Designing and Managing an Online or Hybrid Accounting Course

Transcription

1 Designing and Managing an Online or Hybrid Accounting Course 2007 TCCTA Conference Susan V. Crosson Santa Fe Community College Gainesville, FL

2 Teaching a Course is like a Rubberband Teaching/Learning/Assessing occurs best if the faculty/student relationship is in sych... Sych the tension properly through goal congruent faculty-student course expectations... And maintain tension throughout the course by actively involving students in learning...

3 Begin with the end in Mind! Teaching/Learning Fundamentals Course Ideas/Examples Additional Resources If you know where you re going, you re more likely to get there.

4 Traditional Knowledge Process... Do Homework, Participate LEARN Activities to Gain Confidence in Knowledge Write Papers, Exams ASSESS Demonstrate Knowledge Breadth and Depth Read Book, Come to Class TEACH Deliver content

5 A More Engaging Knowledge Process... Create Activities LEARN Activities to Gain Confidence in Knowledge... Assess Outcomes ASSESS Demonstrate Knowledge Breadth and Depth Identify Resources TEACH Deliver Knowledge, Skills, Abilities, Attitudes, and Values...

6 Teaching/Learning Modalities How to make the teach-learn connection I I See visual learners I I Hear aural aural learners I I Touch read/write learners I I Do kinetic learners

7 Connecting Teaching/Learning I See (Visual) I Hear (Aural) I Touch (Read/Write) I Do (Kinetic) Online practice quizzes Group projects Textbook Classroom lectures and notes Podcasts PowerPoint slides PowerPoint with audio Exhibits, mind maps & concept maps

8 Learning Focus Questions I What? III Why? II How? IV What If?

9 Developmental Stages of Learning Absolute knowing means a student has knowledge of the facts and can answer questions like how, what, where, and when. (Frosh : 70%, Soph: : 50%) Transitional knowing means a student can apply the methods or knowledge to specified situations and can compare and contrast methods. (Frosh 30%, Soph: : 50%) Independent knowing means a student uses the knowledge to form opinions in nonspecific situations and can answer the question why. w (Most Juniors and Seniors) Contextual knowing means a student has integrated the knowledge into a broad context and is able to evaluate perspectives to make reasoned decisions and policies using this knowledge. (Grad school or 5 years out) From Baxter-Magolda s Developmental Stages of Learning and Knowing

10 Match the questions: What? How? Why? and What If? to the Developmental Stages of Learning and Knowing. What question does the Absolute knower prefer? What question does the Transitional knower ask most often? What question is the favorite of the Independent knower? What inquiry does the Contextual knower pursue?

11 Teach/Learn/Assess Activities What (Absolute): Lecture with Visuals Textbook reading Data Gathering Objective Exams Why (Independent): Socratic Lecture Group Discussions Motivational Stories Group Projects/Exams How (Transitional): Lecture with Demos Homework Problems CAI (Computer-Aided Instruction) Problem Exams What If (Contextual): Student Lectures/Presentations Role Play Open-ended ended projects Subjective Exams

12 Next Step Develop a Course Plan Course Goals Curriculum, Course, and Professor Course Basics Orientation/First Day Course Sessions Learning Objectives Syllabus Calendar Gradebook Course Evaluations by Students Student Readiness Student To Do List Teach Assess Student Consent Form Pre & Post On Campus: Financial Managerial Online/Blended: Open Campus-password please Learn

13 Course Planning Worksheet Student Learning Level Goal: Absolute Transitional Independent Contextual What? How? Why? What If? *Knowledge, Skills, Attitudes, Abilities, and Values Learning Objective Selected GOAL Level of Learning to be Achieved GOAL Targeted KSAAV* to be Enhanced GOAL Instructional Strategy TEACH Specific Assignment Materials LEARN Methods of Evaluation PRE & POST ASSESS

14 Course Ideas/Examples Engaging Students Encouraging Discussions Bringing in the Real World Teaching Efficiency Add Meaningful Technology Tools

15 Engaging Student Strategies One minute memos collect periodically Core dump beginning &/or end of topic i.e., create a wikiepedia Argue for/argue against What would X say about Y Examples you ve observed from personal lives regarding X concept Think/Pair/Share Pair summarizing/checking/editing Group work-- --all group members prepare & you select spokesperson Mini-cases or problems Peer reviewed projects Student discussion recorders Write discussion points on board, class rank importance by voting Chapter Expert Posts chapter and class notes, answers student posted questions online, and develops sample exam questions Give points for posting questions and responses

