Asynchronous Role Playing Online: Making a Program Evaluation Course More Authentic
Enid Carlson, Wiley, United States ; Maureen Cuevas, Rebecca Gomez, Kimberly Gibson, Our Lady of the Lake University, United States
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Program evaluation courses have traditionally been difficult for social science students. They struggle with statistics and the ability to visualize how to use math in the practice. In an attempt solve this problem, a program evaluation course was created that incorporated authentic learning experiences using VoiceThread. Students used a scenario. They worked with data and presented the results to “their stakeholders.” Their fellow students were the “stakeholders” and responded to the presenter with questions or requests for more information. For example one activity required students to develop a program flowchart and explain to their ‘stakeholders’ where the data is collected in the process and how it can be used in program decision-making. The learning activities resulted in increased student engagement in the content and comprehension of the material. Student survey feedback indicated they appreciated the value of the exercises and how it demonstrated relevance to the practice.
Carlson, E., Cuevas, M., Gomez, R. & Gibson, K. (2015). Asynchronous Role Playing Online: Making a Program Evaluation Course More Authentic. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1148-1149). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)