Title: Web-Based Degree: Connecting Social Work Education and Clinical Practice Council on Social Work Education 58th Annual Program Meeting
1Web-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
2Agenda
- Introductions
- Background FDIP Project
- Background Designing Web-Based Learning
Environments - Planning
- Conceptualization
- Creation
- Implementation
- Assessment
- Implications and Recommendations
3The 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.
4Courses-Fall 2011
- Foundation Practice Skills Lab- Clinical
- Administrative Practice- Macro
- DSM-IV Assessment- Clinical
- Transtheortical Social Work Practice- Clinical
- Child Abuse and Neglect (Dropped)
5Web Based Learning What is It?
- Technology Enhanced
- Blended/Hybrid
- Online
- Face to Face (F2F)
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.
6What 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
7What Should Inform Web Based Education?
Patricia M. Reeves and Thomas C. Reeves (2008).
Design considerations for online learning in
health and social work education.
8Planning
- 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
9Planning
- Technology Infrastructure
- University
- User End
- Accessing University Resources
- Instructional Design Staff
- Faculty Development Courses
10Conceptualization
- 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
11Model of Learning Community of Inquiry
Video Resource Social Presence Cognitive
Presence Teaching Presence Learner Presence
12Conceptualization
- Planning Tools
- Blended Learning Tool Kit
- Course Blue Print
- Learning Guides
- Story Boards
- Checklists
- Other Tools
13 Rovai, A.P., Ponton, M.K., Baker, J.D. (2008).
Distance Learning in Higher Education. Teachers
College Columbia University New York.
14Creation
- Who is doing the work?
- Internal
- Third Party Developers
- Basic Design Principles
- Essentials Companion Website
- Do we need to BETA test?
- Synchronous vs. Asynchronous
15Creation
- 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)
16Implementation
- Student Issues
- Student Choice
- Orientation
- Assessing Fit
- Retention
- Success- Building in tools to facilitate
17Implementation
- Faculty Issues
- Mentoring, Facilitating, Teaching
- Adjunct vs. Faculty
- What if no one wants to teach online?
18Ways 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
19Assessment
- Issues with Quality
- SLOAN Scorecard
20Assessment
- Using CMS Analytics
- Importance of tracking user activity
- Attendance
- Reminders
- Engagement
- Retention
213 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)
22Assessment
- Students Assessments
- Course Specific (Technical)
- Competency Specific
- Academic Dishonesty
23Implication and Recommendations
- Ongoing Course Evolution
- Technology Enhancements
- Barriers and Facilitators
- User End Issues
- What Users Want
- What Users Have
- Faculty Issues
24Questions?
Additional Information rgpatrick_at_uh.edu Presentat
ion posted at www.rgpatrick.com