distance learning

How Can I Use That Distance Learning Online Feature?

August 25, 2015 by BJU Press Writer

If you’ve viewed our quickstart guides, you and your child are probably navigating Distance Learning Online (DLO) pretty comfortably by now. A few more features that we’d like to share with you relate to choosing settings and connecting with other families using DLO.

Blog

The DLO blog is primarily used by the students. This feature functions like a chat room and is actively monitored by our DLO team members. They interact with students on an as-needed basis according to the guidelines listed in our DLO blog and profile policy. And every time your child publishes a new conversation thread, it can be viewed from your DLO Dashboard.

A relatively new capability you have in DLO is to adjust certain settings for your child’s student profile. This option is helpful for monitoring your child’s access to the blog or time spent on it.

We also recommend that you enter a test password so that your child is unable to view his assessments until it is time to take them.

Communities

Here you have access to discussion forums that are grouped according to your child’s grade level, technical questions, feedback, homeschooling topics, and more. Like other discussion forums, this one allows you to join current conversation threads or post new ones. You’ll find that many DLO parents are willing to share ideas and offer support. Your child doesn’t have access to these discussions.

Grades

Your child can view his letter grade and current average for each course he’s enrolled in. You can view and edit his grades. In fact, we have provided three options for recording grades. Both the Record of Grades PDF and DLO Spreadsheet Record of Grades can be downloaded. The Online Gradebook is easiest to work with since it automatically updates every time your child completes an assessment. All three options can be found when you view a course under your parent profile.

Help

If you or your children have any academic or technical questions, send us a Help Ticket. Our DLO team members are prepared to offer support.

Thank you for choosing BJU Press Distance Learning Online! As we partner together this year, we know your child is sure to receive a sound education from a biblical worldview, and we’re pretty sure his love for learning is going to grow as he gets to know his distance learning teachers.

What other questions do you have about DLO?

How Are My Distance Learning Online Materials Organized?

August 20, 2015 by BJU Press Writer

You and your child have been successful in accessing Distance Learning Online (DLO); so now let’s talk about how things are set up. We’d like to cover two aspects today.

1. Printed Materials

Each course includes a Video Lesson Guide and Student Handouts. These packets provide an overview of the course and any related handouts to save you time and money on printing.

Video Lesson Guide

The VLG is specifically for parents and allows you to see how the course is laid out. It outlines the content, materials needed, Student Text or Worktext pages, assignments, and parent responsibility for each lesson.

Student Handouts

The SH packet provides the handouts your child needs for the lessons. Each page has the related grade, subject, and lesson printed on it. (We know how things can sometimes get out of order!)

The VLG and SH packets are the more challenging pieces of DLO to keep organized—primarily because of all the paper. We have three-hole punched each sheet so that it easily fits into a notebook, folder, or tray. You might want to consider color coding different subjects if your child is enrolled in multiple courses on DLO.

Creating an organizational system requires some planning, but the packets lend themselves to easy grouping by lesson, subject, grade, or any other option you choose! Our goal is to provide your family with sound educational resources from a biblical worldview that support your goals but are flexible enough so that you can choose to do what works best for your family. And if these printed materials get lost, no worries. The materials from these packets are in PDF form on DLO.

2. Online Course Materials

Each course Homepage in DLO provides your child with access to the course’s eTextbook (available for each course that includes a Student Text as opposed to a Student Worktext). This eTextbook can be viewed online or downloaded once you’ve created a Vitalsource Bookshelf^® account. You can learn more about our eTextbooks at bjupresshomeschool.com.

Below is a summary of how the courses are set up on DLO.

Lessons

You and your child have access to the course lessons through your separate profiles. From here, you can both view the course lessons we have provided for your child to complete. (You can view sample videos of the lessons.) While DLO does allow you to customize your child’s learning experience, we recommend that you check your state guidelines to see what is required. Instructions, answer keys, and other attachments are provided as needed for you every day. Specific instructions for the parent are featured in a green box that your child is not able to see under his student profile.

As your child completes each item, he can mark it complete to record his progress in the course.

Discussion

Our high school math and science courses include discussion forums. Your child has the opportunity to ask questions related to his course and receive feedback from one of our DLO team members or other students currently enrolled in the same course. The forums don’t appear under your parent profile, but you can still view everything your child posts from your DLO Dashboard.

