Title V Conference
Tracie Edmond
Edmond, Assistant Professor
of Accounting
Accounting, University of
|
the Incarnate Word
Theresa Tiggeman,
Th
Ti
Professor
P f
off Accounting,
A
ti University
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it off the
th
Incarnate Word
1
Utilizing Games to Enhance Collaborative g
Learning
Introduction
† Topic Bingo
† Who Wants to Be A Millionaire
† Hollywood Squares
† Jeopardy
2
y Rules
y The topics covered in today’s lecture are on the group BINGO cards
y As the topic is mentioned mark it off your card and lists any corresponding notes on the topic at the bottom of the card
y One you get three in a row, either diagonally, vertically or horizontally yell out BINGO What is Collaborative Learning?
g
4
Questions About Groups
€ Paradigm Shift
g
€ Accounting Education Change Commission’s Pronouncement
€ 5 Key Areas Emphasized in the Pronouncements
› Student as Active Participant
› Students Learn to Solve Unstructured Problems
› Students Learn by Doing
› Students Learn to Work Well in Groups
p
› Students Learn Creative Uses Of Technology
€ The student should be an active participant in the €
€
€
€
learning process
The student should be taught to identify and solve unstructured problems that require use of multiple d bl
h i f l i l information sources
The student should learn by doing
The student should learn to work in groups
The students should be taught the creative use of technology (Saunders & Christopher, 2003)
American Institutes of Certified Public Accountants
The AICPA has seven elements in its personal competencies that should b b i d b be obtained by anyone entering the accounting professor as a CPA
i h i f
CPA
1.
2.
3.
4.
5.
6.
7.
Professional Demeanor
Problem Solving and Decision Making
Interaction
L d hi
Leadership
Communication
P j M
Project Management
Leverage Technology
€ 15.1% require an accounting lab
g
€ 54.3% require the use of computers in completing assignments
€ 20% require simulations
€ 60% require a team‐learning approach or 6 % i l
i h collaborative learning (Saunders & Christopher, 2003).
€ Collaborative learning leads to inefficient allocation of student time and that the inefficiency in time allocation may reduce student knowledge € Proper allocation of grades, because in team assignments, Proper allocation of grades because in team assignments the same grade is usually given to the group
€ Faculty time y
€ Many students feel negatively about sharing grades, resent students who tag along for the ride or feel uncomfortable with the diffusion of responsibility
€ Many businesses rely on teamwork to get any job g
j
done
€ Faculty time is increased in learning any new pedagogy
€ Actual employment situations incorporate the negative aspects of collaborative learning
€ Student understanding increases
Interactive Example: Who Wants to Be A Millionaire
4/20/2009
Each table is a group
If you do not know the answer you have 3 lifelines •
4/20/2009
Life Lines
1.
2.
3.
•
Ask another group for help Poll the class or the group Ask the instructor for a 50/50
Question:
Wh i h b i f ll b
What is the best size for a collaborative learning i l
i group?
•
A.
B.
C
C.
D.
10 – 12
1‐2
50 100
50‐100
4‐6
Question:
Wh i h b i f ll b
What is the best size for a collaborative learning i l
i group?
•
A.
B.
C.
D.
1‐2
4‐6
Jeopardy as a Review or Summary Tool
y
Di id h d
Divide the students into groups
i
y
Each group is to develop the categories and the review questions and answers
q
y
Once the students come up with their categories, then each member of the group is responsible for coming up with at least one p
g p
review question in each category
•
Then review day becomes game day as the students play each groups board.
students play each groups board
If there is a debate on the answers, each student can plead their case to the judge ( the professor) or the professor can approve f
) th f
questions and answers ahead of time.
•
y Who Wants to Be A Millionaire
Who Wants to be a Millionaire.ppt
Hollywood Squares
y Hollywood Squares Template.ppt
Jeopardy
y Jeopardy1Template.ppt
y Conclusion
y Question and Answer
y Fiechtner, S. B., and Davis, E. A. (1992). "Why some groups fail: A survey of students' experiences with learning fail: A survey of students
experiences with learning groups". In Goodsell, A. S., Maher, M. R., and Tinto, V. (Eds.), Collaborative Learning: A Sourcebook for Higher Education. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University.
y Johnson, D. W., Johnson, R. T., and Smith, K. A. (1998). Johnson D W Johnson R T and Smith K A (1998) Active learning: Cooperation in the college classroom.
Edina, MN: Interaction Book Company