WINTER 2012 - National Association of Schools of Public Affairs and ...
WINTER 2012 - National Association of Schools of Public Affairs and ...
WINTER 2012 - National Association of Schools of Public Affairs and ...
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Pamela A. Gibson <strong>and</strong> Pamela Trump Dunning<br />
CONTINUING IMPROVEMENT<br />
Today’s online course design cannot simply be moving the material from<br />
the lectern to the computer screen, given the expectations <strong>of</strong> students <strong>and</strong> the<br />
versatility <strong>of</strong> the electronic world.<br />
A determination must be made as to what material should be transmitted via<br />
PowerPoint presentations with accompanying audio; in a synchronous chat room<br />
discussion via Wimba, Pronto, Skype, or Second Life; or through self-check<br />
evaluations.<br />
Some researchers believe that the current generation <strong>of</strong> technology will<br />
not be able to support the development <strong>of</strong> competencies that students <strong>of</strong><br />
public administration will need in the future (Austin, 2009). However, the<br />
advancements in online course management systems are growing exponentially<br />
<strong>and</strong> as technology continues to improve, it will be easier to integrate those<br />
virtual components that will provide a sense <strong>of</strong> community in the online course.<br />
Troy University has recently upgraded to the latest iteration <strong>of</strong> Bb, Blackboard<br />
Collaborate, which is a unified collaboration platform that replaces Wimba<br />
<strong>and</strong> Pronto. This platform contains web conferencing <strong>and</strong> enterprise instant<br />
messaging, which allows for spontaneous, informal interaction <strong>and</strong> voice<br />
authoring. With training from the instructional design staff, incorporating these<br />
new features will further advance the mechanisms in course design to allow more<br />
synchronous <strong>and</strong> asynchronous activities, leading to even greater comingling <strong>of</strong><br />
high-tech <strong>and</strong> high-touch characteristics in our online coursework.<br />
The peer review <strong>of</strong> courses allows for other instructors to audit an online<br />
course <strong>and</strong> <strong>of</strong>fer constructive feedback to improve design. As one reviewer<br />
mentioned, “I get to see what others are doing <strong>and</strong> incorporate some <strong>of</strong> their<br />
techniques in my classes.” A pooling <strong>of</strong> our QM recognized syllabi <strong>of</strong>fers<br />
a tremendous resource from which faculty can keep up to date with new<br />
techniques, s<strong>of</strong>tware, <strong>and</strong> general research findings on online educational<br />
delivery. The faculty continues to refine the st<strong>and</strong>ardized course learning<br />
objectives <strong>and</strong> associated course matrix, through the volunteer Course Expert<br />
Committee work during the year, in order to become more adept at linking<br />
specific course requirements with measurable assessments.<br />
CONCLUSION<br />
The QA initiative at Troy University has exp<strong>and</strong>ed its reach from its<br />
inception in 2008 to its current coverage <strong>of</strong> over 50% <strong>of</strong> all discipline<br />
areas within the five colleges. A number <strong>of</strong> lessons can be gleaned from the<br />
implementation <strong>of</strong> this initiative. First, a gradual, phased approach is necessary<br />
to gain acceptance <strong>of</strong> the process, both by faculty <strong>and</strong> staff. The structured<br />
approach also provides the opportunity for identification <strong>of</strong> needed changes,<br />
either to the process or the implementation plan, <strong>and</strong> inclusion <strong>of</strong> these changes<br />
into future iterations. Next is having staff available, in sufficient numbers, to<br />
218 Journal <strong>of</strong> <strong>Public</strong> <strong>Affairs</strong> Education