Post on 01-Apr-2015
transcript
EMERGENCY MANAGEMENT EMERGENCY MANAGEMENT HIGHER EDUCATION CONFERENCEHIGHER EDUCATION CONFERENCE
JUNE 4 – 5, 2003JUNE 4 – 5, 2003
BREAKOUT WORKSHOP:BREAKOUT WORKSHOP:DISTANCE LEARNINGDISTANCE LEARNING: :
THE PEDAGOGY OF CURRENT OFFERINGSTHE PEDAGOGY OF CURRENT OFFERINGS
DR. HENRY W. FISCHERDR. HENRY W. FISCHERDISASTER RESEARCH GROUPDISASTER RESEARCH GROUPDEPARTMENT OF SOCIOLOGYDEPARTMENT OF SOCIOLOGY
MILLERSVILLE UNIVERSITY OF PENNSYLVANIAMILLERSVILLE UNIVERSITY OF PENNSYLVANIA
FEMA Higher Education Project & FEMA Higher Education Project & Disaster ResearchDisaster Research
Disaster ResearchDisaster Research• 50+ Years of Activity50+ Years of Activity• Becoming InstitutionalizedBecoming Institutionalized
College CurriculumCollege Curriculum Practitioner Training ProgramsPractitioner Training Programs
FEMA Higher Education ProjectFEMA Higher Education Project• Approximately 10 YearsApproximately 10 Years• Varied Teaching Products in ExistenceVaried Teaching Products in Existence
ASSESSMENT TIMEASSESSMENT TIME
History or Evolution History or Evolution • Existence Established Existence Established • Time to Consider Educational QualityTime to Consider Educational Quality
Emergence to the Point Where We Emergence to the Point Where We Can Now Consider Issues:Can Now Consider Issues:• Pedagogy – Levels of LearningPedagogy – Levels of Learning• Level of Learner ActivityLevel of Learner Activity
DISTANCE LEARNINGDISTANCE LEARNING::EMERGING LEVEL OF LEARNER ACTIVITYEMERGING LEVEL OF LEARNER ACTIVITY
11STST GENERATION: GENERATION: • INDEPENDENT STUDY SNAIL MAILED TO & FROMINDEPENDENT STUDY SNAIL MAILED TO & FROM
22NDND GENERATION: GENERATION: • INDEPENDENT STUDY ACCESSED ONLINE, SNAIL MAIL WORK ININDEPENDENT STUDY ACCESSED ONLINE, SNAIL MAIL WORK IN
33RDRD GENERATION: GENERATION:• INDEPENDENT STUDY ACCESSED ONLINE & EMAIL WORK IN INDEPENDENT STUDY ACCESSED ONLINE & EMAIL WORK IN
44THTH GENERATION: GENERATION: • INDEPENDENT STUDY ACCESSED ONLINE & INTERACTIVELY CHECK PROGRESSINDEPENDENT STUDY ACCESSED ONLINE & INTERACTIVELY CHECK PROGRESS
55THTH GENERATION: 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 ENHANCED TECHNOLOGY TOOLS EMPLOYED TO INTERACTIVELY ASSESS VIDEO
EXAMPLES & VIRTUAL FACE-TO-FACE INTERACTIONEXAMPLES & VIRTUAL FACE-TO-FACE INTERACTION
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
INDEPENDENT INDEPENDENT STUDY & STUDY &
LOW LEVEL LOW LEVEL LEARNINGLEARNING
ACTIVE ACTIVE LEARNER & LEARNER & LOW LEVEL LOW LEVEL LEARNINGLEARNING
INDEPENDENT INDEPENDENT STUDY & STUDY &
HIGH LEVEL HIGH LEVEL LEARNINGLEARNING
ACTIVE ACTIVE LEARNER & LEARNER & HIGH LEVEL HIGH LEVEL LEARNINGLEARNING
LEARNER ACTIVITY LEVEL
LEARNINGLEVEL
LOWERLEVEL
HIGHERLEVEL
INDIVIDUAL INTERACTIVE
2 PEDAGOGICAL ISSUES COORELATED
1 2
2 3
1=POOR, 2=BETTER, 3=BEST
GOAL RE THESE TWO ISSUES:GOAL RE THESE TWO ISSUES:
ACTIVITY LEVEL OF LEARNER ACTIVITY LEVEL OF LEARNER
& &
LEVEL OF LEARNINGLEVEL OF LEARNING
LET’S ASSESS 2 LET’S ASSESS 2 CURRENT TYPES OF CURRENT TYPES OF
DISTANCE EDUCATION DISTANCE EDUCATION OFFERINGSOFFERINGS
EMI ONLINE COURSESEMI ONLINE COURSES
JSU ONLINE COURSES JSU ONLINE COURSES
Pedagogy of EMI CoursesPedagogy of EMI Courses
http://training.fema.gov/EMIWeb/IS/crslist.asp
IS 1 - Emergency Manager: An Orientation to the Position
Description Size Pages
Introduction and Table of Contents 58 KB 8 printed pages
Unit 1: Comprehensive Emergency Management 1.5MB 14 printed pages
