Designing and Managing Designing and Managing an Online or Hybrid an Online or Hybrid

Managerial Accounting Managerial Accounting CourseCourse

2006 Accounting Education Forum 2006 Accounting Education Forum NCACPANCACPA

Susan V. CrossonSusan V. CrossonSanta Fe Community CollegeSanta Fe Community College

Gainesville, FLGainesville, FL

Teaching a Course is like a RubberbandTeaching a Course is like a Rubberband

Teaching/Learning/Assessing occurs best if the faculty/student relationship is in

sych....

Sych the tension properly through goal congruent faculty-student course

expectations....

And maintain tension throughout the course by actively involving students in learning....

Begin with the end in Begin with the end in Mind!Mind!

Teaching/Learning FundamentalsTeaching/Learning Fundamentals Course Ideas/ExamplesCourse Ideas/Examples Additional ResourcesAdditional Resources

If you know where you’re going, If you know where you’re going,

you’re more likely to get there….you’re more likely to get there….

Traditional Knowledge Process...Traditional Knowledge Process...

Read Book, Come to Class TEACHTEACH Deliver content…

Do Homework,

Participate LEARNLEARNActivities toGain Confidencein Knowledge…

Write Papers, Exams ASSESSASSESS

Demonstrate Knowledge

Breadthand Depth…

A More Engaging Knowledge A More Engaging Knowledge Process...Process...

Identify ResourcesIdentify Resources TEACHTEACH

Deliver Knowledge, Skills, Abilities, Attitudes, and Deliver Knowledge, Skills, Abilities, Attitudes, and Values...Values...

Create ActivitiesCreate ActivitiesLEARNLEARNActivities toActivities toGain ConfidenceGain Confidencein Knowledge...in Knowledge...

Assess OutcomesAssess OutcomesASSESSASSESS

Demonstrate Demonstrate KnowledgeKnowledge

BreadthBreadthand Depth…and Depth…

Teaching/Learning Teaching/Learning Modalities Modalities

How to make the teach-learn How to make the teach-learn connectionconnection

I See…visual learnersI See…visual learners I Hear…aural learnersI Hear…aural learners I Touch…read/write learnersI Touch…read/write learners I Do…kinetic learnersI Do…kinetic learners

Connecting Connecting Teaching/LearningTeaching/Learning

I See I See (Visual)(Visual)

I Hear I Hear (Aural)(Aural)

I Touch I Touch (Read/Write)(Read/Write)

I Do I Do (Kinetic)(Kinetic)

Online practice quizzesOnline practice quizzes Group projectsGroup projects TextbookTextbook Classroom lectures and Classroom lectures and

notesnotes Podcasts Podcasts PowerPoint slidesPowerPoint slides PowerPoint with audioPowerPoint with audio Exhibits, mind maps & Exhibits, mind maps &

concept mapsconcept maps

Learning Focus Learning Focus QuestionsQuestions

I

What?

II

How?

III

Why?

IV

What If?

Developmental Stages of LearningDevelopmental Stages of Learning

Absolute knowingAbsolute knowing means a student has knowledge of the facts means a student has knowledge of the facts and can answer questions like how, what, where, and when. and can answer questions like how, what, where, and when.

(Frosh : 70%, Soph: 50%)(Frosh : 70%, Soph: 50%)

Transitional knowingTransitional knowing means a student can apply the methods or means a student can apply the methods or knowledge to specified situations and can compare and contrast knowledge to specified situations and can compare and contrast

methods. (Frosh 30%, Soph: 50%) methods. (Frosh 30%, Soph: 50%)

Independent knowingIndependent knowing means a student uses the knowledge to means a student uses the knowledge to form opinions in nonspecific situations and can answer the form opinions in nonspecific situations and can answer the

question why. question why.

