Rhonda G. Patrick, LCSW, MPA University of Houston Graduate College of Social Work

1. 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

2. Agenda • Introductions • Background: FDIP Project • Background: Designing Web-Based Learning Environments • Planning • Conceptualization • Creation • Implementation • Assessment • Implications and Recommendations

3. 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.

4. 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)

5. 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)

6. 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

7. 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.

8. 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

9. Planning • Technology Infrastructure • University • User End • Accessing University Resources • Instructional Design Staff • Faculty Development Courses

10. 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

11. Model of Learning: Community of Inquiry Video Resource: Social Presence Cognitive Presence Teaching Presence Learner Presence

12. Conceptualization • 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.

14. 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

15. 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)

16. Implementation • Student Issues • Student Choice • Orientation • Assessing Fit • Retention • Success- Building in tools to facilitate

17. Implementation • Faculty Issues • Mentoring, Facilitating, Teaching • Adjunct vs. Faculty • What if no one wants to teach online?

18. 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

19. Assessment Issues with Quality SLOAN Scorecard

20. Assessment • Using CMS Analytics • Importance of tracking user activity • Attendance • Reminders • Engagement • Retention

21. 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)

22. Assessment • Students Assessments • Course Specific (Technical) • Competency Specific • Academic Dishonesty

23. Implication and Recommendations • Ongoing Course Evolution • Technology Enhancements • Barriers and Facilitators • User End Issues • What Users Want • What Users Have • Faculty Issues

24. Questions? Additional Information rgpatrick@uh.edu Presentation posted at: www.rgpatrick.com