Unit 2: The Emergency Program Manager 1.7MB 23 printed pages
Unit 3: Mitigation 1.7MB 22 printed pages
Unit 4: Preparedness 1.6MB 47 printed pages
Unit 5: Response 1.8MB 30 printed pages
Unit 6: Recovery 1MB 22 printed pages
Unit 7: Managing Emergency Management 1.2MB 29 printed pages
Photo Credits 156KB 14 printed pages
Tool Kit - -
Final Examination 207KB 14 printed pages
May 20, 2003
LEVEL OF LEARNER ACTIVITYLEVEL OF LEARNER ACTIVITY
INDEPENDENT STUDY – Individual & Text OrientedRead Material Provided Online Complete Self-Graded Quiz (T/F, Brief Multiple Choice)Read Next UnitFinal Exam At End
**LEVEL OF LEARNER ACTIVITY: LOW – LEAST DESIREABLE
UNIT ONE: EMERGENCY MANAGEMENT—SETTING THE SCENEWho 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
PROGRAM ASSESSMENTPROGRAM ASSESSMENT
STRENGTHSSTRENGTHS
• Detailed Overview of Detailed Overview of Role of Emergency Role of Emergency ManagerManager
• Learning Objectives Learning Objectives Provided, Material Provided, Material Enables Attainment, Enables Attainment, Quiz Tests If Achieved Quiz Tests If Achieved
WEAKNESSESWEAKNESSES
• Learning Objectives Learning Objectives Focus on Lower End of Focus on Lower End of Bloom’s TaxonomyBloom’s Taxonomy
• Learner Activity Level is Learner Activity Level is Middle Range of Middle Range of EvolutionEvolution
Best Teaching-Learning: Best Teaching-Learning: When All Levels of Bloom are Incorporated &When All Levels of Bloom are Incorporated &
When Higher Learner Activity Level is EmployedWhen Higher Learner Activity Level is Employed
Pedagogy of JSU ONLINE Pedagogy of JSU ONLINE Graduate CoursesGraduate 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 Facultyhttp://www.jsu.edu/emergencymgt/
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
EM 505
Introduction to Emergency Management
(3)
ASSIGNED HOMEWORK & OUTSIDE ACTIVITIESREAD BOOKVISIT WEBSITES
VIRTUAL CLASSROOMGUEST SPEAKERCLASS DISCUSSION OF ASSIGNED BOOK
DISCUSS, ASSESS DISASTER MYTHSINTERACTION WITH PROFESSOR & OTHER STUDENTS
**LEVEL of LEARNER ACTIVITY: HIGH – MOST DESIREABLE
LEVEL OF LEARNER ACTIVITYLEVEL OF LEARNER ACTIVITY
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
PROGRAM ASSESSMENTPROGRAM ASSESSMENT
STRENGTHSSTRENGTHS• Online Instructions & Online Instructions &
Materials Very User Materials Very User Friendly & Very CompleteFriendly & Very Complete
• Learning Objectives Learning Objectives Encompass Entire Range Encompass Entire Range of Learning Levels – Bloomof Learning Levels – Bloom
• Learner Activity is Very Learner Activity is Very HighHigh
WEAKNESSESWEAKNESSES• Could Move to Next Could Move to Next
Generation of Technology Generation of Technology Use: Use:
Streaming Video Streaming Video Vignettes as Vignettes as Illustrations & Illustrations & Application Application OpportunitiesOpportunities
Mini-Cam UseMini-Cam Use Application, Analysis of Application, Analysis of
Current Web News Current Web News Sources:Sources:
Best Teaching-Learning: Best Teaching-Learning: When All Levels of Bloom are Incorporated &When All Levels of Bloom are Incorporated &
When Higher Learner Activity Level is EmployedWhen Higher Learner Activity Level is Employed
http://abclocal.go.com/wls/news/specialsegments_Nov02/052003_ss_terrormanagers.html
CONCLUSIONSCONCLUSIONS
EMI COURSESEMI COURSES – GOOD START, NEED ADDITIONAL – GOOD START, NEED ADDITIONAL DEVELOPMENTDEVELOPMENT
JSU COURSESJSU COURSES – BETTER – BETTER
FUTUREFUTURE – GOAL IS TO BE BEST – GOAL IS TO BE BEST
THANK YOU !THANK YOU !