(Most Juniors and Seniors)(Most Juniors and Seniors)

Contextual knowingContextual knowing means a student has integrated the means a student has integrated the knowledge into a broad context and is able to evaluate knowledge into a broad context and is able to evaluate

perspectives to make reasoned decisions and policies using this perspectives to make reasoned decisions and policies using this knowledge. knowledge.

(Grad school or 5 years out)(Grad school or 5 years out)From Baxter-Magolda’s Developmental Stages of Learning and Knowing

What question does the What question does the AbsoluteAbsolute knower prefer? knower prefer?What question does the What question does the TransitionalTransitional knower ask knower ask most often?most often?What question is the favorite of the What question is the favorite of the IndependentIndependent knower?knower?What inquiry does the What inquiry does the ContextualContextual knower pursue? knower pursue?

Match the questions: What? How? Why? Match the questions: What? How? Why? and What If? to the Developmental Stages and What If? to the Developmental Stages

of Learning and Knowing….of Learning and Knowing….

Teach/Learn/Assess Teach/Learn/Assess ActivitiesActivities

How (Transitional):How (Transitional): Lecture with DemosLecture with Demos Homework ProblemsHomework Problems CAI CAI (Computer-Aided Instruction)(Computer-Aided Instruction)

Problem ExamsProblem Exams

Why (Independent):Why (Independent): Socratic LectureSocratic Lecture Group DiscussionsGroup Discussions Motivational StoriesMotivational Stories Group Projects/ExamsGroup Projects/Exams

What If (Contextual):What If (Contextual): Student Student

Lectures/PresentationsLectures/Presentations Role PlayRole Play Open-ended projectsOpen-ended projects Subjective ExamsSubjective Exams

What (Absolute):What (Absolute): Lecture with VisualsLecture with Visuals Textbook readingTextbook reading Data Gathering Data Gathering Objective ExamsObjective Exams

Next Step…Next Step… Develop a Course Develop a Course PlanPlan

On Campus:Financial

Managerial

Course GoalsCurriculum, Course, and Professor

Course Basics Orientation/First DayCourse Sessions

Learning Objectives

Syllabus Calendar

GradebookCourse Evaluations by Students

Student ReadinessStudent To Do List

Student Consent FormTeach Assess

Pre & Post

LearnOnline/Blended:Open Campus-password please

Course Planning Course Planning WorksheetWorksheet

Student Learning Level Goal: Absolute Transitional Independent Contextual

What? How? Why? What If?

*Knowledge, Skills, Attitudes, Abilities, and Values Learning Objective Selected GOAL

Level of Learning to be

Achieved GOAL

Targeted KSAAV* to be

Enhanced GOAL

Instructional Strategy

TEACH

Specific Assignment Materials LEARN

Methods of Evaluation PRE & POST

ASSESS

Course Ideas/ExamplesCourse Ideas/Examples

Engaging StudentsEngaging Students Encouraging DiscussionsEncouraging Discussions Bringing in the Real WorldBringing in the Real World Teaching Efficiency Teaching Efficiency Add Meaningful Technology Add Meaningful Technology

Tools Tools

Engaging Student Engaging Student StrategiesStrategies

One minute memos…collect periodicallyOne minute memos…collect periodically Core dump beginning &/or end of topic i.e., create a wikiepediaCore dump beginning &/or end of topic i.e., create a wikiepedia Argue for/Argue againstArgue for/Argue against What would X say about YWhat would X say about Y Examples you’ve observed from personal lives regarding X conceptExamples you’ve observed from personal lives regarding X concept

Think/Pair/ShareThink/Pair/Share Pair summarizing/checking/editingPair summarizing/checking/editing Group work--all group members prepare & you select Group work--all group members prepare & you select

spokesperson spokesperson Mini-cases or problemsMini-cases or problems Peer reviewed projectsPeer reviewed projects

Student discussion recordersStudent discussion recorders Write discussion points on board, class rank importance by Write discussion points on board, class rank importance by

votingvoting Chapter ExpertChapter Expert

Posts chapter and class notes, answers student posted questions online, Posts chapter and class notes, answers student posted questions online, and develops sample exam questionsand develops sample exam questions

