Embrace and manage online teaching methods

1. Embrace and manage online teaching methods AAFCS Annual Conference Research-to-Practice Session June 27, 2013

2. Introduction • Paula J. Tripp, Ph.D., CFCS • Clinical Associate Professor, FACSED Coordinator • Department of Human Development and Family Science. College of Human Sciences • Stillwater, 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

3. Your introduction • Name • Institution • FCS content area(s) • Experience with online course(s)

4. Session objectives • 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.

5. Research findings • 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-oriented • Flexibility is relative

6. Best Practices: Course Home • From “sage on the stage” to “guide on the side” • Syllabus • Instructor introduction: print with picture, video • Technical requirements • Help Desk, technical assistance • Virtual office • Student introductions • Announcements • Tegrity/remote proctoring

7. Best Practices: Content • Organization: chapter number, title, week, module • Introduction page for each unit: objectives, where to find materials, due dates • PowerPoint files • Chapter notes • Virtual field trips • Group work • Supplementary materials: articles, video links

8. Best practices: assignments, general • Tests, quizzes, projects, papers, discussions, etc.: • Policy for late work • Posting: where, how long • Clarity: purpose, specific instructions and expectations, format • Due dates: on the assignment and match Syllabus • Grading rubric • Where to submit • Reminder to submit • Grade what is submitted • Timely grading and feedback • Include due date and points available on unit introduction page

9. Best practices: tests and quizzes • Open and close dates and times • Where located • Amount of time available; consequence of too much time • Number of questions and points available • Take once or multiple times? • Random generation of questions • Display grade, answers? • Gradebook review

10. Quizzes and Exam 3 Quizzes Final Exam 50 questions to student, 128 in test bank Random 1 hour Closes Electronic grading and posting • 10 questions to student, 20-30 in test bank • Random • 10 minutes • Closes • Electronic grading and posting

11. Best practices: discussions • Due date • Number of posts required • English usage • Students reply to different students • Consider multiple deadlines for posts • Requires explanation, justification to situation or question posed by faculty. Or, topics can be generated by students. • Promote critical thinking • Consider “chunking” (bite-size pieces) – provide a short video, a reading, then a discussion • Apply posts to current events • Give kudos and challenges to discussions

12. Discussion 8:  Economic ResourcesThis 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.

13. Discussions: Second Life

14. Best practices: navigation • Consistent organization • Tabs match Syllabus titles • Announcements tell where to find materials

15. Best practices: other • Office hours • Contacts with students • Graders • Financial matters

17. Contact information • Paula J. Tripp, Ph.D., CFCS, CFLE • Clinical Associate Professor, FACSED Coordinator • Department of Human Development and Family Science, College of Human Sciences • Oklahoma State University • 233 Human Sciences • Stillwater, OK 74078-6122 • Phone 405-744-8355 • Email paula.j.tripp@okstate.edu