Is the online environment appropriate for all Counseling courses? ACES Guidelines. ACES Guidelines, cont. ACES Guidelines, cont.

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1 Teaching Counseling Courses on the Web: Pointers and Examples from an Online Career Counseling Course Is the online environment appropriate for all Counseling courses? Charles L. Guest, Jr., Ph.D., NCC, LPC Joyce M. Guest, MS ACES Annual Conference October 18, 2002 Park City, Utah The presenters would like to express their appreciation to Dr. Tom Hohenshil, VA Tech University who, through his pioneering efforts in this area, inspired us to develop online 1 courses of our own. The obvious answer is no, but: Depending on level and type of instruction, many courses are appropriate. ACES Guidelines for Online Instruction in Counselor Education (ACES Technology Interest Network, 1999: ACES Guidelines COURSE QUALITY:! The course must offer, at a minimum, an equivalent educational opportunity to that provided in a traditional course. This should include equality in the domains of information, skill building, and course evaluation.! Specific course content must be amenable to effective delivery in the manner proposed.! Reasonable efforts must be taken by the institution to ensure that the student has been responsible for course work submitted.! Distance learning courses must provide an opportunity for the students to be actively engaged in a learning process beyond simply reviewing text-based materials. 5) Distance learning courses should not be limited to a recreation of a traditional face-toface course but should be specifically designed to take advantage of educational opportunities provided by the medium used to deliver the course. 6) The differential impact on student learning which is likely to occur to those students taught in a distance fashion must be considered, and any potential problems must be guarded against or steps for redemption provided. 7) In those cases where distance classes provide for a meeting opportunity for students, the meeting environment should be one that is supportive of and conducive to the educational process. 8) As in all courses at the University level, issues of equity and diversity should be addressed and promoted in a distance environment. COURSE/CONTENT OBJECTIVES: 9) Distance based classes should be designed to meet a specific need. 10) Because counseling courses often involve the exchange of sensitive information about clients and students, security procedures need to be implemented and enforced that ensure appropriate protection of this information. 11) If the objectives for a specific distance class are different than those for an on-campus class, then appropriate steps must be taken to ensure that every distance student receives appropriate redemption to meet all objectives. 12) Appropriate procedures for evaluation of student learning must be implemented. INSTRUCTIONAL SUPPORT:! Students must have access to equivalent educational supports including library resources, tutorial assistance, and access to the course instructor.! Students must be provided with the opportunity to receive complete training in the technology prior to being required to use the technology and should be provided with ongoing support throughout the educational experience.! Financial resources must be available to meet the needs of the distance learning activities. 1

2 16) Students must be provided with adequate access to faculty in a timely fashion. 17) The specific purpose and outcomes of a distance delivery method is to be explained prior to the beginning of the course and included in the syllabus. 18) Appropriate policies must be developed and disseminated concerning expectations for student attendance, time commitments, and other faculty expectations for performance. 19) Courses need to reflect sound pedagogy, and where appropriate, opportunities for student interaction and collaboration on specific course materials must be provided. 20) Support resources, such as books, videos, computer software, must be made available to students in a manner that is reasonable for those students who have enrolled in an on-line or distance class. FACULTY QUALIFICATIONS:! Faculty instructing distance education courses should be of equivalent experience and eligible for academic rank in the same manner as their on-site counterparts.! Faculty must be fully trained in all aspects of the technology that is used to deliver the course, and continuous ongoing support must be provided by the educational institution.! In those cases where appropriate, qualified mentors or discussion leaders are required, the same standards must exist for determining quality and ability of these support personnel as would be used in a traditional setting.! Faculty assignment to distance education courses must reflect the actual faculty involvement, including adequate time and resources for faculty training, course preparation, and technology adaptation. INSTRUCTOR/COURSE EVALUATION:! Course/instructor evaluations for distance classes must be implemented to be commensurate with procedures used for evaluation of classes taught through traditional methods. Students participating in distance classes must be given the opportunity to provide course/instructor evaluations anonymously (e.g., by returning evaluations via the U.S. Postal Service). TECHNOLOGICAL STANDARDS: 26) Technological problems will occur that will require appropriate back-up and/or face-toface technologies. INSTRUCTOR/COURSE EVALUATION: 27) Procedures to address grievances of the student must be implemented. But why do it sure seems like extra work ACES Technical Competencies for Counselor Education Students It is but: Allows for student schedule flexibility important since most students in our program work, have a family, have major life commitments. Offers some pedagogical benefits over the traditional classroom environment ( we will discuss a few later) Allows for flexibility of faculty schedule (faculty can even teach from remote locations) Keeps students up-to-date with technology and helps Counselor Educators to meet technology objectives See ACES Technical Competencies for Counselor Education Students (ACES Technology Interest Network, 1999: ) Keeps faculty up-to-date with technology May provide advantages for students with disabilities 1. Be able to use productivity software to develop web pages, group presentations, letters, and reports. 2. Be able to use such audiovisual equipment as video recorders, audio recorders, projection equipment, video conferencing equipment, and playback units. 3. Be able to use computerized statistical packages. 4. Be able to use computerized testing, diagnostic, and career decision-making programs with clients. 5. Be able to use Be able to help clients search for various types of counseling-related information via the internet, including information about careers, employment opportunities, educational & training opportunities, financial assistance/scholarships, treatment procedures, and social and personal information. 7. Be able to subscribe, participate in, and sign off counseling related listservs. 8. Be able to access and use counseling related CD-ROM data bases. 9. Be knowledgeable of the legal and ethical codes which relate to counseling services via the internet. 10. Be knowledgeable of the strengths and weaknesses of counseling services provided via the internet. 11. Be able to use the internet for finding and using continuing education opportunities in counseling. 12. Be able to evaluate the quality of internet information. (It is recommended that these competencies be reviewed and updated every three years) 2