Give points for posting questions and responsesGive points for posting questions and responses

Student Assignments for Student Assignments for Managerial or Cost AccountingManagerial or Cost Accounting

http://inst.sfcc.edu/~scrosson/Talks/Resources.htm http://inst.sfcc.edu/~scrosson/Talks/Resources.htm

Cookie ActivitesCookie Activites-Students form cookie companies, produce chocolate chip -Students form cookie companies, produce chocolate chip cookies using Job &/or Process costing, prepare a company website and marketing cookies using Job &/or Process costing, prepare a company website and marketing plan, price their cookies using a variety of methods, evaluate their peers plan, price their cookies using a variety of methods, evaluate their peers performance, and debrief the semester as the management team of a cookie performance, and debrief the semester as the management team of a cookie conglomerate.conglomerate.

Cookie Assignments and exhibitsCookie Assignments and exhibits 2005 Student Websites2005 Student Websites

  Using NovelsUsing Novels-set context for class discussions and assignments-set context for class discussions and assignments

The Goal The Goal by by GoldrattGoldratt and Cox and Cox Code BlueCode Blue by McDermott and Stocks by McDermott and Stocks

  Job Order Costing with LegosJob Order Costing with Legos-students prepare a job card while they build 3 -students prepare a job card while they build 3 productsproducts

Job CardJob Card Parts ListParts List

  

Encouraging DiscussionsEncouraging Discussions Good Beginnings:Good Beginnings:

What is the main idea of…?What is the main idea of…? What if…?What if…? How does…affect…?How does…affect…? Why is...important?Why is...important? What is a new example of…?What is a new example of…? Explain why… or Explain how…Explain why… or Explain how… How does this relate to what you have learned before?How does this relate to what you have learned before? What conclusions can you draw about?What conclusions can you draw about? What is the difference between…and…?What is the difference between…and…? How are …and …similar?How are …and …similar? How would you use…to…?How would you use…to…? What are the strengths and weaknesses of…?What are the strengths and weaknesses of…? What is the best…and why?What is the best…and why?

Beginnings to Avoid:Beginnings to Avoid: Are there any questions?Are there any questions? Does everyone understand?Does everyone understand?

Bringing in the Real Bringing in the Real WorldWorld

Classroom=Workplace Classroom=Workplace Give points for doing homework on Give points for doing homework on

spreadsheets spreadsheets Encourage collaborative web-based Encourage collaborative web-based

instead of paper-based projectsinstead of paper-based projects Build students’ resumes by using Build students’ resumes by using

real accounting software like real accounting software like QuickBooks, Office Accounting 2007, QuickBooks, Office Accounting 2007, or Dynamics-GPor Dynamics-GP

Utilize XBRL and XML based Utilize XBRL and XML based documents documents

Use teams and collaborationUse teams and collaboration Evaluate peers-multiple timesEvaluate peers-multiple times Require Communication similar to Require Communication similar to

workplaceworkplace

Teaching EfficiencyTeaching Efficiency Ever Expanding Knowledge and Ever Expanding Knowledge and

Skills…Skills… Consultants/Knowledge Experts Consultants/Knowledge Experts

Business Model TodayBusiness Model Today Use your student demographicsUse your student demographics Students prepare notes and solutionsStudents prepare notes and solutions

Course resources on the webCourse resources on the web Grading RubricsGrading Rubrics Encourage Web-based research in Encourage Web-based research in

addition to library-based researchaddition to library-based research Use authentic source documents Use authentic source documents

Provide content in students’ comfort Provide content in students’ comfort zonezone

Personalized Faculty EvaluationPersonalized Faculty Evaluation

Keep the Best of What You Do, Rethink the Rest!Keep the Best of What You Do, Rethink the Rest!

