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EMERGENCY MANAGEMENT HIGHER EDUCATION CONFERENCE JUNE 4 – 5, 2003

EMERGENCY MANAGEMENT HIGHER EDUCATION CONFERENCE JUNE 4 – 5, 2003. BREAKOUT WORKSHOP: DISTANCE LEARNING : THE PEDAGOGY OF CURRENT OFFERINGS DR. HENRY W. FISCHER DISASTER RESEARCH GROUP DEPARTMENT OF SOCIOLOGY MILLERSVILLE UNIVERSITY OF PENNSYLVANIA.

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EMERGENCY MANAGEMENT HIGHER EDUCATION CONFERENCE JUNE 4 – 5, 2003

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  1. EMERGENCY MANAGEMENT HIGHER EDUCATION CONFERENCEJUNE 4 – 5, 2003 BREAKOUT WORKSHOP: DISTANCE LEARNING: THE PEDAGOGY OF CURRENT OFFERINGS DR. HENRY W. FISCHER DISASTER RESEARCH GROUP DEPARTMENT OF SOCIOLOGY MILLERSVILLE UNIVERSITY OF PENNSYLVANIA

  2. FEMA Higher Education Project & Disaster Research • Disaster Research • 50+ Years of Activity • Becoming Institutionalized • College Curriculum • Practitioner Training Programs • FEMA Higher Education Project • Approximately 10 Years • Varied Teaching Products in Existence

  3. ASSESSMENT TIME • History or Evolution • Existence Established • Time to Consider Educational Quality • Emergence to the Point Where We Can Now Consider Issues: • Pedagogy – Levels of Learning • Level of Learner Activity

  4. DISTANCE LEARNING:EMERGING LEVEL OF LEARNER ACTIVITY • 1ST GENERATION: • INDEPENDENT STUDY SNAIL MAILED TO & FROM • 2ND GENERATION: • INDEPENDENT STUDY ACCESSED ONLINE, SNAIL MAIL WORK IN • 3RD GENERATION: • INDEPENDENT STUDY ACCESSED ONLINE & EMAIL WORK IN • 4TH GENERATION: • INDEPENDENT STUDY ACCESSED ONLINE & INTERACTIVELY CHECK PROGRESS • 5TH GENERATION: • INTERACTIVELY ENGAGE ONLINE WITH SITE MATERIALS & OTHER HUMAN BEINGS • NEXT GENERATION: • ENHANCED TECHNOLOGY TOOLS EMPLOYED TO INTERACTIVELY ASSESS VIDEO EXAMPLES & VIRTUAL FACE-TO-FACE INTERACTION

  5. Bloom’s Taxonomy LEVEL OF LEARNING: Distinguishing Between Lower, Intermediate, Upper Knowledge (list, define, tell, describe, identify, show, label, examine, name) Comprehension (summarize, describe, interpret, contrast, predict, explain, associate, distinguish, discuss) Application (apply, demonstrate, illustrate, show, solve, examine, relate, change, classify) Analysis (analyze, order, connect, classify, scrutinize and explain, arrange, compare, contrast, infer) Synthesis (combine, integrate, modify, rearrange, substitute, create, design, formulate, generalize, prepare) Evaluation (assess, decide, rank, grade, recommend, convince, select, judge, explain, discriminate, support, conclude) LOW HIGH

  6. 2 PEDAGOGICAL ISSUES COORELATED LEARNER ACTIVITY LEVEL INDIVIDUAL INTERACTIVE LEARNING LEVEL LOWER LEVEL 1 2 HIGHER LEVEL 2 3 1=POOR, 2=BETTER, 3=BEST

  7. GOAL RE THESE TWO ISSUES: ACTIVITY LEVEL OF LEARNER & LEVEL OF LEARNING

  8. LET’S ASSESS 2 CURRENT TYPES OF DISTANCE EDUCATION OFFERINGS EMI ONLINE COURSES JSU ONLINE COURSES

  9. Pedagogy of EMI Courses

  10. May 20, 2003 http://training.fema.gov/EMIWeb/IS/crslist.asp IS 1 - Emergency Manager: An Orientation to the Position

  11. LEVEL OF LEARNER ACTIVITY INDEPENDENT STUDY – Individual & Text Oriented Read Material Provided Online Complete Self-GradedQuiz (T/F, Brief Multiple Choice) Read Next Unit Final Exam At End **LEVEL OF LEARNER ACTIVITY: LOW – LEAST DESIREABLE

