Jo-Anne Fournier

1. Instructional Design and Course Development in Distance EducationFall 2009 Class 0909DETT6070004 Jo-Anne Fournier University of Maryland, University College, Masters, Distance Education expected 2011

2. Faculty Center AvailableClass AreaOptionsFaculty Announcements[Manage]Syllabus[Manage] Course Content[Manage][Create Text] [Create URL]Conferences[Manage][Create]

3. Table of Contents Faculty Center Course Content Course Description Course Goals/Objectives Additional Information Academic Policies Reserved Readings Conferences

4. Class Announcements The Healthy Lesbian, Gay, Bisexual, Questioning, and Transgender Students Project August 31, Pre-Week Information, Class Begins  Hello, My name is Jo-Anne Fournier and I am your instructor for this course. Please feel free to contact me with any questions. There are several ways you can reach me: click on my name in the left hand column and complete the e-mail message; open the "Class Members" feature, select my name and send me an e-mail; or send an e-mail to jocarlfour@verizon.net and add DETT 607 to the subject line.  Take advantage of this pre-week period to become familiar with some of WebTycho features which include the course area, which include the Course Content, Conferences where our discussions will take place, and the Study Groups area. For additional information click on “Help” at the top of the screen and select Help Guide. Be sure to review the Technical Features of WebTycho, even if you have previously taken courses at UMUC. The staff is constantly working to make the system more user friendly. NEW features and updated tutorial materials have been added. Becoming familiar with the technical features of WebTycho now will save you time and frustration later, especially when you are under class deadlines and run into a technical problem. For additional information click on “Help” at the top of the screen and select UMUC 360 Support.

5. Conference First Week September 7-13 Model 1, Session 1, Introductions, Housekeeping, Pre-Evaluation Questionnaire, and Lesson. Ice Breaker – “Places Lived” Conferences. Post a response to topic, places lived. Which place did you like best and why? Respond to another's response. Housekeeping remind learners to become familiar with the features of WebTycho and course features Learners are asked to complete a Pre-Evaluation. Lesson 1:Promoting Healthy Outcomes Among LGBQT Students Learn 15 LGBQT terms and definitions (part 1): Learners are given a list of 15 LGBQT terms and definitions. Assigned pairs will take five terms and match them with a definition. Each student will respond to at least one other learner’s response. Lesson 2: Create a Google.com RSS Feed Instructions about setting up a Google.com RRS Feed. Create a Google.com RSS Feed, see instructions in topic.During the course you are required to respond to at least four items you received through the Google.com RSS, there will be a Google.com  RSS topic in every  Conference until the end course. You are to respond to at least four other classmates responses.

6. Course Content The Healthy Lesbian, Gay, Bisexual, Questioning, and Transgender Students Project (the project) trains School Health and Mental Health Professionals review the School Professional's Role as it relates to Lesbian, Gay, Bisexual, Questioning and Transgender (LGBQT) youth needs and issues in schools. Objectives: School Professionals will: ● identify common and difficult situations concerning LGBQT students in their schools. ● examine the Risks and Resilience of LGBQT youth in schools. Although many LGBQT youth are resilient, LGBQT youth experiencing minority stresses frequently engage in health risks behaviors. ● engage in Planning Next Steps to address these situations.

7. Conference Pre Week The Healthy Lesbian, Gay, Bisexual, Questioning, and Transgender Students Project Pre-week  August 1- September 6 Read the Announcements and Pre-week List of WebTycho items to review in Announcements including my contact information. Study WebTycho class features: review the left column navigational items, Help Guide, and UMUC 360 Technical Support.  Review WebTycho Features and become familiar with the left column navigation features - course content, conferences where  topics listed and responses are made. Review Technical Guides. Create Bio.

8. Discussion of Topics Introduction and Housekeeping: Review WebTycho features if you have not already done so during the Pre-Week. Click on the column headings to view the conference notes by topic, by author, or by date created. Reorder List 1. Reminder to Review WebTycho's Features Jo-Anne Fournier11/25/2009 15:45 2. Ice Breaker (1 response) Jo-Anne Fournier11/28/2009 13:48 Pre-workshop Evaluation Jo-Anne Fournier11/28/2009 13:56

9. 1.Reminder to Review WebTycho's features(Jo-Anne Fournier11/25/2009 15:45) Welcome to your first official week of class Sept. 7-13. I hope you have taken advantage of the pre-week period to become familiar with some of WebTycho's features, including the Course Content, Reserved Readings, Conferences where our discussions will take place, and the Study Groups.  For additional information on WebTycho's features, click on Help at the top of the screen and select Help Guide. Be sure to review the Technical Features of WebTycho even if you have previously taken courses at UMUC. The UMUC staff is continually working on ways to make the system more user friendly and has included additional features as well as updated tutorial materials. Becoming familiar with the technical features of Web Tycho now will save you time and frustration later, especially when you are under class deadlines and run into a technical problem. For additional information, click on Help at the top of the screen and select UMUC 360 Support.

