A MSW Course Journey from Face-To-Face…

to Hybrid…to Online…

to Open Access… Presented by Mary SecretChristopher J. WardAnanda Newmark

Virginia Commonwealth UniversitySWDE Conference

University of IndianaIndianapolis, Indiana

April, 2015

SCHOOL OF SOCIAL WORK VIRGINIA COMMONWEALTH UNIVERSITY

Foundations of Social Research SLWK 609-901

Spring, 2013 CABEL B-042 Day/Time: W 4-6:40

Dr. Mary Secret Office Hours: by appointment Office Address: 212 Raleigh Building Office Telephone: 804-828-2379

email: mcsecret@vcu.edu COURSE DESCRIPTION 3 credits. Prerequisites: none. Introduces the methods of social work research, including problem formulation, research designs, measurement, data collection, and sampling. Focuses on the application of critical thinking skills and research methods to clinical social work practice effectiveness research, the evaluation of social work programs and services, and developing the knowledge base for social work practice. LEARNING UNITS … …… COURSE COMPETENCIES AND PRATICE BEHAVIORS (P.B.)….. REQUIRED TEXTS Engel, R.J., & Schutt, R.K., (2013). The practice of research in social work (3rd Ed). Thousand Oaks, CA: Sage. Corcoran, J. & Secret, M. (2013). Social Work Research Skills Workbook. New York: Oxford.

COURSE FORMAT The in-class activities will include instructor summary and clarification of the chapter readings, in-class exercises and small group work. It is important that you read the required material prior to coming to class because lectures will not reiterate this material. Rather, we will discuss this material as a class and then you will work in small groups of 2 or 3 to discuss specific questions to clarify and reinforce important research knowledge. You will also have some class time to work on your group research proposal, one of the required assignments in this course. Your out-of-class preparation will consist of the following major activities: 1) required reading for the class session as noted on course topic outline below; 2) download and bring to class the class power point; 3) work on your research proposal that is due at the end of the semester; 3) preparation for in-class proposal team work; 4) study for exams. Please be sure to access the Student Study Guide for available with the Engel and Schutt text in order to help clarify concepts and master the material.

THOSE WERE THE DAYS

WELCOME TO THE 21ST CENTURY

……. IT’S A BRAVE NEW WORLD!!!!

Presentation Agenda

Context Teaching

Priorities and Practices: Making the Implicit Explicit

Class Activities/Assignments

Conversion Overview Closer look at

Choices made A Conversion

Matrix

SLWK 609 Foundations of Social Work Research Course Description

Introduces the methods of social work research, including problem formulation, research designs, measurement, data collection and sampling. Focuses on the application of critical thinking skills, diversity and research methods of clinical social work practice effectiveness. Covers evaluation of social work programs and services.

• First course in a sequence of 3 research courses• SW students typically ‘under-

excited’ by research courses• Wide variation in prior exposure to

research terminology and methods

Context: The Course

Context: Hybrid Format (Spring, 2014

•11th hour decision for this research methods course .... (Lifestyle issue (childcare)•Have done HBSE online for years..

Have taught research online for years.. • I can do this!!

CONTEXT: FULL ONLINE FORMAT (Summer, 2014)

• ? Will you do the Research in the SSW DE program ??

• I’VE ALREADY DONE THIS COURSE HYBRID.. WILL BE EASY TO MOVE IT TO FULL ONLINE…

•

CONTEXT: OPEN ACCESS FORMAT (Summer, 2015)• ?? Will you work with us to create an Open Access course

to incorporate teaching priorities of four different disciplines -- Sociology, Public Administration, Education, Social Work ???

• I’VE ALREADY DONE THIS COURSE HYBRID.. • WILL BE EASY TO MOVE IT TO FULL ONLINE…

Faculty Learning Community beginning in November, 2014 to plan

Cutting to the chase: making the implicit explicit

Teaching Priorities and Practices

Making the Implicit Explicit

• Forced thinking about the most critical features of this course that have to be present in any format, face to face or online

• Recognized Teaching and learning as two interwoven but DIFFERENT activities

• Course-specific teaching priorities and practices AKA what an instructor does to facilitate student learning.

TEACHING PRIORITIES AND PRACTICES SPECIFIC TO THIS COURSE

1.Need to help students identify the essential from the less essential content… try not to get too lost in the weeds!!

2.Ability to assess learning strengths and weaknesses of students -- on-going based on the ‘building blocks’ nature of the course… yes, it is cumulative!!

3.Need for interactive component for engaged learning… try not to fall asleep!!

4.Need to guide/focus student learning at the application level of course content via research proposal… yes, research can be connected to practice!!!

5.Test for ‘walking knowledge’ … yes, you need to remember what you learn!

These 5 teaching priorities. Remained the same throughout the evolution… and

were brought forward to colleagues in other disciplines in the open

access.

Class Activities/Assignments Conversion Overview

Movement from instructor centered to student centered

  FACE TO FACE HYBRID  Full Online (Summer) Connected Learning 

Introductory Comments         

The in-class activities will include instructor summary and clarification of the chapter readings, in-class exercises and small group work. We will discuss this material as a class and then you will work in small groups of 2 or 3 to discuss specific questions to clarify and reinforce important research knowledge. You will also have some class time to work on your group research proposal, one of the required assignments in this course

Move through the material by completing various course activities online while the instructor guides your progress: with regular video

screencasts by responding to

and commenting on your weekly activities on a regular basis (at least weekly) through various Blackboard interactive tools.

