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EMERGENCY MANAGEMENT HIGHER EDUCATION CONFERENCE JUNE 4 – 5, 2003 BREAKOUT WORKSHOP: DISTANCE LEARNING: THE PEDAGOGY OF CURRENT OFFERINGS DR. HENRY W.

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Presentation on theme: "EMERGENCY MANAGEMENT HIGHER EDUCATION CONFERENCE JUNE 4 – 5, 2003 BREAKOUT WORKSHOP: DISTANCE LEARNING: THE PEDAGOGY OF CURRENT OFFERINGS DR. HENRY W."— Presentation transcript:

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2 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

3 FEMA Higher Education Project & Disaster Research Disaster Research Disaster Research 50+ Years of Activity50+ Years of Activity Becoming InstitutionalizedBecoming Institutionalized College Curriculum College Curriculum Practitioner Training Programs Practitioner Training Programs FEMA Higher Education Project FEMA Higher Education Project Approximately 10 YearsApproximately 10 Years Varied Teaching Products in ExistenceVaried Teaching Products in Existence

4 ASSESSMENT TIME History or Evolution History or Evolution Existence EstablishedExistence Established Time to Consider Educational QualityTime to Consider Educational Quality Emergence to the Point Where We Can Now Consider Issues: Emergence to the Point Where We Can Now Consider Issues: Pedagogy – Levels of LearningPedagogy – Levels of Learning Level of Learner ActivityLevel of Learner Activity

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

6 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) Bloom’s Taxonomy LOW HIGH

7 INDEPENDENT STUDY & LOW LEVEL LEARNING ACTIVE LEARNER & LOW LEVEL LEARNING INDEPENDENT STUDY & HIGH LEVEL LEARNING ACTIVE LEARNER & HIGH LEVEL LEARNING LEARNER ACTIVITY LEVEL LEARNING LEVEL LOWER LEVEL HIGHER LEVEL INDIVIDUALINTERACTIVE 2 PEDAGOGICAL ISSUES COORELATED 12 23 1=POOR, 2=BETTER, 3=BEST

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

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

10 Pedagogy of EMI Courses

11 http://training.fema.gov/EMIWeb/IS/crslist.asp IS 1 - Emergency Manager: An Orientation to the Position DescriptionSizePages Introduction and Table of Contents58 KB8 printed pages Unit 1: Comprehensive Emergency Management1.5MB14 printed pages Unit 2: The Emergency Program Manager1.7MB23 printed pages Unit 3: Mitigation1.7MB22 printed pages Unit 4: Preparedness1.6MB47 printed pages Unit 5: Response1.8MB30 printed pages Unit 6: Recovery1MB22 printed pages Unit 7: Managing Emergency Management1.2MB29 printed pages Photo Credits156KB14 printed pages Tool Kit - - Final Examination207KB14 printed pages May 20, 2003

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

13 UNIT ONE: EMERGENCY MANAGEMENT—SETTING THE SCENE Who Is the Emergency Manager? 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. OBJECTIVES: By the end of this unit you should be able to 1. Define the role of the emergency manager. 2. State the origin of emergency management in the U.S. 3. Define comprehensive 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: http://training.fema.gov/EMIWeb/IS/crslist.asp LEARNING LEVELS

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

15 Pedagogy of JSU ONLINE Graduate Courses Master of Public Administration/Concentration in Emergency Management Jacksonville State University Insitute for Emergency Preparedness M.P.A./ Concentration in Emergency Management Curtiss Hall, Room 205 700 Pelham Road North Jacksonville, Alabama 36265-1602 (256) 782-5925 Dr. Barry Cox Director, Institute of Emergency Preparedness Dr. Jane Kushma Associate Professor, Emergency Management Dr. David Neal Professor, Emergency Management Dr. Brenda Phillips Professor, Emergency Management Dr. Joanne McGlown Assistant Professor, Emergency Management Ms. Lora Spivey Secretary, Institute for Emergency Preparedness Dr. Gabriela Vigo Adjunct Faculty http://www.jsu.edu/emergencymgt/

16 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 EM 505 Introduction to Emergency Management(3) EM 515 Legal Aspects of Emergency Management(3) EM 525 Damage Assessment and Recovery(3) EM 535 Initiatives Against Terrorism(3) EM 550 Integrated Emergency Management(3) The remaining six hours are electives by advisement in a field appropriate to the student's interests and career objectives. Required Emergency Management courses: 15 semester hours

17 EM 505 Introduction to Emergency Management (3) 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 LEVEL OF LEARNER ACTIVITY

18 EM 505 Introduction to Emergency Management (3) 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 LEARNING LEVELS

19 PROGRAM ASSESSMENT STRENGTHS STRENGTHS Online Instructions & Materials Very User Friendly & Very CompleteOnline Instructions & Materials Very User Friendly & Very Complete Learning Objectives Encompass Entire Range of Learning Levels – BloomLearning Objectives Encompass Entire Range of Learning Levels – Bloom Learner Activity is Very HighLearner Activity is Very High WEAKNESSES 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: Best Teaching-Learning: When All Levels of Bloom are Incorporated & When Higher Learner Activity Level is Employed http://abclocal.go.com/wls/news/specialsegments_Nov02/052003_ss_terrormanagers.html

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

21 THANK YOU !


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