Our distance learning teachers have integrated different activities and materials specifically for your child into their courses. All of the educational materials we provide are designed to build up your child’s joy of learning. In the next post, we’ll share additional features in DLO, such as adjusting settings and connecting with others.

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Now That I’ve Ordered Distance Learning Online, What’s Next?

August 18, 2015 by BJU Press Writer

Welcome to the BJU Press Distance Learning Online community! We’re excited to be on the same team for your child’s educational experience. Our distance learning materials are crafted to provide your child a sound education from a biblical worldview. Starting something new can be challenging; so over the next two weeks we’ll share the how-tos of our online program.

Welcome Email

Once your Distance Learning Online (DLO) order has been processed, the first thing you receive is a welcome email directing you to create a profile. At the same time, your child should also receive a welcome email.

To create a profile each parent and student is asked to provide a unique username and password and to confirm the first and last name. The confirmation of this information allows us to provide you and your child the distance learning content and educational materials related to his enrollment. Protecting your family’s privacy is important to us, and you can read how this information is used in our Children’s Privacy Policy. If you choose not to provide a separate email address for your child, then all emails related to his enrollment in DLO will be sent directly to your email.

Printed Materials

Your printed materials should arrive soon from our distribution center. These materials may arrive all together or in separate boxes. What you receive depends on the grade and subject ordered, but each kit should include these items.

DLO grade/subject kit no textbooks:

Video Lesson Guide
Student Handouts

DLO grade/subject kit with textbooks:

Student Text(s) and/or Worktext(s)
Video Lesson Guide
Student Handouts

If you’re looking for the Teacher’s Edition, tests, or test answer keys—don’t worry. An abridged Teacher’s Edition PDF and other resources are located in DLO. We’ve also provided available eTextbooks in DLO for you and your child. Most courses in grade 5 through grade 12 also include online assessments that are graded and recorded electronically. (Courses up to grade 4 that use tests include the printed tests and test answer keys when you order the grade/subject kit with books.)

Logging In

When you and your child log in to DLO for the first time, you’ll both need to agree to the terms of Edvance360. It’s important to remember that all of our distance learning content (video presentations, assessments, and other educational materials) is hosted online by this third-party company. Their terms will appear on the screen when you set up your profile. (For children under the age of eighteen, a parent needs to agree to the terms.)

Once the terms are agreed to, you will see the Homepage, which we also refer to as the Dashboard. From here you can access informative messages (Alerts), courses, resources, and your student’s progress. Your child also has a similar Dashboard; however, he doesn’t have access to the Contacts, Communities, or Mailbox. Another feature your child will have view-only access to is the Gradebook. We’ve created a quickstart guide for parents and another guide for students for easy navigation reference. It might be helpful for you and your child to review these PDFs before starting the first course. (We update these guides periodically.)

Our distance learning teachers and textbook writers are focused on providing your child with sound educational materials that will build the joy of learning. If you’re missing some of these materials, please let us know. We want to make sure you have everything you need to make the school year a successful one. In the next post, we’ll talk about how these materials are organized. Please let us know if we forget to include information that would be beneficial for you.

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Greenhouse Experiment Results

May 21, 2015 by BJU Press Writer

When Ginger Ericson needed an example of a controlled experiment for her upcoming seventh-grade Life Science Distance Learning course, my coworker Stephen and I decided to test internet claims that microwaved water causes death or deformation in plants.

Now the plant experiment is complete, and it was a lot of fun. In retrospect, I would love to redo it using the things our team learned. However, the process of learning continues, and there’s plenty of room for us to revisit this project, and perhaps some of you can try it at home.

The Experiment

After the first signs of seed germination appeared, Krista and Ashley recorded our observations and measurements for four weeks. Our data outlined below involves twelve of the original fifteen pots.

When comparing plants, age is important, especially when dealing with plants that grow as rapidly as ours did. It really means very little to compare a plant that has been growing for six days to one that has been growing for only three days and then announce that the first plant is larger. The four Microwave Group pots germinated a few days later than the others, so the groups could not just be compared to each other on a given date. Instead, all the data presented shows the average height, leaf number, and flower number of each group by day after germination, which we defined as the first day a plant was recorded in the pot.

The average heights of the three groups were similar, but the Microwave Group plants were slightly behind the plants in the other groups.