  12. UNIT ONE: EMERGENCY MANAGEMENT—SETTING THE SCENE Who Is the Emergency Manager? http://training.fema.gov/EMIWeb/IS/crslist.asp LEARNING LEVELS OBJECTIVES: By the end of this unit you should be able to 1. Definethe role of the emergency manager. 2. Statethe origin of emergency management in the U.S. 3. Definecomprehensive emergency management and list its three primary concepts. 4. Identify the 4 phases of emergency management and what is included in each of these phases. **LEVEL of LEARNING: REMAINS AT LOWEST – LEAST PEDAGOGICALLY DESIREABLE END OF UNIT QUIZ: 1. What are the three concepts of comprehensive emergency management? 2. What are the two types of disaster each emergency program manager has to consider? 3. Define “emergency.” 4. List at least one action that should be taken in each of the four phases of emergency management for a fire hazard.

  13. STRENGTHS Detailed Overview of Role of Emergency Manager Learning Objectives Provided, Material Enables Attainment, Quiz Tests If Achieved WEAKNESSES Learning Objectives Focus on Lower End of Bloom’s Taxonomy Learner Activity Level is Middle Range of Evolution PROGRAM ASSESSMENT • Best Teaching-Learning: • When All Levels of Bloom are Incorporated & • When Higher Learner Activity Level is Employed

  14. Pedagogy of JSU ONLINE Graduate Courses Master of Public Administration/Concentration in Emergency Management Jacksonville State UniversityInsitute for Emergency PreparednessM.P.A./ Concentration in Emergency ManagementCurtiss Hall, Room 205700 Pelham Road NorthJacksonville, Alabama 36265-1602(256) 782-5925 http://www.jsu.edu/emergencymgt/

  15. NOTICE FOR ALL DISTANCE LEARNING STUDENTS... • Course material for all distance education courses will be posted by the first class day. • Distance Learning at JSU • M.P.A./Concentration in Emergency Management • B.S. in Emergency Management • Certificate in Emergency Management Required Emergency Management courses: 15 semester hours The remaining six hours are electives by advisement in a field appropriate to the student's interests and career objectives.

  16. LEVEL OF LEARNER ACTIVITY ASSIGNED HOMEWORK & OUTSIDE ACTIVITIES READ BOOK VISIT WEBSITES VIRTUAL CLASSROOM GUEST SPEAKER CLASS DISCUSSION OF ASSIGNED BOOK DISCUSS, ASSESS DISASTER MYTHS INTERACTION WITH PROFESSOR & OTHER STUDENTS **LEVEL of LEARNER ACTIVITY: HIGH – MOST DESIREABLE

  17. LEARNING LEVELS COURSE OBJECTIVES 1. Describe the historical evolution of emergency management and disaster research. 2. Identify and describe ethical standards for the EM profession. 3. Identify the roles of various federal, state and local agencies and organizations involved in disaster and emergency management. 4. Assess the value of research for the practice of emergency management. 5. Critique definitions of disaster and commonly held perceptions of behavior and organizational response to disaster. 6. Critique the debate between hazard-specific and all-hazard approaches. 7. Evaluate comprehensive emergency management with particular attention to the phases of disasters and emergencies. **LEVEL of LEARNING: LOW THRU HIGH – THE BEST PEDAGOGICALLY

  18. STRENGTHS Online Instructions & Materials Very User Friendly & Very Complete Learning Objectives Encompass Entire Range of Learning Levels – Bloom Learner Activity is Very High WEAKNESSES Could Move to Next Generation of Technology Use: Streaming Video Vignettes as Illustrations & Application Opportunities Mini-Cam Use Application, Analysis of Current Web News Sources: PROGRAM ASSESSMENT http://abclocal.go.com/wls/news/specialsegments_Nov02/052003_ss_terrormanagers.html • Best Teaching-Learning: • When All Levels of Bloom are Incorporated & • When Higher Learner Activity Level is Employed

  19. CONCLUSIONS EMI COURSES – GOOD START, NEED ADDITIONAL DEVELOPMENT JSU COURSES – BETTER FUTURE – GOAL IS TO BE BEST

  20. THANK YOU !

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