16 Sample Student Assignments for Financial, Principles of Accounting, or Intermediate Annual Report Project-each each student selects a different company, analyzes the financial statements, and posts their report online PowerPoint Template 2005 Student Reports Accounting Software Options: (Accounting( on Every Desktop Overview) QuickBooks Online Edition day free trial, students only need an Internet connection turnkey outside assignment; no prior faculty knowledge necessary,, students will know how to use QuickBooks by completing this project Office Accounting 2007-turnkey outside assignment; no prior faculty knowledge necessary, students will know how to use MOA by completing this project Microsoft Business Solutions-Great Plains day free education version turnkey outside assignment; no prior faculty knowledge necessary,, students will gain a basic knowledge of this leading mid-market market software by completing this project Inventory Methods using candy

17 Student Assignments for Managerial or Cost Accounting Cookie Activites-Students form cookie companies, produce chocolate chip cookies using Job &/or Process costing, prepare a company website e and marketing plan, price their cookies using a variety of methods, evaluate their t peers performance, and debrief the semester as the management team of a cookie conglomerate. Cookie Assignments and exhibits 2007 Student Websites Using Novels-set set context for class discussions and assignments The Goal by Goldratt and Cox Code Blue by McDermott and Stocks Job Order Costing with Legos-students students prepare a job card while they build 3 products Job Card Parts List

18 Encouraging Discussions Good Beginnings: What is the main idea of? What if? How does affect affect? Why is...important? What is a new example of? Explain why or Explain how How does this relate to what you have learned before? What conclusions can you draw about? What is the difference between and and? How are and similar? How would you use to to? What are the strengths and weaknesses of? What is the best and why? Beginnings to Avoid: Are there any questions? Does everyone understand?

19 Bringing in the Real World Classroom=Workplace Give points for doing homework on spreadsheets Encourage collaborative web-based based instead of paper-based projects Build students resumes by using real accounting software like QuickBooks, Office Accounting 2007, or Dynamics- GP Utilize XBRL and XML based documents Use teams and collaboration Evaluate peers-multiple times Require Communication similar to workplace

20 Teaching Efficiency Ever Expanding Knowledge and Skills Consultants/Knowledge Experts Business Model Today Use your student demographics Students prepare notes and solutions Course resources on the web Grading Rubrics Encourage Web-based based research in addition to library-based based research Use authentic source documents Provide content in students comfort zone Personalized Faculty Evaluation Keep the Best of What You Do, Rethink the Rest!

21 Add Meaningful Technology Tools PowerPoint Course Website Learning Management Systems: WebCT/Bb Clickers (personal response systems) Tablet pc ipod and podcasting Videos, Vblogs Skype Online Resources for Textbooks Accounting software Cell phones, Cameras

22 Clickers

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24 Tablet or Convertible PCs

25 Class Notes What I write each class: Fall Fall 2006 Class Notes Spring Spring 2006 Class Notes Fall 2005 Class Notes

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28 What you need One One Note or other digital inking program Tablet Tablet pc or other Digital ink device External External Media to transfer files to website Webpage to view files (One Note must be viewed using Internet Explorer) Students need only the Internet & Internet Explorer

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30 ipods....consider the possibilities Record and playback classes Chapter overviews highlight favorite pages or LOs (learning objectives) End-of of-chapter coaching of review problem to model problem solving process Explanations of textbook visuals, i.e., exhibits, figures Podcasts-audio audio or video broadcasts available on the Internet I hear, therefore I learn

31 Student Comfort Zone Audio files-podcasting.wav files that students can listen to as they view their text or notes using either a computer, ipod,, or mp3 player Managerial Accounting Chats Managerial Accounting Look and Listens Video files-videocasting.m4v files that students can see/hear using either a computer or video ipod Chapter 6 LO4 SE 6

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33 What you need ipodipod ipod-compatible microphone, i.e., Belkin s Voice Recorder itunes Download free to PC External External Media, CD, or Webpage to allow transfer of voice memo (WAV) files For For Video Podcasts,, you need either QuickTime 7 Pro or GarageBand

34 Podcasting with only a Telephone GCast is a free service that lets you record a podcast by calling a toll-free telephone number and then speaking using voic -style recording tools. Also offers free hosting and an embeddable player that can be dropped onto any page. The player describes your audio content as well as a play/pause button so all can listen without leaving the page. For more see GCast: Super-Easy Podcasting, Monkey Bites, February 21,

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36 What s next? What will you do this year? Share your best practices! Any efforts will be appreciated by your students! susan.crosson@sfcc.edu