Developing and Managing an Online or Hybrid Course

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1 Developing and Managing an Online or Hybrid Course Leverage Learning in Your Classes 2005 Conference on Accounting Education Susan V. Crosson Santa Fe Community College Gainesville FL

2 Why Add Web Resources to On Campus and Online Courses? Content Knowledge & Skills Taught/Learned Teaching/Learning Process Student Abilities and Attitudes Course Context (perspectives and values)

3 Course Design and Core Competencies Functional: Decision Modeling Risk Analysis Measurement Reporting Research Leverage Technology Personal: Professional Demeanor Problem Solving/Decision Making Interaction Leadership Communication Project Management Leverage Technology Broad Business Perspective: Strategic/Critical Thinking Industry/Sector Perspective International/Global Perspective Resource Management Legal/Regulatory Perspective Marketing/Client Focus Leverage Technology What Content Knowledge or Skills are Taught/Learned in a course? How is a Course Taught/Learned? What is the Teaching/Learning process? What abilities and attitudes does it develop? What Context (the perspectives and values) does a course use?

4 Make it personal It s Your Course and Website An Ongoing Process anchored by Your Mission/Vision

5 My Mission/Vision To create a learning process as individual as each student requires to master the course content and actively apply with confidence what's learned.

6 Developing a Course Plan Course Goals Curriculum, Course, and Professor Course Basics Orientation/First Day Course Sessions Learning Objectives Syllabus Calendar Grade book Course Evaluations by Students Student Readiness Student To Do List Student Consent Form Teach Assess Pre & Post Learn On Campus: Financial Managerial Open Campus-password please Eduspace-password please

7 The On Campus 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

8 The Blended 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...

9 Expands Course Design Opportunities Develop Teaching Strategies Construct Learning Activities Design Outcomes Assessment Deliver a Course

10 Students Learn in Many Ways. Learning Modalities: I See I Hear I Touch I Do

11 Identify Teaching Resources by Susan V. Crosson I SEE I HEAR I TOUCH I DO (Visual) (Aural) (Read/Write) (Kinetic) Internet and Publisher Generated Resources Textbook Visuals Class Videos Textbook Flashcards PowerPoint Slides Class Videos Lecture Outlines Virtual Tours Websites Online Chapter Summaries Online Learning Objectives Online Glossary Teaching CDs Accounting Tutor Excel Templates Online Study Guide Some Faculty Generated Resources Classroom Professor's Videos SE & E Videos Board Notes Classroom Podcasts PowerPoint Slides with Audio Classroom Chapter Experts Practice Exams Classroom Projects Demonstrations

12 Teaching Takeaways Ever Expanding Knowledge and Skills.. Consultants and Knowledge Experts Business Model Today Use your student demographics Students prepare notes and solutions Require web-ready reports and documents so they can be shared online Encourage Web-based research in addition to library-based research Use source documents Provide content in student s comfort zone ipods, One Note, Videotape lectures, old exams, online quizzing, IM, comics..

13 Blackboard Example WebCT example Learning to Know Activities by Susan V. Crosson Homepage Evaluation Synthesis Analysis Application Comprehension Knowledge Chapter Discussion Forum with visuals Phone mail feedback of another student's audio journal Critique another student's work FRAs Fingraph Discussion Forum Threaded Podcast journal on chapter Merge student notes into a one page recap of chapter Spreadsheet and Report Web activities Compare and contrast of topic Learning Objective Flowchart Podcast on how and why you will apply LO Recap notes that compare and contrast Software based problems G/L problems Field trips with Feedback Excel Template Problems with Solutions Verbally compare answers with student consultant Answer Chapter questions Reading Guides Working papers Excel templates GroupHwk Student solutions to old exams Explain Teaching Transparency Explain SE or E to at least two other students Students create one page of notes for the class SE Exercises Create Visual Pictures Crosswords Matching Create audio notes (ipod) Speak your answers Develop neumonics Write notes Learning Objectives recap Create Flashcards Content checklists I SEE I HEAR I TOUCH I DO

14 Learning Takeaways Make it personal Classroom=Workplace Give points for doing homework on spreadsheets Encourage collaborative web-based instead of paper-based projects Build students resumes by using work authentic software like QuickBooks, Small Business Accounting, or Great Plains Use teams and collaboration Peer evaluations-multiple times Require Oral and Written Communication similar to workplace: , voice mail, online executive summaries

15 Sample Learning Experiences Blackboard Example WebCT example Business Simulations Small: QuickBooks Online Edition Mid-size: Microsoft Business Solutions-Great Plains 8.0 Large: SAP simulation Ethics Survey: Quality and inventory issues with M&Ms Class Learning, Team Projects, and Evaluation Financial Class Notes

16 More Learning in Context Samples Annual Report Project Annual Report template in ppt and html Cookie Activities in class and on the web Journal writing using The Goal by Goldratt and Cox Product costing using Legos Parts List Job card

17 Course Design for Today and Tomorrow No Turnkey Solutions Expresses You Continuously Challenges Delights Students! Get more out of the classroom, By getting learning out of the classroom

18

19 Susan Crosson s Homepage Any comments are welcome: susan.crosson@sfcc.edu or

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