Add Meaningful Technology Add Meaningful Technology ToolsTools

PowerPointPowerPoint Course WebsiteCourse Website Learning Management Learning Management

Systems: WebCT/Bb Systems: WebCT/Bb Clickers (personal response Clickers (personal response

systems)systems) Tablet pcTablet pc iPod and podcastingiPod and podcasting Videos, VblogsVideos, Vblogs Skype Skype Online Resources for TextbooksOnline Resources for Textbooks Accounting softwareAccounting software Cell phones, CamerasCell phones, Cameras

ClickersClickers

Tablet Tablet or or

Convertible Convertible PCsPCs

WWhat I write each class:hat I write each class:

Fall 2006 Class NotesFall 2006 Class NotesSpring 2006 Class Spring 2006 Class Notes Notes Fall 2005 Class NotesFall 2005 Class Notes

Class Notes

What you need…What you need…

One Note or other digital inking programOne Note or other digital inking programTablet pc or other Digital ink deviceTablet pc or other Digital ink deviceExternal Media to transfer files to websiteExternal Media to transfer files to websiteWebpage to view files Webpage to view files (One Note must be viewed (One Note must be viewed using Internet Explorer)using Internet Explorer)

Students need only Students need only the Internet the Internet

& Internet Explorer& Internet Explorer

iPods…..iPods…..Consider the Consider the possibilitiespossibilities

Record and playback classesRecord and playback classes Chapter overviews—highlight Chapter overviews—highlight

favorite pages or LOs favorite pages or LOs (learning objectives)(learning objectives)

End-of-chapter coaching of End-of-chapter coaching of review problem to model review problem to model problem solving processproblem solving process

Explanations of textbook Explanations of textbook visuals, i.e., exhibits, figures visuals, i.e., exhibits, figures

Podcasts-audio or video Podcasts-audio or video broadcasts available on the broadcasts available on the Internet Internet I hear, therefore I I hear, therefore I

learnlearn

Student Comfort Student Comfort ZoneZone

Audio filesAudio files-podcasting-podcasting

.wav files that students can listen to .wav files that students can listen to as they view their text or notes as they view their text or notes using either a computer, iPod, or using either a computer, iPod, or mp3 playermp3 player

Managerial Accounting ChatsManagerial Accounting Chats Managerial Accounting Look and LiManagerial Accounting Look and Li

stensstens

Video files-Video files-videocastingvideocasting

.M4V files that students can see/hear .M4V files that students can see/hear using either a computer or video using either a computer or video iPodiPod

Chapter 6 LO4 SE 6 Chapter 6 LO4 SE 6

What you need…What you need…

iPodiPodiPod-compatible microphone, i.e., iPod-compatible microphone, i.e., Belkin’s Voice RecorderBelkin’s Voice RecorderiTunes…Download free to PC iTunes…Download free to PC http://http://www.apple.com/itunes/downloadwww.apple.com/itunes/download//External Media, CD, or Webpage to External Media, CD, or Webpage to allow transfer of voice memo (WAV) files allow transfer of voice memo (WAV) files For Video Podcasts, you need either For Video Podcasts, you need either QuickTime 7 Pro or GarageBand QuickTime 7 Pro or GarageBand http://http://www.apple.com/podcastingwww.apple.com/podcasting

Podcasting with only a Telephone…Podcasting with only a Telephone…

GCast is a free service that lets you record a podcast by calling a toll-free telephone number and then speaking using voicemail-style recording tools. Also offers free hosting and an embeddable player that can be dropped onto any page. The player describes your audio content as well as a play/pause button so all can listen without leaving the page.

http://www.gcast.comFor more see “GCast: Super-Easy Podcasting,” Monkey Bites, February 21, 2006 http://blog.wired.com/monkeybites/

Teaching for Today and Teaching for Today and TomorrowTomorrow

No Turnkey SolutionsNo Turnkey Solutions Expresses YouExpresses You Continuously ChallengesContinuously Challenges Research OpportunitiesResearch Opportunities Delights Students! Delights Students!

