2008 CSCPA
Accounting Educator Conference
Susan V. Crosson
Santa Fe College
Gainesville, FL
Designing and
Managing an Online
or Hybrid
Accounting Course
Teaching a Course is like a Rubber band
Teaching/Learning/Assessing
occurs best if the
faculty/student relationship is in
sych....
Sych the tension properly
through goal congruent facultystudent course expectations....
And maintain tension
throughout the course by
actively involving students in
learning....
Begin with the end in Mind!
• Teach/Learn/Assess
Fundamentals
• Course Ideas/Examples
• Additional Resources
If you know where you’re going,
you’re more likely to get there….
Traditional Knowledge Process...
Do Homework, Participate
Write Papers, Exams
LEARN
ASSESS
Activities to
Gain Confidence
in Knowledge…
Demonstrate
Knowledge
Breadth
and Depth…
Read Book, Come to Class
TEACH
Deliver content…
A More Engaging Knowledge Process...
Create Activities
LEARN
Assess Outcomes
ASSESS
Activities to
Gain Confidence
in Knowledge...
Demonstrate
Knowledge
Breadth
and Depth…
Identify Resources
TEACH
Deliver Knowledge, Skills, Abilities, Attitudes, and Values...
Teaching/Learning Modalities
How to make the teach-learn connection
• I See…visual learners
• I Hear…aural learners
• I Touch…read/write learners
• I Do…kinetic learners
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
Learning Focus Questions
I
II
What?
How?
III
IV
Why?
What If?
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.
(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
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?
Teach/Learn/Assess Activities
What (Absolute):
• Lecture with Visuals
• Textbook reading
• Data Gathering
• Objective Exams
How (Transitional):
• Lecture with Demos
• Homework Problems
• CAI (Computer-Aided Instruction)
• Problem Exams
Why (Independent):
• Socratic Lecture
• Group Discussions
• Motivational Stories
• Group Projects/Exams
What If (Contextual):
• Student
Lectures/Presentations
• Role Play
• Open-ended projects
• Subjective Exams
Next Step…
Develop a Course Plan
Course Goals
Curriculum, Course,
and Professor
Course Basics
Syllabus
Calendar
Gradebook
Course
Evaluations
by Students
Orientation/First
Day
Student Readiness
Student To Do List
Student Consent
Form
Course Sessions
Learning Objectives
Teach
Learn
http://inst.sfcc.edu/~scrosson
Online/Blended: Eduspace.com
password please
Assess
Pre & Post
Course Planning Worksheet
Student Learning Level Goal: Absolute Transitional Independent Contextual
What?
How?
Why?
What If?
*Knowledge, Skills, Attitudes, Abilities, and Values
Learning
Outcome
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
Course Ideas/Examples
•
•
•
•
•
Engaging Students
Encouraging Discussions
Bringing in the Real World
Teaching Efficiency
Add Meaningful Technology
Engaging Student Strategies
• One minute memos or journaling…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
• Chapter Expert
• Posts chapter and class notes, answers student posted questions online, and
develops sample exam questions
• Give points for posting questions and responses
Encouraging Discussions
• Good Beginnings:
– What is the main idea of…?
– What if…?
– How does…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…?
– How are …and …similar?
– How would you use…to…?
– What are the strengths and weaknesses of…?
– What is the best…and why?
• Beginnings to Avoid:
– Are there any questions?
– Does everyone understand?
Bringing in the Real World
• Classroom=Workplace
• Give points for doing homework on
spreadsheets
• Encourage collaborative web-based instead of
paper-based projects
• Build students’ resumes by using real
accounting software like QuickBooks, Office
Accounting , or Dynamics-GP
• Utilize XBRL and XML based documents
• Use teams and collaboration
• Evaluate peers-multiple times
• Require Communication similar to workplace
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 research in addition
to library-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!
Add Meaningful Technology Tools
• Course Website-24/7 gradebook, syllabus,
calendar
• Online Resources for Textbooks
• Learning Management Systems:
WebCT/Bb , Angel, Publisher
• PowerPoint with voiceovers
• Tablet pc
• Audio podcasting
• Videos
• Accounting software
Tablet
or
Convertible PCs
Class Notes
What I write each
class every semester:
What you need…
One Note or other digital inking program
Tablet pc or other Digital ink device
USB drive to transfer files to website
Webpage to view files (One Note must be viewed using
Internet Explorer)
Students need only the Internet
& Internet Explorer
What’s a Podcast?
• “Podcasting is the method of
distributing multimedia files,
such as audio programs or music
videos, over the Internet for
playback on mobile devices and
personal computers. “
• “Podcasting's essence is about
creating content (audio or video)
for an audience that wants to
listen or watch when they want,
where they want, and how they
want.”