3 What does online instruction involve? Any kind of instruction that takes place via a computer network Internet network of computers linked together allowing information to be shared (hardware like the VCR and wires) World Wide Web (www) various files that are linked to one another (the movies you watch on the VCR but linked together) How does Online instruction differ from on-campus environments: 1) Time and Distance Independent 2) Interactivity 3) Multiple media types 4) Open learning environment 5) Learner Centered (e-college, 2002) Designing your online course: Traditional vs. Online Teaching The same instructional design strategies that you use in your traditional courses can be used with online courses. ARCS Motivational Model (Keller, 1999) Attention, Relevance, Confidence, Satisfaction ADDIE model " Analysis " Design " Development " Implementation " Evaluation Keep in mind: Presentation of course material Communication to students Feedback from students (e-college, 2002) Tool: Lecture Assessment In Class Discussion Traditional Oral Presentation Overheads Presentation Software Handouts Homework Quizzes Exams Participation Projects Journals Instructor/Student Student/Student Online Streamed audio Video Presentation Software Text notes/files Online Resources Online Homework Online Quizzes Online or Proctored Exams Participation Projects Journals Webliography Threaded Discussion Threaded Discussion Chat Room Traditional vs. Online Teaching, cont. The tools of online instruction: Tool: Grading Reflections Group/Team work Traditional Traditional Gradebook Notebooks Journals Communicate by: In class Phone Fax Present: In Class Online Online interactive gradebook/dropbox Online Notebooks Online Journals Communicate by: Chat Document Sharing Dropbox Present: Document Sharing Chat Presentation Software Basic Course Package (e-college, Blackboard, WebCT, etc.) Units or Weeks (your choice usually) Document Sharing and/or Dropbox Journals Chatrooms Threaded Discussions Lecture Material Written (text files, word/wordperfect documents, html, etc.) Audio files/streaming Video clips Presentation software/pres. Software + audio (Tips: Use small chunks for better comprehension, Embed alternative resources within presentations alternative pathways to related content, graphic representations, etc.) 3

4 The tools of online instruction, cont. Track Changes Readings Texts Articles available in full text or on reserve Internet links Current news media sources Assignments Build in assignments that allow students to use the material as they are processing it. Gear assignments to fit content/objectives Submit online via document sharing, , or dropbox Case studies, projects, article critiques, etc. Can grade using MS Word Track Changes (see next slide) Editing function in MS Word that enables you to edit documents on screen and return them to the author with your changes/comments in a different color Can separate multiple edits by editor and version Highlights changes/corrections/comments by reviewer(s) Can accept changes, etc. The tools of online instruction, cont. Alternative Assessment (Litchfield, 2002) Quizzes/Exams Yes, security can be problematic if objective testing is your only assessment tool Most platforms provide for one shot exams, timing, no downloading, can also use real-time phone, or chat tests Can have proctored exams (can be difficult to arrange) Webliography Webquests WebQuest is a structured activity designed to allow the user to "web-search" within a specified framework, with defined structure, and with pre-imposed limits. This activity works better than many web activities because of the structure. Developed by Bernie Dodge at San Diego State University, a webquest is an "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet." (see Bernie Dodge s site: ) Perform task rather than select answers Quality judged on preset criteria given to students Research seems to show: That it moves learning into the active rather than passive category That students have more interest in the material That more learning occurs That deeper understanding and cognitive processing occurs That curriculum needs to be pared down to major concepts depth not breadth Alternative Assessment, cont. Benefits: May be a better indicator of student s knowledge and skills Encourages development of critical thinking and problem solving Provides variety for students and instructor Builds confidence Students learn and retain more How?: Academic Contracts Wide range of areas/ possibilities Explicit criteria for each option Numerous options Include space for student suggested activities Stagger due dates throughout term Basic technology skills for Students and Instructors: Basic internet navigational skills (using, attaching documents, etc.) Word processing Uploading/downloading documents, files Utilizing browser software (plug-ins, options, etc.) 4

