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Webinar Series
on Accounting Research and Education

We are pleased to announce this is being offered – free of charge – as an exclusive benefit to AAA Members.

November and December topics and dates are described below – be on the lookout for more to be announced soon. Plans are to alternate between education/teaching and research topics each week on Thursdays and/or Fridays through the spring. Come join in a chance to be together, and work together, when it’s hard to get together.

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Recent Webinars

Friday, November 20, 11:00 am - 12:00 pm Eastern time 

VIEW NOWAccounting and Auditing in a COVID-19 Disrupted World

Friday, October 30, 11:00 am - 12:00 pm Eastern time

VIEW NOWIncreasing Engagement in Virtual Classes: Breakout Rooms and Beyond


Thursday, October 15, 3:30 pm Eastern time 

VIEW NOWResearch that's Relevant to Accounting Practice and Policy

Friday October 9, 11:00 am-12:00 pm Eastern time

VIEW NOW12 Tips for Assessment in an Online Environment

ONLINE TEACHING RESOURCES

Resources

VISITTeaching and Learning Toolbox Blog

by Markus Ahrens and Cathy Scott

VISITAccounting in the Headlines Blog

by Wendy Tietz

VISITAccounting is Analytics Blog

by Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles

VISITHarvard Business Review’s Online Teaching Resources and Webinars

VISITHoward Rheingold’s Blog

 

Tools To Try

Kahoot!

https://kahoot.com/blog/2020/02/27/kahoot-free-access-schools-higher-education-coronavirus/ 

Zoom

https://zoom.us/docs/en-us/covid19.html

https://teachingandlearningtoolbox.wordpress.com

Poll Everywhere

https://www.polleverywhere.com

Collaborate Ultra by Blackboard

https://help.blackboard.com/Collaborate/Ultra/Participant/Get_Started

 

Frequently Asked Questions

Q. What is the faculty role in an online course?
A. More than a lecturer.  You are the curator of online course resources and the students’ learning path.  The course calendar and weekly to do list must clearly state tasks and due dates.  Students will do what you ask if there are points assigned to the activity. 

Q. What is the best way to organize an online course?
A.  Students get confused since each faculty may organize their course differently.  Try to follow the template your school provides to cut down on student missteps.  Suggest making a To Do list for each week and posting it in the Announcements section of your LMS.  Also, embed due dates for all assignments, quizzes, and tests into the course calendar. If possible, ask a fellow faculty member to view their online course to determine if it has a similar look/feel to yours.  Be clear about which tasks are MUST DO (# points to earn) versus RECOMMENDED (no points to earn).

Q.  How much detail should be in my online content?
A. Your online content should be agnostic with no references to assignment due dates or page numbers in the book.  That way, the content you create can be used again in another term or course.  Make it last!  Your created content should be durable for more than one term.

Q. How can students be set up for success online when the term so far has been a face-to-face classroom experience?
A. As much as possible retain the course structure and grading rubric all are accustomed to.  Modifications can be made using the tools of the LMS.  For example, class discussions transform into asynchronous threaded discussions (metrics include number of posts and quality of posts) or synchronous breakout room discussions in ZOOM; pop quizzes transform into randomized question timed quizzes where every student views a different quiz; beginning of the class announcements and reminders transform into LMS Announcements that send each student an email reminder; textbook online resources/homework management systems enrich student learning opportunities; and synchronous in class learning games like Kahoot and Polleverywhere can still be used in an online course.

Q. How can student learning be documented? Is it really them?
A. Instead of allocating most of a course's points to midterms and final exams, consider offering many opportunities to earn points to demonstrate learning-algorithmic homework and quizzes, and asynchronous threaded discussions where they serve as discussion leaders. Revamp your courses to share the teaching/communication responsibilities with the students—have students prepare reading guides, potential quiz questions, and powerpoint presentations of textbook Learning Objectives. Have other student edit these learning artifacts using Google Docs so you can see the audit trail of who did what. With enough opportunities to earn points in the LMS, you document who the student is, how often they engage, and how much they learn.

Q. In my LMS should I use all the tools or just a few? How should I structure my course to make it student friendly?
A. To begin, only use a few tools to (1) store chapter/module content in folders in the LMS; (2) make announcements and communicate frequently; (3) manage assignments/quizzes; and (4) keep a gradebook. LMS courses should have flat structures, meaning the less clicks the better for students to find what they are assigned or looking for. It is less confusing to have everything needed for the week or lesson on one landing page than having it located under many tabs…too many clicks!

Q. How can an online course become a more active learning experience?
A. Active learning means students are engaged in a graded activity and are accountable/responsible to their classmates.  Share your traditional teaching tasks with all in the course.  For example, instead of: “Read the chapter” then take the quiz by X date, suggest using Chapter Experts where readings’ teaching/learning responsibilities are shared among all students.  The professor assigns two or more students to each reading/chapter (Two or more students so the class can compare and contrast what each student expert posts online.)  Each expert must (1) Prepare and post a study guide or guided Q&A on the reading for the class; (2) Develop five quiz questions and answers;  (The professor  can use them in a quiz or final review), and, (3) Be the first to respond to questions posed by other students.  [By sharing the teaching/learning responsibilities with students, the professor can reinforce and affirm (grade) effort.]  

