The Best of both Worlds Engaging MSW and

Presenters Zulema E. Suárez, Ph. D. , LMSW, ACSW, Core Faculty Dorothy Farel, Core Faculty, DM, LCSW, MSW, Core Faculty Brian Christenson, Ph. D. , LMSW, LGSW, CAP, Social Work Program Chair and Director Telvis Rich, DM, LCSW, MSW, Director of Field Education © 2015 Capella University - Confidential - Do not distribute 2

Workshop Outline • Theoretical Principles of online synchronous and asynchronous hybrid and online classrooms • The model and instructional design • Demonstration and best practices in developing: live webinars, video feeds, and live breakout rooms. • Questions and discussion © 2015 Capella University - Confidential - Do not distribute 3

Learning Objectives • Participants will be able to construct components of instructional design to engage students within a hybrid or online program. • Participants will learn to effectively engage students within the online or hybrid model technology (webinars, video-feeds, and breakout rooms) • Participants will be able to evaluate theoretical principles of online synchronous and asynchronous hybrid and online classrooms. © 2015 Capella University - Confidential - Do not distribute 4

Theoretical Principles Synchronous Takes place in real-time, providing learners and faculty to interact through web-based technologies. Provides the opportunity to have live discussions, to observe reactions and behaviors, engage students with their peers and instructors, and assist in social presence within the classroom. (Zoumenou, et al. , 2015). Asynchronous Is communication that is delayed in time, or not in a live setting (Zoumenou et al, 2015). Provides opportunities for critical thought as learners have the opportunity to reflect and communicate when time allows them to as opposed to a set time for class. The benefits of this type of communication include convenience, access to working adults, accommodations for individuals with disabilities, and geographical flexibility (Hrastinski, 2008). © 2015 Capella University - Confidential - Do not distribute 5

Theoretical Principles • A study demonstrated that asynchronous communication is much more effective than the synchronous communication design in motivating and engaging students (Haung, Wang, & Liu, 2015). • Therefore, a combination of synchronous and asynchronous communication in distance learning is recommended (Zoumenou, et al. , 2015). . • Asynchronous and Synchronous Recommendations © 2015 Capella University - Confidential - Do not distribute 6

Theoretical Principles • One of the most significant challenges within blended learning is engagement of students within these environments (Moore & Signor, 2014). • When students are engaged, the online learning environment provides webbed connectivity and relationship building (Noble & Russell, 2013). Learner Engagement © 2015 Capella University - Confidential - Do not distribute 7

Theoretical Principles • The delivery of curriculum is vital to online education (Levin et al. , 2013). Curriculum Development and Delivery • One effective mode of delivery to engage students is the use of webinars (Sull, 2014). • The introduction of webinars within the asynchronous environment provides an enriching and engagement environment (Zoumenou, Sigman-Grant & Cole, 2015). © 2015 Capella University - Confidential - Do not distribute 8

The Model and Instructional Design • Capella’s MSW Program is asynchronous and synchronous via the use of Webinars. • Program Orientation • Team collaboration • Field Education Orientation © 2015 Capella University - Confidential - Do not distribute 9

The Model and Instructional Design • Classroom Webinars (cross-classroom collaboration) 3 per class minimum. • Faculty Engagement (weekly program meetings) • Professional development and continuing education workshops © 2015 Capella University - Confidential - Do not distribute 10

Webinar Best Practices • Adobe connect • PGI lines versus recording in the classroom • Time of day offered (Time Zones) • Invitations (course room and program wide emails) • Recording • Head sets (for cell phones and lines) • Collaboration © 2015 Capella University - Confidential - Do not distribute 11

Webinar Development • How to prepare the webinar • Prepare your Power. Point • Convert to PDF • Set up the adobe connect classroom • Set up and connect to PGI conference line • Send out invitations © 2015 Capella University - Confidential - Do not distribute 12

Application and Example • Example of classroom webinar • Phone line connected • Don’t forget to record • Mute all learners • Don’t forget to end recording (not end meeting) • (Polls, break out rooms, video feeds, private conversations) © 2015 Capella University - Confidential - Do not distribute 13

Application and Example • Once the meeting is over, access and share the recording.

© 2015 Capella University - Confidential - Do not distribute

References Levin, S. , Whitsett, D. , & Wood, G. (2013). Teaching MSW Social Work Practice in a Blended Online Learning Environment. Journal of Teaching in Social Work, 33(4/5), 408 -420. doi: 10. 1080/08841233. 2013. 829168 Moore, C. , & Signor, L. (2014). Engaging diverse student cohorts: Did someone say completely online? International Journal of Information and Education Technology, 4(4), 364 -367. doi: http: //dx. doi. org/10. 7763/IJIET. 2014. V 4. 431 Noble, D. , & Russell, A. C. , (2013). Research on Webbed Connectivity in a Web-Based Learning Environment: Online Social Work Education. Journal of Teaching in Social Work, 33. DOI: 10. 1080/08841233. 2013. 829167. Sull, E. C. (2014). A 2014 guide to engaging students: It's not your grandfather's online classroom! Distance Learning, 11(1), 67 -70. Zoumenou, V. , Sigman-Grant, M. , Coleman, G. , Malekian, F. , & Zee, J. , (2015). Idenitfying Best Practices for an Interactive Webinar. Journal of Family and Consumer Sciences, 107(2). 62 -69. © 2015 Capella University - Confidential - Do not distribute 16