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Designing and Managing an Online or Hybrid Managerial Accounting Course

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Designing and Managing an Online or Hybrid Managerial Accounting Course 2006 Accounting Education Forum NCACPA Susan V. Crosson Santa Fe Community College – PowerPoint PPT presentation

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Title: Designing and Managing an Online or Hybrid Managerial Accounting Course


1
Designing and Managing an Online or Hybrid
Managerial Accounting Course
  • 2006 Accounting Education Forum
  • NCACPA
  • Susan V. Crosson
  • Santa Fe Community College
  • Gainesville, FL

2
Teaching a Course is like a Rubberband
  • Teaching/Learning/Assessing occurs best if the
    faculty/student relationship is in sych....
  • Sych the tension properly through goal congruent
    faculty-student course expectations....
  • And maintain tension throughout the course by
    actively involving students in learning....

3
Begin with the end in Mind!
  • Teaching/Learning Fundamentals
  • Course Ideas/Examples
  • Additional Resources
  • If you know where youre going,
  • youre more likely to get there.

4
Traditional Knowledge Process...
Do Homework, Participate LEARN Activities
to Gain Confidence in Knowledge
Write Papers, Exams ASSESS Demonstrate
Knowledge Breadth and Depth
Read Book, Come to Class TEACH
Deliver content
5
A More Engaging Knowledge Process...
Create Activities LEARN Activities to Gain
Confidence in Knowledge...
Assess Outcomes ASSESS Demonstrate
Knowledge Breadth and Depth
Identify Resources TEACH Deliver
Knowledge, Skills, Abilities, Attitudes, and
Values...
6
Teaching/Learning Modalities How to make the
teach-learn connection
  • I Seevisual learners
  • I Hearaural learners
  • I Touchread/write learners
  • I Dokinetic learners

7
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

8
Learning Focus Questions
9
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-Magoldas Developmental Stages of
Learning and Knowing
10
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?
  • Match the questions What? How? Why? and What
    If? to the Developmental Stages of Learning and
    Knowing.

11
Teach/Learn/Assess Activities
  • How (Transitional)
  • Lecture with Demos
  • Homework Problems
  • CAI (Computer-Aided Instruction)
  • Problem Exams
  • What (Absolute)
  • Lecture with Visuals
  • Textbook reading
  • Data Gathering
  • Objective 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

12
Next Step Develop a Course Plan
On Campus Financial Managerial
Online/BlendedOpen Campus-password please
13
Course Planning Worksheet Student Learning
Level Goal Absolute Transitional Independent
Contextual
What? How? Why? What
If?Knowledge, Skills, Attitudes, Abilities, and
Values
14
Course Ideas/Examples
  • Engaging Students
  • Encouraging Discussions
  • Bringing in the Real World
  • Teaching Efficiency
  • Add Meaningful Technology Tools

15
Engaging Student Strategies
  • One minute memoscollect periodically
  • Core dump beginning /or end of topic i.e.,
    create a wikiepedia
  • Argue for/Argue against
  • What would X say about Y
  • Examples youve 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

16
Student Assignments for Managerial or Cost
Accountinghttp//inst.sfcc.edu/scrosson/Talks/Re
sources.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 exhibits 2005 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
  •  

17
Encouraging Discussions
  • Good Beginnings
  • What is the main idea of?
  • What if?
  • How doesaffect?
  • 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 betweenand?
  • How are and similar?
  • How would you useto?
  • What are the strengths and weaknesses of?
  • What is the bestand why?
  • Beginnings to Avoid
  • Are there any questions?
  • Does everyone understand?

18
Bringing in the Real World
  • ClassroomWorkplace
  • 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 2007,
    or Dynamics-GP
  • Utilize XBRL and XML based documents
  • Use teams and collaboration
  • Evaluate peers-multiple times
  • Require Communication similar to workplace

19
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!

20
Add Meaningful Technology Tools
  • PowerPoint
  • Course Website
  • Learning Management Systems WebCT/Bb
  • Clickers (personal response systems)
  • Tablet pc
  • iPod and podcasting
  • Videos, Vblogs
  • Skype
  • Online Resources for Textbooks
  • Accounting software
  • Cell phones, Cameras

21
Clickers
22
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23
Tablet or Convertible PCs
24

Class Notes
  • What I write each class
  • Fall 2006 Class Notes
  • Spring 2006 Class Notes
  • Fall 2005 Class Notes

25
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26
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27
What you need
  • One Note or other digital inking program
  • Tablet pc or other Digital ink device
  • External Media to transfer files to website
  • Webpage to view files (One Note must be viewed
    using Internet Explorer)
  • Students need only the Internet
  • Internet Explorer

28
iPods..Consider the possibilities
  • Record and playback classes
  • Chapter overviewshighlight 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
    the Internet
  • I hear, therefore I learn

29
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

30
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31
What you need
  • iPod
  • iPod-compatible microphone, i.e., Belkins Voice
    Recorder
  • iTunesDownload free to PC http//www.apple.com/it
    unes/download/
  • External Media, CD, or Webpage to allow transfer
    of voice memo (WAV) files
  • For Video Podcasts, you need either QuickTime 7
    Pro or GarageBand http//www.apple.com/podcasting

32
Podcasting with only a Telephone
GCast is a free service that lets you record a
podcast by calling a toll-free telephone number
and then speaking using voicemail-style recording
tools. Also offers free hosting and an embeddable
player that can be dropped onto any page. The
player describes your audio content as well as a
play/pause button so all can listen without
leaving the page. http//www.gcast.com For more
see GCast Super-Easy Podcasting, Monkey
Bites, February 21, 2006 http//blog.wired.com/mon
keybites/
33
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34
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
utilizing students modalities, questions, and
development stages, By keeping the best and
rethinking the rest, By inspiring students like
your favorite professor inspired you.
35

Whats next? What will you do this year? Share
your best practices! Any efforts will be
appreciated by your students!
  • http//inst.sfcc.edu/scrosson
  • susan.crosson_at_sfcc.edu

36
Additional Faculty Resources http//inst.sfcc.ed
u/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

37
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
    Notewhat 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
  •  

38
Student Assignments for Managerial or Cost
Accountinghttp//inst.sfcc.edu/scrosson/Talks/Re
sources.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 exhibits 2005 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
  •  

39
Looking forward to your successes!
  • My Homepagehttp//inst.sfcc.edu/scrosson

susan.crosson_at_sfcc.edu 352-395-5137
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