Roger Woods School of Business and Economics Online Rookie: Lessons from a first time translation of an interactive classroom to online Roger Woods School of Business and Economics

Teaching Background Started teaching in 2003 as an instructor Became full-time in Fall 2011 Classes taught Quantitative Problem Solving Operations and Supply Chain Management Introduction to Visual Basic Team Dynamics/Decision Making Project Management Entrepreneurship Majority of classes are required business classes

On-line experience Camtasia videos Canvas/Blackboard Explanation of quantitative methods (linear programming) Canvas/Blackboard Developed courses using pages and modules Modules developed for cancelled classes

OSM3000 (Operations and Supply Chain Management) Overview 14 chapters Survey course Course concepts and vocabulary Quantitative methods Qualitative concepts Spring 14 weeks, Summer 7 weeks

Small group discussion What is the biggest obstacle in taking an on-the-ground (OTG) course on-line? Discuss in small groups (3-5 people), be prepared to provide summary to the entire group

OSM Example discussion question If you were deciding where to put a 6th high-end sub sandwich shop in Miami, Florida what would be the factors you would use? Easy access Demographics Traffic counts and patterns Located next to a major service Near a McDonald’s “Always continue to utilize group discussions. This method helped bring out ideas from others which helped me learn different perspectives from others that I wouldn't have heard otherwise.”

OTG Flow of typical chapter Pre-quiz Background slides Discussion Slides Board work Example Handout Answer Repeat steps 4-8

Handouts Roughly 1/3 of classes have at least one handout Established norm to pick them up on the way into class Introduce concept Sample calculation or equations on board Students complete handout

Other content/exercises YouTube videos Article links Observations in operations management Quickwrites

How am I going to replicate all this in an on-line environment? Get help (Center for Teaching and Learning) Panopto lecture capture Alter board work to document camera Outline of the entire course

Modules by chapter Pages by content, exercise/discussion breakpoints Combination video, slides, YouTube on each page Force progression through Module, but not Module to Module Overlapping release dates, due dates* Released every 4 or 5 days, open for 7 days * Thanks to the NMSU graduate students for the idea

Panopto Editing previously recorded lectures Recording new Ensuring visibility to the current class

Assignments Discussions Exercises Quizzes Exams Created small groups Exercises A component of graded material, credit/no credit Quizzes No time limit Exams Timed, entirely on-line Observations in Operations Management

Student communication No office hours Communication via email/text Lots of grading feedback Time consuming, but worthwhile

What I learned Assignments changed to quizzes Benefit to OTG content Does not allow “gaming” the system Benefit to OTG content Flipped learning possibilities Flexibility for travel Plan well to minimize later work Don’t have to have entire class prepared

Student surveys Embedded in a module, 75% response rate Overall 4.52 out of 5 Spring 2016 - 50% response rate 4.82 out of 5

Things to preserve Videos for formulas, hard concepts YouTube videos related to content Module approach Exercises without major grade impact Discussions (though limited)

Things to change Remove lags/discussion time from OTG videos More custom videos for summer Annotate videos with board work Allow fast forward in videos (not embedded) Make the discussions work, did not find value

Summary Provide a mixture of content (video, slides, exercises, YouTube, discussions) Keep the page size reasonable Rolling releases and due dates allow changes, keeps students on pace Quizzes provide a low stakes chance to explore content Don’t be dismayed by video viewing numbers Test links, modules, pages before release