Your learning comes from your completion of the various online course activities listed below while the instructors guide your progress with regular video

screencast a by responding to

and commenting on your bi-weekly activities on a regular basis through various Blackboard interactive tools.

The course uses an interdisciplinary format, offered through Sociology (SOCY 601), Education (EDUS 660), Social Work (SLWK 609), and Public Administration (PADM, CRJS, GVPA 623). Collaborative discussions regarding ethics, approval processes, and other considerations of research design. Using self-reflection in the form of regular blogs, Students will co-learn with each other Open, connected, networked online course.

  FACE TO FACE HYBRID  Full Online (Summer) Connected Learning 

     Class Structure and Activities                                

In-Class instructor summary and

clarification of the chapter readings,

in-class exercises and small

group work for clarification and knowledge reinforcement.

class time to work on group

research proposal/consultation from instructor

mid-term :::::::::::::::::::::::::::::::::::::::::::::::Out-of-class Required reading for the

class session Work on research proposal Preparation for in-class

proposal team work; take home final – hand

deliver to instructor

In-Class Orientation to the course and

introduction to the required online

mid-term administered in face

to face class

::::::::::::::::::::::::::::::::::::::::::::::::::Out-of-class

Required reading text and additional material

Viewing video or screencast posted in Blackboard

Completing the electronic chapter quizzes as noted on the course outline.

Responding to journal assignments about the course material posted in Blackboard;

Completing group proposal worksheets on the Blackboard WIKI site

take home final – hand delivered to instructor

In-class None:::::::::::::::::::::::::::::::::::::::::::::::On-line

Required reading text and additional material.

Viewing video or screencast posted in Blackboard

Completing the electronic chapter quizzes as noted on the course outline.

Responding to Journal assignments about the course material that will be posted in Blackboard; instructor interaction

Completing group proposal worksheets on the Blackboard WIKI site

Mid-term – online RespondusLockDown Browser –2hr time limited

take home final – online Respondus LockDown Brower -- 1 week

In-ClassNone::::::::::::::::::::::::::::::::::::::::::On-Line

Required reading text and additional material.

Viewing video or screencast posted in Blackboard

Self-assessment quizzes are online through website.

Weekly Blog OPEN ACCESS reflecting on the concepts being studied during the last week; instructor AND student interaction

Completing group proposal worksheets on the OPEN ACCESS – Google Docs and Google Hang-out

Mid-term – online RespondusLockDown Browser- 2h time limited

take home final – online Respondus LockDown Brower -- 1 week

More weight for Class Participation and Research Proposal; less weight for final exam

  FACE TO FACE HYBRID  Full Online (Summer) Connected Learning 

Assignments

Assignment Percent of GradeCITI EXAM 5 %Mid-term – In Class20%Research Proposal                        35%  15% group grade;  10% individual grade  10% group grade for 

class presentation;  

Final Exam Take Home  30%Class Participation         10%

Assignment Percent of GradeCITI EXAM 5 %Mid-term – In Class20%Research Proposal                             30% 

15% group grade;               10% individual grade  5% group grade for class 

presentation;  

Final Exam – Take Home      30%Class Participation  15%

Assignment Percent of GradeCITI EXAM 5 %Mid-term 20%Research Proposal               30% 

20% group grade;  10% individual grade  5% group grade for class 

presentation;  Final Exam – Take Home     30%Class Participation  15%

CITI = 5%

Mid term = 20%

Research proposal = 35%   (25% group grade; 10% individual grade)

Final = 20%Class participation Blog = 10% (1 pt per weekly

blog) Quizzes = 10% (1 pt per

weekly if 80%)

         

Teaching Practices and Priorities:A Closer Look

1. Help students distinguish the essential from the less essential content..

FROM in-class power points TO >>> video

screencasts/podcasts + can work from existing powerpoints + many available online

- Difficult to duplicate interactive nature of in-class power points

- Need to adjust for time factor.. When in the course the podcasts are issued (before or after reading online journals)

2.Assess learning strengths and weaknesses of students on on-going basis

FROM taking the temperature of the class via in person discussion

>>> TO online journals re online quizzes and exercises, blogs

+ Improvement in student learning because students HAVE to read and do the quizzes.

+ ? Students do self-assessment by getting perspective of self in relation to others in terms of learning

plus

3.Need for interactive component for engaged learning

FROM In-class exercises, pair share, all class discussions, >>> Discussion Board CLGs; some WIKI exercises, BLOGS..

- Tooooo labor intensive for instructor and student in hybrid and full online

+ MORE MANAGEABLE IN OPEN ACCESS

An issue of time, not

technology

4. Need to guide/focus student learning to apply course content via research proposal

FROM small-group work in class with instructor consultation

TO >>> group WIKIs on Blackboard and on website..

+ More transparent learning… instructor ability to read exactly what groups are doing

- Harder for instructor to communicate what is needed

Plan to use Collaborate..

Web-conferencing

5. Test for ‘walking knowledge’

FROM In class exam TO >>> in-class exam .. Or online examRESPONDUSLOCK DOWN BROWSER

BIGGEST CHALLENGE TO DATE..

- Problematic in total online courses re proctoring exams- Always possibility of cheating and copying exam

- returning and reviewing exam + only option to date

Putting it all together into a learning matrix

CONVERSION MATRIX OF ONLINE TOOLS

Discussion and Questions