Designing and Managing
an Online or Hybrid
Course
2006 Spring
Professional Development Day
Susan V. Crosson
Santa Fe Community College
On Campus 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…
Expand Course Opportunities by Adding the Web
•Develop Teaching Strategies for all Learners
•Construct Work Authentic Learning Activities
•Design Outcomes-based Assessments
•Deliver a More Engaging Course
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...
Make it personal…
It’s Your Course and Website…
An Ongoing Process anchored by Your Mission/Vision…
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.
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
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
Learning Focus Questions
I
II
What?
How?
III
IV
Why?
What If?
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?
Teaching/Learning/Assessing Process
What (Absolute):
• Lecture with Visuals
• Textbook reading
• Data Gathering on the Web
• Objective Exams
How (Transitional):
• Lecture with Demos
• Homework Problems
• CAI (Computer-Aided Instruction)
• Problem Exams
Why (Independent):
• Socratic Lecture
• Motivational Stories
• Group Discussions on the Web
• Group Projects/Exams
What If (Contextual):
• Student Lectures/Presentations
• Role Play
• Open-ended projects on the Web
• Subjective Exams
Add Meaningful Technology
Tools
• PowerPoint
• Course Website
• Learning Management Systems:
WebCT/Bb
• Tablet pc
• iPod and podcasting
• Videos
• Clickers (personal response
systems)
• Online Resources for Textbooks
• Accounting software
Teach More Efficiently
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
• Require web-ready reports and documents,
share them online
• Grading Rubrics
• Encourage Web-based research in addition
to library-based research
– Use authentic source documents
• Provide content in students’ comfort zone
– iPods, One Note, Videotape lectures, old
exams, online quizzing, IM, comics…
• Personalized Faculty Evaluation
• Continuous improvement not radical change
Keep the Best of What You Do, Rethink the Rest!
Bring 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 work
authentic software like QuickBooks,
SBA, or Great Plains
• Utilize XBRL and XML based documents
• Use teams and collaboration
• Evaluate peers-multiple times
• Require Communication similar to
workplace
Where to begin…Develop a Course Plan!
Course Goals
Curriculum, Course, and Professor
Course Basics
Syllabus
Calendar
Gradebook
On Campus:
Financial
Managerial
Course
Evaluations
by Students
Orientation/First Day
Student Readiness
Student To Do List
Student Consent Form
Online/Blended:
Open Campus-password please
Blackboard Example-password please
Course Sessions
Learning Objectives
Teach
Learn
Assess
Pre & Post
First Step, Add Course Basics
• Course Readiness
First Day of Class To Do List
• Course Dialogue
Student Survey
• Course Contract
Syllabus
• Rules of Engagement
Consent Form
• Ethics Dialogue
Ethics Survey
Additional Faculty Resources:
http://inst.sfcc.edu/~scrosson/Talks/Resources.htm
PowerPoint Self-Study sessions
•Getting A Great Start Overview
•Developing a More Effective Syllabus
•Developing an Effective Student Evaluation
•iPods Promote Teaching/Learning
•Course Website Design-Leverage Learning in Your
Classes
Visit your school's Center for Excellence in Teaching or
AAA's many teaching/learning sessions
Begin with the End in mind…Planning Course Sessions
Course Goals
Curriculum, Course, and Professor
Course Basics
Syllabus
Calendar
Gradebook
On Campus:
Financial
Managerial
Course
Evaluations
by Students
Orientation/First Day
Student Readiness
Student To Do List
Student Consent Form
Online/Blended:
Open Campus-password please
Blackboard Example-password please
Course Sessions
Learning Objectives
Teach
Learn
Assess
Pre & Post
Begin with the End in Mind:
You Get What You Measure!
Measure Pre and Post
Create Topic Planning Worksheets
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
Identify Teaching Resources
by Susan V. Crosson
I SEE
I HEAR
I TOUCH
I DO
(Visual)
(Aural)
(Read/Write)
(Kinetic)
Generated
Resources
Internet






