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Web-Based Degree: Connecting Social Work Education and Clinical Practice Council on Social Work Education 58 th Annual Program Meeting. Rhonda G. Patrick, LCSW, MPA University of Houston Graduate College of Social Work. Agenda. Introductions Background: FDIP Project
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Web-Based Degree: Connecting Social Work Education and Clinical PracticeCouncil on Social Work Education58th Annual Program Meeting Rhonda G. Patrick, LCSW, MPA University of Houston Graduate College of Social Work
Agenda • Introductions • Background: FDIP Project • Background: Designing Web-Based Learning Environments • Planning • Conceptualization • Creation • Implementation • Assessment • Implications and Recommendations
The Project • University of Houston wanting to increase number of hybrid/online courses • Expansion of Master Social Work program in US (20 currently-many coming online in next 3yrs)- Pushed by USC program coming online and rumors of private online university coming online. • Submission of FDIP Grant to develop four courses in Fall 2011, Second for six additional courses in Fall 2012.
Courses-Fall 2011 Foundation Practice Skills Lab- Clinical Administrative Practice- Macro DSM-IV Assessment- Clinical Transtheortical Social Work Practice- Clinical Child Abuse and Neglect (Dropped)
Web Based Learning: What is It? 30% of all college students take at least one online class. 77% of college presidents report that their institutions now offer online courses. 89% of four-year public colleges and universities offer online classes. 75% of universities report that the economic downturn has increased demand for online courses. 57% of recent college graduates say when they were in college they used a laptop, smartphone or tablet computer in class at least sometime. Among college graduates who have taken a class online, 15% have earned a degree entirely online. • Technology Enhanced • Blended/Hybrid • Online • Face to Face (F2F)
What Informs Web Based Education? • Research • General Distance Education Research • General Online Education Research • Social Work Specific Research • Experience • Other Disciplines • Other Social Work Programs • Individuals
What Should Inform Web Based Education? Patricia M. Reeves and Thomas C. Reeves (2008). Design considerations for online learning in health and social work education.
Planning • Administrative Issues • Faculty Issues • Students Issues • Who is our student? • Program Considerations • Accreditation • How vs What Students How Students Are Learning What Technology Students Are Using
Planning • Technology Infrastructure • University • User End • Accessing University Resources • Instructional Design Staff • Faculty Development Courses
Conceptualization • Pedagogy • F2F to Hybrid • Hybrid to Online • Technology Enhanced Courses • Nearly 64% of faculty said it takes “somewhat more” or “a lot more” effort to teach online compared to a face-to-face. • Over 85% of the faculty with online course development experience said it takes “somewhat more” or “a lot more” effort. • 32% of institutions think that more time and effort is a significant barrier to wide adoption of online
Model of Learning: Community of Inquiry Video Resource: Social Presence Cognitive Presence Teaching Presence Learner Presence
Conceptualization • Planning Tools • Blended Learning Tool Kit • Course Blue Print • Learning Guides • Story Boards • Checklists • Other Tools
Rovai, A.P., Ponton, M.K., & Baker, J.D. (2008). Distance Learning in Higher Education. Teachers College Columbia University: New York.
Creation • Who is doing the work? • Internal • Third Party Developers • Basic Design Principles • Essentials Companion Website • Do we need to BETA test? • Synchronous vs. Asynchronous
Creation • What technology will we use and how will we use it? • Course Management System (BB, Sakai, Moodle) • Courseware (Publishers) • Public Domain (YouTube, Flickr, Slideshare) • Other Technology Tools • Web Based vs. Mobile Applications • Social Media (Facebook, Twitter, LinkedIn)
Implementation • Student Issues • Student Choice • Orientation • Assessing Fit • Retention • Success- Building in tools to facilitate
Implementation • Faculty Issues • Mentoring, Facilitating, Teaching • Adjunct vs. Faculty • What if no one wants to teach online?
Ways to encourage faculty participation • Frame in terms of student need and the need to reach new students. • Stress commitment to quality • Stress increased flexibility • Stress the use of new technological tools and how these can be brought back into the classroom to enhance classroom instruction • Provide appropriate technical and designer support
Assessment Issues with Quality SLOAN Scorecard
Assessment • Using CMS Analytics • Importance of tracking user activity • Attendance • Reminders • Engagement • Retention
3 Types of Analytics Time based (when students access the course)- Analytics can influence improvements in content availability, assignment due dates, webinars, virtual office hours, etc. Individual assignments/content (how often a student “hits” an assignment/content)- Track how often student(s) view a content item (document, video, podcast, webinar archive, etc.) Discussion Board (how/when are students active in discussion boards)- create a discussion that remains a “fluid” conversation over the week(s)
Assessment • Students Assessments • Course Specific (Technical) • Competency Specific • Academic Dishonesty
Implication and Recommendations • Ongoing Course Evolution • Technology Enhancements • Barriers and Facilitators • User End Issues • What Users Want • What Users Have • Faculty Issues
Questions? Additional Information rgpatrick@uh.edu Presentation posted at: www.rgpatrick.com