Wikipedia
Podcasts…
Consider the possibilities
• Record and playback classes
• Chapter overviews—highlight favorite
pages or LOs (learning objectives)
• End-of-chapter coaching of review problem
to model problem solving process
• Explanations of textbook visuals, i.e.,
exhibits, figures
• Podcasts-audio or video broadcasts
available on iTunes, MySpace, YouTube
– I hear, I see….therefore I learn
A
c
c
o
u
n
t
i
n
g
o
n
i
T
u
n
e
s
W
S
J
o
n
i
T
u
n
e
s
P
o
d
c
a
s
t
s
How to Make an Audio Podcast…
• iPod
• iPod-compatible microphone, i.e., Belkin’s Voice
Recorder
• iTunes…Download free to PC
http://www.apple.com/itunes/download/
• External Media, CD, or Webpage
Microphones
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
How to Make a Video Podcast…
• Video capture, editor and rendering program
–
–
–
–
Camtasia http://www.techsmith.com/camtasia.asp
QuickTime 7 Pro http://www.apple.com/quicktime/pro/win.html
GarageBand http://www.apple.com/podcasting
SnapZ
• Camera (like FlipVideo) / webcam with mic
• Computer
Theflip.com
Publishing to the Web
•
•
•
•
•
YouTube
Web page on College server
MySpace
iTunes podcast
iTunes U
uTube or YouTube
Podcast Takeaways
• Quick, easy and low (no) cost
• Use .mp3 files (audio) or .m4v (video)
• Short audio clips
• Link to textbook
More Podcast Takeaways
• Consider attention span and
downloading time. Keep it short!
• 5 minutes of MP3 file is about 5 MB!
• Too long----> Students tune out.
• Too short ----> Not worth it.
Software
in Your Course?
QuickBooks, Peachtree, Office
Accounting, Dynamics-GP, SAP
Why add Accounting Software to your courses?
• Business/Financial Literacy
• Accounting Literacy
• Because it is how accounting is actually done….
Accounting and Accounting Education is Changing
• Doing Focus—THE BOOKS
–
–
–
–
–
Principles of Accounting, Tax, Audit, Government
Accounting and Bookkeeping Skills and Expertise
Manual systems to learn accounting processes
Value –added since gatekeeper to data and accounting information
Stewards of locked up data and information
• Using Focus—THE COMPUTER
–
–
–
–
Computer-based (evolved from manual) accounting programs
Accounting done by accountants in accounting department
Value-added from Information and analyses fulfillment
Team player who provides data and information to their business
• Present and Future Focus—THE INTERNET
– Technology and accounting integrated throughout economy
– Accounting software on every desktop…not just in accounting
department…database not legacy systems
– Information accessible from anywhere…xbrl, search engines
– Accounting generated & accessed by everyone …B2B
– Value-added is driven by User Interface
http://www.microsoft.com/dynamics/product/familiartoyourpeople.mspx
– What’s Accounting’s role?
Popular
Accounting
software
Software
2008 Educational Cost
Retail Cost
Peachtree
by Sage
FREE to schools
www.peachtree.com/training/educational
_partnerships.cfm
$69.99 - $699.99
QuickBooks
by Intuit
Pro Educational Site license
$99.95 - $599.95
http://accountant.intuit.com/training_cpe/
intuit_education_program/qb_educator_r
esources.aspx
Or
140 day Pro Trial version w/ textbooks
Or
30 day FREE Online Plus Edition
Pro:
$99.95 to $3,000.00+
Office Accounting
2007 by Microsoft
Two versions:
Express or
Professional
Office Accounting Express 2007:
http://www.ideawins.com/home.html
Office Accounting Professional 2007:
http://us1.trymicrosoftoffice.com/product.aspx?family=
officeaccounting&culture=en-US
Students 120 days free and MSDN
version free to schools
Dynamics-GP
by Microsoft
Academic Alliance FREE to schools or
120 day educational version
www.microsoft.com/education/academic
_alliance.mspx
Online: $19.95-39.95/mo.
Express FREE download
or part of Office Small
Business, Professional,
or Ultimate Suites
Professional: FREE
limited use or
$149 new or
$99 upgrade
$15,000.00+
Computer Accounting textbooks & supplements, www.mhhe.com/yacht
Computer Accounting with Peachtree 2008, Release
15, 12e (includes software CD) – 700 pages
0073379395
www.mhhe.com/yacht2008
Computer Accounting Essentials using QuickBooks
Pro 2008 (140-day software CD) – 225 pages
Schools need to contact Intuit for site license price list
0073379387
www.mhhe.com/QBProessentials
(http://accountant.intuit.com/training_cpe/intuit_education_program/qb_educator_resources.aspx)
Computer Accounting Essentials using QuickBooks
Online Plus (30 days FREE) – 200 pages
Internet-delivered software. Free for 30 days.
Computer Accounting with Microsoft Office
Accounting 2007 (includes software CD) – 600 pages
Computer Accounting Essentials with Microsoft Office
Accounting (includes software CD) – 275 pages
Free—no time limit—MSDN version available for computer
labs and instructors.
Computer Accounting with Dynamics GP 10.0, 2e
(includes software) – formerly Great Plains – 650 pages
Computer Accounting Essentials with Dynamics GP
10.0, 2e (includes software CD) - 275 pages
Data has 120-day time limit. Software has no time limit.
9780390181367 (Primus)
007333796X
www.mhhe.com/yachtmoa
0073527033
www.mhhe.com/moaessentials
0078110793
www.mhhe.com/dynamicsgp10
0078110807
www.mhhe.com/dynamicsgp10essentials
Susan Crosson
Santa Fe College
Gainesville, FL
susan.crosson@sfcc.edu
My courses
http://inst.sfcc.edu/~scrosson