Textbook Visuals
PowerPoint Slides
Class Videos
Lecture Outlines
Virtual Tours
Websites
Some
 Classroom
 Professor's Videos
 SE & E Videos
and
Publisher
 Class Videos
Faculty
 Classroom
 PowerPoint Slides
with Audio
 Textbook
 Online Chapter
Summaries
 Online Learning
Objectives
 Online Glossary





Teaching CDs
Fingraph
Accounting Tutor
Excel Templates
Online Study Guide
Generated
Resources
 Classroom
 Chapter Experts
 Practice Exams
 Classroom
 Projects
 Demonstrations
Blackboard Example
Learning to Know Activities
WebCT example
by Su san V. Crosson
Evaluation
Synthesis
Analysis
Application
Comprehensi on
Knowledge



SDA
Discussion
Forum
Threaded
E-mail



Excel
Template
Problems
with
So lutions


One minute
audio
jo urnal on
chapter


Merge
student
notes into a
o ne page
recap o f
chapter
MRA
spreadsheet
SDA
Web
act ivities

Verbally
compare
answers
with
student
consultant
Answer
Chapter
questions
Reading
Guides
Working
papers
Excel
templates
GroupHwk
Student
solutions to
old exams


Chapter
Discussion
Forum





Pho ne mail 
feedback o f
ano ther
student's
audio
journal
Critique

ano ther
student's
work
FRAs
Fingraph
Homepage



LO Web
LO
Flowchart
Audio

jo urnal on
how and
why you
will apply
LO
Recap notes 




Quickbooks
problems
G/L
problems
Field trips
with
Feedback




Explain
Teaching
Transparency



Explain SE

o r E to at
least two

other students

Students
create o ne
page o f notes
for the class


SE
Exercises

Create
Visual
Pictures
Crosswords
M atching
Creat e audio
notes
Speak your
answers
Develop
neumonics
Write notes
LO recaps
I
SEE
I
HEAR
I
TOUCH

Create
Fl ashcards
Content
checkli sts
I
DO
Sample Student Resources for Any Class http://inst.sfcc.edu/~scrosson/Talks/Resources.htm
First Day of Class To Do List
An Introduction to Business Ethics -open in Notes view to see teaching notes
Student Consent Form
•Class Notes-download a free 120 day trial of One Note
what I write on the board each class
Spring 2006 Class Notes
Fall 2005 Class Notes
•iPod audio files-these are 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
•Course Websites-these are my non-password protected websites
Financial Accounting
Managerial Accounting
Sample Student Assignments for
Financial, Principles of Accounting, or Intermediate
http://inst.sfcc.edu/~scrosson/Talks/Resources.htm
•Annual Report Project-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-30 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
Microsoft Business Solutions-Great Plains 8.0-120 day free education version
turnkey outside assignment; no prior faculty knowledge necessary, students will gain
a basic knowledge of this leading mid-market software by completing this project
•Inventory Methods using candy
Sample Student Assignments for
Managerial or Cost Accounting
http://inst.sfcc.edu/~scrosson/Talks/Resources.htm
•Cookie Activites-Students form cookie companies, produce chocolate chip
cookies using Job &/or Process costing, prepare a company website and marketing
plan, price their cookies using a variety of methods, evaluate their peers
performance, and debrief the semester as the management team of a cookie
conglomerate.
Cookie Assignments and exhibits2005 Student Websites
•Using Novels-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 prepare a job card while they build 3
products
Job Card
Parts List
Tip: How to Encourage Discussions-Online and On Campus
• 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?
Tip: How to Engage Students
• One minute memos…collect periodically
•
•
•
•
Core dump beginning &/or end of topic
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
Teaching for Today and Tomorrow
•
•
•
•
•
No Turnkey Solutions
Expresses You
Continuously Challenges
Research Opportunities
Delights Students!
Get more out of your teaching:
By getting teaching/learning out of the classroom,
By remembering to begin with the end in mind,
By utilizing students’ modalities, questions, and development stages,
By keeping the best and rethinking the rest,
By inspiring students like your favorite professor inspired you.
Looking forward to your
successes!
My Homepage
http://inst.sfcc.edu/~scrosson
susan.crosson@sfcc.edu
352-395-5137