Q. Videos: How long? 
A. No more than 5 minutes. Keep it short! Students’ attention wanes if much longer.  Also easier for faculty to record a short video with minimal errors.  Suggest linking videos together in a YouTube playlist.   Videos can be a recorded voice over a powerpoint presentation, a cell phone video, or ???.

 

Advice for Teaching Online-- Recent Posts

Accounting Teaching Tools Blog by Veronica Paz
drvpaz.com/accounting-teaching-tools

Teaching and Learning Toolbox Blog by Markus Ahrens and Cathy Scott
TeachingandLearningToolbox.wordpress.com

Sign up for Upcoming Webinars by Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles: "How to construct exams in Canvas or Blackboard;" "How to use Microsoft Teams in Education (beginner)"

Recorded Webinars by Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles: "Options for Writing on Your Screen;" "Polling Options for Online Classes," "Video Recording Options," "Ideas for Online Student Engagement," "Options for Online Office Hours,"  "Strategies for Giving Exams and Quizzes Online"How to Use PollEverywhere in Your Online Class;" "How to Use a PowerPoint Recording to Create a Video for Class;"  "How to use Collaborate Ultra for live class – and an update on features deactivated for now;" "Using a Microsoft Surface to write on your screen;" "Using Zoom for office hours/class;" "Using Kahoot! In your online class;"  "How to make lecture recordings on an iPad;" "How to use rubrics in Blackboard;"

Webinars by IMA:  "Tips & Strategies for Effective Online Education" hosted by Kimberly Church, Kelly Richmond Pope, and Wendy Tietz

Harvard Business Review’s Online Teaching Resources and Webinars
hbsp.harvard.edu/teaching-online-resources/

Howard Rheingold’s Blog
www.patreon.com/posts/34833092

 

VIDEO RESOURCES

2020 Virtual Annual Meeting Paper Presenters Webinar, 7/15/2020

[Download Presentation ]

APLG SECTIONS VIRTUAL TOWN HALL MEETING FOCUSING ON 2020 FALL SEMESTER PLANNING

Please click the links below to view the recording and the Chat conversations of the Accounting Programs Leadership Group Sections Town Hall Meeting held on June 22, 2020. The topics covered in the webinar include “Emotional Intelligence in Virtual Environments” presented by Elizabeth Oliver, Washington and Lee University, “Ramping Up for Hybrid/Online Delivery” presented by Timothy Pearson, Georgia Southern University and “Recruiting and Placement” presented by Julie Peters, PwC.

View Here Chat Log

Online Teaching Help Hour by a panel of experienced accounting faculty who teach online

Susan Crosson, Gail King, DeAnna Martin, Tracie Miller Nobles, Wendy Tietz, and Andy Williams

How I put my Online Courses Together in Canvas/Blackboard

Jill Mitchell and Thomas Marsh

Going Online with a Large Class: Staying Connected with 1,100 Students

Earl K. Stice and James D. Stice

Online Teaching Help Hour by a panel of experienced accounting faculty who teach online

Susan Crosson, Gail King, DeAnna Martin, Tracie Miller Nobles, Richard Rand, and Andy Williams

How I put my Online Courses Together in Canvas

Cathy Scott and Jennifer Cainas

Online Teaching Help Hour by a panel of experienced accounting faculty who teach online 4-24-2020

Gail King, DeAnna Martin, Tracie Miller-Nobles, Jill Mitchell, Richard Rand, and Andy Williams

How I put my Online Courses Together in Blackboard 4-23-2020

Wendy Tietz and Tracie Miller-Nobles

How I put my Online Courses Together in D2L 4-23-2020

Gail King and Veronica Paz

Online Teaching Help Hour 4-17-2020

By a panel of experienced accounting faculty who teach online

Teaching Online Best Practices

University of Illinois iMSA in partnership with Coursera by Gary Hecht

TLC Webinar: Transition to Remote Learning

Jill Mitchell and DeAnna Martin

Tips and Tools for Organizing Your Online Course in a Hurry

Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles

Are You Ready for Remote Learning? Tips and Technology Tools to Shift Your Lecture Courses Online

by Markus Ahrens and Cathy Scott

TLC Webinar: Helping Online Students Stay Actively Engaged

by Jason Porter and Cathy Margolin

Options for Writing on Your Screen 

by Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles

Polling Options for Online Classes

by Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles

Video Recording Options

 by Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles

Ideas for Online Student Engagement

 by Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles

Options for Online Office Hours

 by Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles

Strategies for Giving Exams and Quizzes Online

 by Wendy Tietz, Jennifer Cainas, and Tracie Miller-Nobles