10. 2. Ice Breaker Where have you lived? Respond to this topic share with your classmates the Countries, States, Territories, Commonwealths, and Islands where you have lived. Tell which was your favorite place and why. Finally, respond to another classmate's response. For example. All my life I have lived in the United States. I was born in Maine, went to college  in Washington, DC and have lived in Silver Spring and now Greenbelt, MD. My favorite place is Maine because it has four distinct seasons. Fall, when the leaves turn colors (bright red, oranges, and browns), makes Maine an incredibly beautiful place to be.

11. 3 Pre Workshop Assessment Pre-workshop Evaluation Exercise: Fill out the Pre-workshop Evaluation form (see below). Send me the completed form by e-mail to jocarlfour@verizon.net. Remember to write "DETT 607" in the subject area.   (Form attached)

12. Lesson 1: Promoting Healthy Outcomes Among LGBQT Students Training of school health and mental health professionals to promote healthy outcomes by reducing health risk behaviors among Lesbian, Gay, Bisexual, Questioning, and Transgender Students. 1 School Professionals request help with LGBQT issues and concerns 2 LGBQT terms and definitions

13. Lesson 1: School Professionals request help withLGBQT issues and concerns School Professionals request help with LGBQT issues and concerns(Note: it is common for the Author to write materials and then rewriting than rewrite them when they go live: Jo-Anne Fournier Created: Saturday, 11/28/2009 22:59 (Modified: Wednesday, 12/02/2009 15:09 EST) Exercise: Read "Education and training needs of school staff relevant to preventing risks behaviors and promoting healthy behaviors among gay, lesbian, bisexual, and questioning youth.” 1 You will find the article below. Share your comments on the article by responding to this topic and then to at least two other classmates. References Porter, D., & Anderson, C. W. (2003). Handbook for trainers and sponsors. Washington, DC: American Psychological Association. Sawyer, R. J., Porter, J. D., Lehman, T. C., Anderson, C., & Anderson, K. A. (2006). Education and training needs of school staff relevant to preventing risks behaviors and promoting health behaviors among gay, lesbian, bisexual, and questioning youth. Journal of HIV/AIDS Prevention in Children and Youth, 7(1), 37-53. doi:10.1300/J499v07n01̱03; (AN 23886356). Academic Search Database.

14. Notes on Article Schools can be an effective setting for prevention and early intervention services for students."  “However, evidence suggest that most school counseling, psychology, and health professionals lack information, skills, and training to address the health needs and mental health services needs of GLBQ youth.”  (Sawyer, Porter, Lehman, Anderson & Anderson, 2006, p. 40) The Healthy Lesbian, Gay, Bisexual, Questioning and Transsexual Students Project (the Project) receives funding from the Centers for Disease Control and Prevention (CDC) for programming to prevent and reduce risk health behaviors, focusing on HIV/AIDS prevention in our schools among lesbian, gay, and bisexual (LGB)[1] youth. The Project’s directive is to “strengthen the capacity of the nation’s schools to prevent behavioral health risks of lesbian, gay and bisexual youth including those leading to infection with HIV or STDs [sexually transmitted diseases]” (Anderson and Porter, 2004, pp. 3-4). The Project trains high school health and mental health professionals, more specifically, school counselors, nurses, psychologists and social workers. "School-based counseling, health, and mental health professionals have key roles to play in providing role-appropriate services to help reduce the risk for HIV infection and other health problems among these adolescents” (Sawyer, Porter, Lehman, Anderson & Anderson, 2006, p. 40). [1] Different organizations use different acronyms to identify gay youth, the Project uses LGB and LGBQT youth and in Sawyer et al. LGBQ is used. 

15. Exercise: You will create a google.org RSS Feed. Throughout the course you will be receiving information about lesbian, gay, bisexual, questioning, and transgender youth in schools.  You are responsible for posting at least four responses to articles, web sites, or information in the google.com e-mails you received. An RSS is a “Really Simple Syndications” and will retrieve or feed information from news items, blogs, websites, video, etc… based on your search criteria."Web feeds benefit publishers by letting them syndicate content automatically” (Wikipedia, 2009). "They benefit readers who want to subscribe to timely updates from favored websites or to aggregate feeds from many sites into one place” (Wikipedia, 2009).

16. Lesson 2: Create a Google.com RSS Feed How to create a Google.com RSS feed. Go to http://www.google.com/alerts      Create the RSS you provide search terms, type exactly the Search Terms. Search Terms:    Lesbian and Gay AND School Type:    Comprehensive (news, blogs and web sites) How often:     Once a day or a week Your E-mail    XYZ@alphabetsoup.com For example: If you selected to receive  Google.com  Alert/RSS once a day, a list of news items, blogs, and/or websites will be sent to your computer automatically. PLEASE NOTE that Google.com selects these materials solely on the presence's of the Search Terms you entered. It is important to realize that information from blogs and web sites should be considered as the opinions of the writers, may not necessary be correct and should never be considered as professional sources. You will be required to comment on at least four items from the Google RSS and respond to four of your classmates comments.   Jo-Anne RSS. (2009). Wikepidia. Retrieved November 28, 2009, from ttp://en.wikipedia.org/wiki/RSS_Feed

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