Post on 18-Jan-2016
transcript
Asynchonous Online Graduate Public Policy Education:The Use of Public Databases to Engage Students and Advance
Learning
Richard DoyleAssociate Professor of Public Budgeting
Naval Postgraduate SchoolMonterey, CA
The Logic of the Course
Learning is more effective if students are actively engaged with the raw materials of the course
Graduate education in public budgeting can effectively incorporate relevant data in @ real time
Instructor must bring the materials to the students in a timely and effective manner
The Relevant Materials
Students learn about the players and the budget process in general (theory), then engage the actual players and the process in action (the budget process underway as the
course is delivered)
Similarly, students are exposed to budget problems from the literature, then learn how the current Congress and
executive branch is addressing them
High speed and continuous access to the web is essential
Providing Context
Readings (e.g., journal and newspaper articles, book chapters) provided in digitized formats within the LMS
(Blackboard, transitioning to Sakai); assignments can be changed during the course to take advantage of new
documents bearing on course objectives and the current budget process
Lectures provided via PPT presentations located within the LMS and published using Articulate, with video
introduction by instructor (updated for each new course offering to remain relevant to budget developments in
Congress and the executive branch)
Parallel Processes
Interactive tools (e.g., Camtasia tours of congressional budget committee websites) for learning key elements of the budget process are assigned in addition to reading
materials and PPT presentations
Faculty student interaction occurring through Announcements, Discussion Board and email, including
feedback on student papers scanned and emailed to them
Faculty member communicating with students as re current budget developments relevant to their learning
The Exercises
Grades are derived entirely from completion of exercises involving a combination of budget concepts and current
budget data
One exercise, worth 60 percent of the final grade, consists of a set of four questions pertaining to a specific part
(function, account, chapter, etc) of the federal budget
Each student selects the “part” of the budget he/she will use for this exercise, optimizing their interest
The Four Questions
What is in your piece of the federal budget pie?
Which committees of Congress control your piece of the budget pie and what is the nature of that control?
Which government agencies propose spending for your piece, how do they use the funding, and what organized
interests attempt to influence levels of funding?
What does the administration propose for your piece of the budget pie?
Advantages
Students discover and construct knowledge about budget process and outcomes
Students equipped to locate and analyze relevant budget information, enabling research using primary materials
Budget information asymmetry shifted in favor of students/citizens