’ basic understanding of the day’s lesson. Questions will be answered and corrective feedback provided as needed by the content experts to help reinforce learning.

To assess youth knowledge of the subject matter at the end of the course, on the final day a link will be sent with a self-assessment game we are tentatively calling “Let’s Pack for STAC!” in which they will have different clothing choices that can be dragged and dropped onto one of four answer targets. The answer targets include three suitcases indicating they should pack the item for an activity at STAC (Recreation and Travel, Sessions and Workshops, or Clover Banquet), and a closet door labeled Not Appropriate for STAC. Learners will receive immediate feedback on their choice, and have three chances to put the item in the appropriate suitcase (or back in the closet).

Because “appropriate dress” can be subjective, we are preparing checklist violation reports for our chaperones and college (peer) staff to help objectively determine whether a clothing choice violates the dress code, and will be training these helpers to both use the checklists correctly and provide corrective feedback for violations. These steps will help ensure reliability of assessment and accuracy in reporting dress code violations.

Finally, we will use the reaction feedback and dress code violation count data to refine the course for future conferences. Because this is the first time we have attempted active pre-conference learning engagement (as well as microlearning via text message) the data collected may be used to justify continued use of preliminary e-learning for other teen activities.

Kirkpatrick Levels

Level 1 Reaction: Teens will answer questions about the delivery and content of the e-learning module as part of their end-of-conference survey.

Level 2 Learning: Online bulletin boards, “Let’s Pack for STAC!” interactive packing game.

Level 3 Behavior: Dress code checklists/violation reports.

Level 4 Results: The final count of dress code violations at the 2024 conference will be kept and compared to anecdotal data collected last year, as well as preserved for comparison in following years.

Questionnaire

1. Did you find the pre-STAC Dress Code Texts Helpful (5-point likert scale)
2. Did you interact with the Padlet dress code boards? (Y/N)
   1. If yes, did you find them helpful?
3. Were you asked to change because of a dress code violation during this year’s STAC conference? (Y/N)
4. What suggestions do you have for improving the Dress Code learning delivery? (short text)
5. Would you recommend text-based learning opportunities for other teen event issues? (Y/N)
   1. If yes, please list (short text)