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Embrace and manage online teaching methods. AAFCS Annual Conference Research-to-Practice Session June 27, 2013. Introduction. Paula J. Tripp, Ph.D., CFCS Clinical Associate Professor, FACSED Coordinator Department of Human Development and Family Science. College of Human Sciences - PowerPoint PPT Presentation
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AAFCS Annual ConferenceResearch-to-Practice SessionJune 27, 2013
EMBRACE AND MANAGE ONLINE
TEACHING METHODS
Paula J. Tripp, Ph.D., CFCSClinical Associate Professor, FACSED CoordinatorDepartment of Human Development and Family Science.
College of Human SciencesStillwater, OK
Taught online since 2007: 2000-level Consumer Education; 3000-level Family Relationships; 4000-level Resource Management; 5000-level Seminar in FCS Research, Needs of Aging Populations and Their Families (coordinator of team), Evaluation Techniques, Family Resource Management
Consultant to faculty for online course needs
INTRODUCTION
Name InstitutionFCS content area(s)Experience with online course(s)
YOUR INTRODUCTION
Compare online and on-campus teaching methodology differences.
Study different methodologies used to teach online courses.
Investigate the incorporation of Second Life into coursework.
Analyze the appropriate teaching methodologies for specific online needs.
SESSION OBJECTIVES
Students have multiple roles as student, family member, worker, friend. Online coursework can help them complete their degree on schedule.
Top concerns for students: clear instructions, well-organized content
Task-oriented rather than clock-orientedFlexibility is relative
RESEARCH FINDINGS
From “sage on the stage” to “guide on the side”Syllabus Instructor introduction: print with picture, videoTechnical requirementsHelp Desk, technical assistanceVirtual officeStudent introductionsAnnouncementsTegrity/remote proctoring
BEST PRACTICES: COURSE HOME
Organization: chapter number, title, week, module Introduction page for each unit: objectives, where to find
materials, due datesPowerPoint filesChapter notesVirtual field tripsGroup workSupplementary materials: articles, video links
BEST PRACTICES: CONTENT
Tests, quizzes, projects, papers, discussions, etc.:
Policy for late workPosting: where, how longClarity: purpose, specific instructions and expectations, formatDue dates: on the assignment and match SyllabusGrading rubricWhere to submitReminder to submitGrade what is submittedTimely grading and feedback
Include due date and points available on unit introduction page
BEST PRACTICES: ASSIGNMENTS, GENERAL
Open and close dates and timesWhere locatedAmount of time available; consequence of too much timeNumber of questions and points availableTake once or multiple times?Random generation of questionsDisplay grade, answers?Gradebook review
BEST PRACTICES: TESTS AND QUIZZES
QUIZZES AND EXAM
3 Quizzes
10 questions to student, 20-30 in test bank
Random10 minutesClosesElectronic grading
and posting
Final Exam
50 questions to student, 128 in test bank
Random1 hourClosesElectronic grading
and posting
Due dateNumber of posts requiredEnglish usageStudents reply to different studentsConsider multiple deadlines for postsRequires explanation, justification to situation or question
posed by faculty. Or, topics can be generated by students.Promote critical thinkingConsider “chunking” (bite-size pieces) – provide a short
video, a reading, then a discussionApply posts to current eventsGive kudos and challenges to discussions
BEST PRACTICES: DISCUSSIONS
DISCUSSION 8: ECONOMIC RESOURCES
THIS ASSIGNMENT IS DUE BY OCTOBER 10 AT 11:59 PM, AND IS WORTH 40 POINTS TOTAL. FOR EACH POST, 80% OF YOUR GRADE WILL BE BASED ON YOUR CONTENT AND 20% ON ENGLISH USAGE. THE ASSIGNMENT WILL NOT BE ACCEPTED AFTER OCTOBER 10.
1. First post: Envision that you have been asked to present an hour-long session to 10 engaged couples on the topic of financial management. Not a very long time for this important topic, but at least they'll hear some information that will be critical to their relationship! Based on information presented in the text, the PowerPoint notes, and the related articles and video that are posted, bold the 5 main topics you would cover; i.e., what do these couples need to know about and discuss as a couple to successfully manage their finances? Use at least 10 sentences to discuss the 5 topics (a minimum of 10 total, not 10 for each of the 5 topics!) you would cover and include a justification for the topics you selected. In your justifications, indicate any specific information you would target by gender (based on information from Chapter 7). This discussion is worth 20 points.
2. Second post: In at least 5 sentences, respectfully respond to a classmates' post regarding their selection of topics and/or their justifications. You can refer to course materials and/or personal experiences. This post is worth 10 points.
3. Third post: In at least 5 sentences, respectfully respond to a different classmates' post regarding their selection of topics and/or their justifications. You can refer to course materials and/or personal experiences. This post is worth 10 points.
DISCUSSIONS: SECOND LIFE
Consistent organizationTabs match Syllabus titlesAnnouncements tell where to find materials
BEST PRACTICES: NAVIGATION
Office hoursContacts with studentsGradersFinancial matters
BEST PRACTICES: OTHER
Paula J. Tripp, Ph.D., CFCS, CFLEClinical Associate Professor, FACSED CoordinatorDepartment of Human Development and Family Science,
College of Human SciencesOklahoma State University233 Human SciencesStillwater, OK 74078-6122Phone 405-744-8355Email [email protected]
CONTACT INFORMATION