# Presentation: 403683

## EMERGENCY MANAGEMENT HIGHER EDUCATION CONFERENCEJUNE 4 – 5, 2003

- BREAKOUT WORKSHOP:
- _DISTANCE LEARNING_:
- _THE PEDAGOGY OF CURRENT OFFERINGS_
- DR. HENRY W. FISCHER
- DISASTER RESEARCH GROUP
- DEPARTMENT OF SOCIOLOGY
- MILLERSVILLE UNIVERSITY OF PENNSYLVANIA

## FEMA Higher Education Project & Disaster Research

- Disaster Research
- 50+ Years of Activity
- Becoming Institutionalized
- College Curriculum
- Practitioner Training Programs
- FEMA Higher Education Project
- Approximately 10 Years
- Varied Teaching Products in Existence

## ASSESSMENT TIME

- History or Evolution
- Existence Established
- Time to Consider Educational Quality
- Emergence to the Point Where We Can Now Consider Issues:
- Pedagogy – Levels of Learning
- Level of Learner Activity

## DISTANCE LEARNING:EMERGING LEVEL OF LEARNER ACTIVITY

- 1ST GENERATION:
- INDEPENDENT STUDY SNAIL MAILED TO & FROM
- 2ND GENERATION:
- INDEPENDENT STUDY ACCESSED ONLINE, SNAIL MAIL WORK IN
- 3RD GENERATION:
- INDEPENDENT STUDY ACCESSED ONLINE & EMAIL WORK IN
- 4TH GENERATION:
- INDEPENDENT STUDY ACCESSED ONLINE & INTERACTIVELY CHECK PROGRESS
- 5TH GENERATION:
- INTERACTIVELY ENGAGE ONLINE WITH SITE MATERIALS & OTHER HUMAN BEINGS
- NEXT GENERATION:
- ENHANCED TECHNOLOGY TOOLS EMPLOYED TO INTERACTIVELY ASSESS VIDEO EXAMPLES & VIRTUAL FACE-TO-FACE INTERACTION

## Bloom’s Taxonomy

- _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

## 2 PEDAGOGICAL ISSUES COORELATED

| INDEPENDENT STUDY & 
LOW LEVEL LEARNING | ACTIVE LEARNER & LOW LEVEL LEARNING |
| --- | --- |
| INDEPENDENT STUDY & 
HIGH LEVEL LEARNING | ACTIVE LEARNER & HIGH LEVEL LEARNING |

- _LEARNER ACTIVITY LEVEL_

- _LEARNING_
- _LEVEL_

- LOWER
- LEVEL

- HIGHER
- LEVEL

- INDIVIDUAL

- INTERACTIVE

- _2 PEDAGOGICAL ISSUES COORELATED_

- 1

- 2

- 2

- 3

- 1=POOR, 2=BETTER, 3=BEST

## GOAL RE THESE TWO ISSUES:

- ACTIVITY LEVEL OF LEARNER
- &
- LEVEL OF LEARNING

## LET’S ASSESS 2 CURRENT TYPES OF DISTANCE EDUCATION OFFERINGS

- EMI ONLINE COURSES
- JSU ONLINE COURSES

## Pedagogy of EMI Courses

## IS 1 - Emergency Manager: An Orientation to the Position 

- _[http://training.fema.gov/EMIWeb/IS/crslist.asp](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 ACTIVITY

- INDEPENDENT STUDY – Individual & Text Oriented
- 	Read Material Provided Online
- 	Complete Self-Graded Quiz (T/F, Brief Multiple Choice)
- 	Read Next Unit
- 	Final Exam At End
- **LEVEL OF LEARNER ACTIVITY: LOW – LEAST DESIREABLE

## LEARNING LEVELS

_**Who 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](http://training.fema.gov/EMIWeb/IS/crslist.asp)_

## PROGRAM ASSESSMENT

- STRENGTHS
- Detailed Overview of Role of Emergency Manager
- Learning Objectives Provided, Material Enables Attainment, Quiz Tests If Achieved

- WEAKNESSES
- Learning Objectives Focus on Lower End of Bloom’s Taxonomy
- Learner Activity Level is Middle Range of Evolution

- _Best Teaching-Learning: _
- When All Levels of Bloom are Incorporated &
- When Higher Learner Activity Level is Employed

## Pedagogy of JSU ONLINE Graduate 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 Faculty |

- _[http://www.jsu.edu/emergencymgt/](http://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](http://www.jsu.edu/depart/distance/)__ _
- _[M.P.A./Concentration in Emergency Management](http://www.jsu.edu/emergencymgt/em_mpa.html)_
- _[B.S. in Emergency Management](http://iep.jsu.edu/bachelor.html)_
- _[Certificate in Emergency Management](http://www.jsu.edu/emergencymgt/certification_em.html)_

| 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

## LEVEL OF LEARNER ACTIVITY

| EM 505 |   | Introduction to Emergency Management | (3) |
| --- | --- | --- | --- |

- ASSIGNED HOMEWORK & OUTSIDE ACTIVITIES
- 	READ BOOK
- 	VISIT WEBSITES
- VIRTUAL CLASSROOM
- 	GUEST SPEAKER
- 	CLASS DISCUSSION OF ASSIGNED BOOK
- 		DISCUSS, ASSESS DISASTER MYTHS
- 	INTERACTION WITH PROFESSOR & OTHER STUDENTS
- **LEVEL of LEARNER ACTIVITY: HIGH – MOST DESIREABLE

## LEARNING LEVELS

| 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

## PROGRAM ASSESSMENT

- STRENGTHS
- Online Instructions & Materials Very User Friendly & Very Complete
- Learning Objectives Encompass Entire Range of Learning Levels – Bloom
- Learner Activity is Very High

- WEAKNESSES
- Could Move to Next Generation of Technology Use:
- Streaming Video Vignettes as Illustrations & Application Opportunities
- Mini-Cam Use
- Application, Analysis of Current Web News Sources:

- _Best Teaching-Learning: _
- When All Levels of Bloom are Incorporated &
- When Higher Learner Activity Level is Employed

- _[http://abclocal.go.com/wls/news/specialsegments_Nov02/052003_ss_terrormanagers.html](http://abclocal.go.com/wls/news/specialsegments_Nov02/052003_ss_terrormanagers.html)_

## CONCLUSIONS

-     EMI COURSES – GOOD START, NEED ADDITIONAL DEVELOPMENT
- JSU COURSES – BETTER
- FUTURE – GOAL IS TO BE BEST

## THANK YOU !