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 !