2009

Health and Human Performance


Interactive On-Line Case Study Curriculum: Extending traditional classroom lectures with web-based Flash Animation for the critical analysis of current issues relating to sport, recreation and leisure management

Education and Behavioral Science
Colby Jubenville
jubenvil@mtsu.edu

The purpose of the current proposal is to create an innovative method for analysis and diagnosis of critical issues facing the sport, recreation, and leisure industry. The proposal to integrate an interactive web-based Macromedia Flash animated case study curriculum into the current pedagogical standards set forth in the Sport Management program will offer students real-time, issue-based, solution-driven, and critical decision-making experience. The proposed web-based curriculum will include six core modules from which students may select a variety of topics to complement classroom instruction.


Psychology


Pseudo Mental Health Clinic

Education and Behavioral Science
Corey M. Teague 
cteague@mtsu.edu

The name of this proposed integrated courseware learning activity is called Pseudo Mental Health Clinic. This courseware will be designed for learners in higher education who are enrolled in psychology, counseling and social work programs. The courseware will consist of different levels of exercises pertaining abnormal psychology and mental health counseling as it relates to mental health disorders. That is, learners will be able to participate in exercises in which they build and demonstrate their knowledge of a particular diagnosis and/or attempt to diagnose a video or simulation of a "pretend" client (pseudo client). The pseudo client will present his or her problem to the learner and the learner will be able to use recognition (multiple – choice) or recall (short answer) in order to respond to the client's information and presentation. After the learner decides on a diagnosis he or she will then indicate why the specific diagnosis was chosen including a differential diagnosis. The learner will be given feedback after his or her response. The feedback will consist of the correct response and a statement(s) that illustrates a thinking process that includes a differential diagnosis. This will increase the opportunity for meaningful learning. Lessons that include practice exercises allow for the integration of new knowledge into prior knowledge (Clark and Mayer, 2003).

Pseudo Mental Health Clinic will consist of different media elements presented on computer software that can be downloaded to and/or accessed through the learners and instructors' computer. Text, narration, video, and animation will be the media elements used to promote thinking and learning with Pseudo Mental Health Clinic. The animation or the video of a pseudo client will be presented for the learner or the courseware to assess. A transcript of the pseudo client's personal information and presentation of the problem maybe presented simultaneously next to the video or animation if selected by the learner or required by the instructor. The learner will be given feedback on this activity screen after they or the courseware makes a response about the mental health diagnosis. The feedback will be on the same screen as the lesson activity. Providing these elements on the same screen keeps the learner from breaking concentration while integrating the elements. It makes it easier for the learner to remember the information presented if the learner's concentration is maintained. It is a psychological, cognitive disadvantage when learners have to search for corresponding elements (Clark and Mayer, 2003). The information processing/cognitive theory and the contiguity principle promote this arrangement.