The average numbers of leaves in the three groups were also similar, with the Stovetop Group being slightly behind the other two.

It’s difficult to measure the average number of flowers. We took our measurements two to three times each week, and it is very possible that some flowers may have bloomed, been pollinated, and then died between two measurements. However, the data indicates that the Microwave Group plants began to flower before the others, had fewer flowers, and began to taper off before the other two groups. The Stovetop Group plants had also begun to taper off by the end of the experiment but had as many flowers as the plants in the Control Group. The number of flowers in the Control Group seemed to still be increasing.

The Results

At the end of any project, lessons should be learned that can be applied to the future. This experiment was no exception. Although we were very pleased with how this turned out, some factors that were not controlled may have affected our results. If you’d like to set up this experiment, we would recommend these adjustments:

Filter the water or use distilled water. Microwaving is a very inefficient method of boiling water, so nearly a quart of every gallon is evaporated. We used spring water, so the evaporated water left a good bit of precipitated calcium carbonate. Since the water boiled on the hotplate lost relatively little to evaporation, this phenomenon occurred to a far less extent. It is possible the excess calcium carbonate might have caused the smaller size observed in the plants in the Microwave Group.
Take measurements every day. We took measurements two or three times a week, and that worked well with plant height and leaf number, but it may have caused some of the unusual results for the flower number. The fact that we used a plant variety specifically bred to complete its lifecycle in less than six weeks may have exacerbated this issue.
Thin the plants at the beginning of the experiment so that each pot has the same number of plants. Some of our pots had only one plant, and others had as many as three. The resulting difference in competition could significantly affect all four measurements used.

What can we conclude?

The plants in the Microwave Group didn’t all die, and they didn’t all evidence horrible deformities—two results suggested on some websites. The plant height is curious, but so is the smaller number of leaves in the Stovetop Group. In the end, the small sample size prevents us from making broad generalizations, but we can conclude that plants do not seem greatly affected by microwaved water.

Keep an eye out for this experiment in our upcoming seventh-grade Life Science Distance Learning course!

• • • • •

Elwood holds a BA in biology and an MA in English from Bob Jones University. After working with the video lesson department at BJU Press for five years, he now serves as a secondary-level science writer at BJU Press. When not working, he enjoys taking random college classes, reading, playing disc golf, and hanging out with his wife and three kids.

A Tale of Microwaves and Greenhouses

April 30, 2015 by BJU Press Writer

Did you ever have one of those moments when you just wanted to test something for yourself? Many good ideas never progress beyond the thinking stage because of a lack of resources, but every once in a while, the opportunity to make that idea a reality presents itself. My coworker Stephen Garrison and I experienced this recently after discussing internet claims that microwaved water causes death or deformation in plants. During our discussion, we gradually realized that we didn’t have to just talk about it; this was something we could test ourselves.

Our conversation might have never have been anything more than another one of those unfulfilled good ideas if biological sciences teacher Ginger Ericson hadn’t needed an example of a controlled experiment for her upcoming seventh-grade Life Science Distance Learning course. Our idea seemed perfect because it would be a fairly simple experiment and because it would test a question that buzzes around the internet.

At the beginning, the biggest obstacle to our plan was finding a location to carry out our experiment. This time of year, temperatures can vary wildly in Greenville. Furthermore, the effects of the different water treatments, if any, would be diminished if the plants were exposed to rain. So we needed a controlled environment, one that filtered out factors such as rain and temperature fluctuations.

We were able to gain access to a fully climatized glass-metal greenhouse. This type of greenhouse is completely enclosed, so no rain can get to the plants inside, and the internal temperature can be kept constant.

Our setup was fairly simple.

We filled fifteen four-inch pots with wet potting soil.

We planted three or four Brassica rapa (turnip) seeds in each pot.

Three groups received a random group of five pots:
- a control group
- a group to be treated with water previously boiled for five minutes on a hotplate
- a group to be treated with water previously boiled for five minutes in a microwave

We placed the pots in the greenhouse and allowed the seeds to germinate.

Now that the plants have germinated, we continue watering each group with the corresponding water treatment and recording measurements for
- plant height,
- number of leaves, and
- number of flowers.

These data should give us an indication of what effect, if any, the different types of water have on the plants. Check back with us in May to find out the results of this good idea turned into reality.