Get more out of your teaching: By getting teaching/learning out of the classroom,By utilizing students’ modalities, questions, and development stages,By keeping the best and rethinking the rest,By inspiring students like your favorite professor inspired you.

susan.crosson@sfcc.edususan.crosson@sfcc.edu

http://inst.sfcc.edu/~scrossonhttp://inst.sfcc.edu/~scrossonsusan.crosson@sfcc.edususan.crosson@sfcc.edu

What’s next?What will you do this year?Share your best practices!

Any efforts will be appreciated by your students!

Additional Faculty Resources: Additional Faculty Resources: http://http://inst.sfcc.edu/~scrosson/Talks/Resources.htminst.sfcc.edu/~scrosson/Talks/Resources.htm

PowerPoint Self-Study sessions

•Getting A Great Start Overview•Developing a More Effective Syllabus•Developing an Effective Student Evaluation•iPods Promote Teaching/Learning•Course Website Design-Leverage Learning in Your Classes

Visit your school's Center for Excellence in Teaching or AAA's many teaching/learning sessions

Sample Student Resources for Any Class Sample Student Resources for Any Class http://inst.sfcc.edu/~scrosson/Talks/Resources.htmhttp://inst.sfcc.edu/~scrosson/Talks/Resources.htm

First Day of Class To Do ListFirst Day of Class To Do List

An Introduction to Business EthicsAn Introduction to Business Ethics -open in Notes view to see -open in Notes view to see teaching notesteaching notes

Student Consent FormStudent Consent Form

  Class Notes-download a free 120 day trial of One NoteClass Notes-download a free 120 day trial of One Notewhat I write on the board each classwhat I write on the board each class

Spring 2006 Class Notes Fall 2005 Class NotesSpring 2006 Class Notes Fall 2005 Class Notes

  iPod audio filesiPod audio files-these are wav files that students can listen to as they view their -these are wav files that students can listen to as they view their text or notes using either a computer, iPod, or mp3 playertext or notes using either a computer, iPod, or mp3 player

Managerial Accounting ChatsManagerial Accounting Chats Managerial Accounting Look and ListensManagerial Accounting Look and Listens

  Course WebsitesCourse Websites-these are my non-password protected websites-these are my non-password protected websites

Financial AccountingFinancial Accounting Managerial AccountingManagerial Accounting

  

Student Assignments for Student Assignments for Managerial or Cost AccountingManagerial or Cost Accounting

http://inst.sfcc.edu/~scrosson/Talks/Resources.htm http://inst.sfcc.edu/~scrosson/Talks/Resources.htm

Cookie ActivitesCookie Activites-Students form cookie companies, produce chocolate chip -Students form cookie companies, produce chocolate chip cookies using Job &/or Process costing, prepare a company website and marketing cookies using Job &/or Process costing, prepare a company website and marketing plan, price their cookies using a variety of methods, evaluate their peers plan, price their cookies using a variety of methods, evaluate their peers performance, and debrief the semester as the management team of a cookie performance, and debrief the semester as the management team of a cookie conglomerate.conglomerate.

Cookie Assignments and exhibitsCookie Assignments and exhibits2005 Student Websites2005 Student Websites

  Using NovelsUsing Novels-set context for class discussions and assignments-set context for class discussions and assignments

The Goal The Goal by Goldratt and Cox by Goldratt and Cox Code Blue Code Blue by McDermott and Stocks by McDermott and Stocks

  Job Order Costing with LegosJob Order Costing with Legos-students prepare a job card while they build 3 -students prepare a job card while they build 3 productsproducts

Job CardJob Card Parts ListParts List

  

Looking forward Looking forward to your to your

successes!successes!

My HomepageMy Homepagehttp://http://inst.sfcc.edu/~scrossoninst.sfcc.edu/~scrossonsusan.crosson@sfcc.edu

352-395-5137