5 Basic technology needs (hardware and connections) Different based on platform Most have a browser and hardware test available Internet Connection (obviously the faster the better) Browser (usually MS Internet Explorer even if you use AOL, MSN, etc.) Free at: Data Storage capability Word Processing and other software depending on class Accessibility Issues Section 508 of the Rehabilitation Act: (provides specific guidelines) A text equivalent for every non-text item Equivalent alternatives for any multimedia presentation Web pages designed so that all information conveyed with color is also available without color Documents organized so they are easily readable without an associated style sheet Redundant text links provided for each active region of a server-side image map Client-side image maps provided instead except when regions cannot be identified with an available geometric shape Etc. Accessibility Issues, cont. My Career Counseling Course Address needs of visually impaired, hearing impaired, mobility impaired students/instructors Courseware should integrate with assistive technology such as JAWS and Window-eyes Help-desk support available with personnel trained in assistive technology All available at no additional cost Chosen as our first venture into the online environment last summer A basic course of career theory, etc. At the conclusion of the course, students will be able to: Describe the cultural, economic, societal, and psychological functions of work, the roles that constitute a career, the social and psychological forces influencing and blocking career directions, and the conditions giving rise to and sustaining career counseling and job placement programs. Demonstrate an understanding of career theories by using the concepts and measures from several theoretical approaches to interpret career behavior. Describe and evaluate career counseling intervention methods and programs. Describe and evaluate job placement services and programs. My Career Counseling Course, cont. My Career Counseling Course, cont. What I don t like: Internet connection allowing, I will review the course for you (I have permission from all of my students to show you their efforts) What I like: Asynchronous nature, Flexibility Option of synchronous activities Students better prepared for discussion, more measurable Easier to modify as you go (allow for learnercentered education) You can see it all at once You can add more resources than with traditional (although a web-enhanced on-campus can do this as well) Especially the first time, it is more work than a traditional class University is reluctant to grant course release time or compensate for the extra effort Copyright issues differ based on the university Technical problems Mistakes are very obvious and sometimes difficult to correct (syllabus errors that connect to unit or weekly assignments) Harder to maintain (websites change, sources change, etc. What would I do differently next time? Do a better job of fostering community (see next slide) Utilize Guest Experts More instructor thread participation Smaller class size (I had 19 and, I may be dreaming, but would be optimal for this course although threads are better with more) More interaction with students Chart prepared by graduate assistant Specific feedback to each student each week 5

6 Fostering Community in the Online Environment Introductions Welcome Class introductions/ vita with digital picture Interaction Between instructor and learner Among learners Between learners and content Strategies for interaction to build community Partner or Dyad Activities Asynchronous group discussion Project-based group or team ventures Planned controversy Cooperative research Synchronous chats Public tutorial Brainstorming My Career Counseling Course, cont. What helped?: A strong textbook as a base (I use Isaacson & Brown, 2000) This helps to structure the course and serves a foundation. Utilizing a community center for chatter, gripes, concerns, applause, etc. (keeps this out of the course content threads) Staggering assignments to alleviate pressure for students and for me Quizzes and Projects rather than midterm and final A flexible attitude and humor (especially with technical problems) Setting rules for thread participation and grading in advance: Can t be just Yeah I agree Must be three or more per thread per week Must be on more than one day No abbreviations unless they are identified first References/Resources References/Resources, cont. Clark, R. E. (1983). Reconsidering research on learning with media. Review of Education Research, 53(4), Clark, R. E. (1991). When researchers swim upstream: Reflections on an unpopular argument about learning from media. Educational Technology, 31(2), Dodge, B. (1997). Some thoughts about webquests. Web materials through the San Diego State University. See: E-College (2002). Tutorial for instructional design in online education. Author. Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning, 78, Kosma, R. (1994). Will media influence learning? Reframing the debate. Educational Technology, Research, and Development, 42(2), Litchfield, B. C. (2002). Instructional design principles II. Online course materials through the University of South Alabama. Used by permission of author. Ramage, T. R. (2002). The no significant difference phenomenon: A literature review. The E-journal of Instructional Science and Technology, 5(1). Relan, A. & Gillani, B. B. (1997). Web-based instruction and the traditional classroom: Similarities and differences. In B. H. Khan (ed.) Web-based Instruction, Englewood Cliffs, NJ: Educational Technology Publications. Wiggins, G. (1990). The case for authentic assessment (Report No. R ). Office of Educational Research and Improvement, U.S. Department of Education. (ERIC Document Reproduction Service No. ED328611) WebCT: Blackboard: E-college: Academic Contracts Criteria for Academic Contract Subject, topic, course (whatever is appropriate) Space for student name Completion date Required activities (activities everyone does) Optional activities (8-10 activities) Line for Other (ideas Ss may have that you did not think of) Requirements for A, B, C grades Line for student choice of grade Student signature line and date Teacher signature line and date 6