Teaching Software in an Online Course: Drawing on Lessons Learned from Teaching SmartDraw
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2011-11-04
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American English
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Abstract
The poster will showcase how two instructors taught specialized software to a diverse group of students in an online course. The poster will highlight the pedagogical and logistical approaches that were successful as well as some challenges with teaching software via distance education. Patience, creativity and flexibility were key elements.
Description
The courtroom of the 21st century has moved beyond flip charts, posters and static displays to include a variety of interactive and dynamic presentation media. From demonstrations to scene reconstructions, the adage that “a picture is worth a thousand words” certainly translates into making a compelling and clearly understood argument during a trial. While expensive demonstrative aid software is available for certain circumstances, SmartDraw has become the software of choice for in-house exhibition preparation, primarily because it is inexpensive, contains generous libraries of templates and symbols, is compatible with PowerPoint and PDF, allows the integration of maps, charts and photographs and includes specialized files for accident and crime scene reconstructions and medical illustrations.
As part of the legal informatics curriculum, the instructors teach a course called Litigation Support Systems and Courtroom Presentations. This is an online course that is taught during Summer I semester. Teaching SmartDraw software in a six-week online course presented a number of pedagogical and logistical challenges. First, the course attracted a diverse student body, including students with significant skills in graphics design and other software, but who lacked knowledge of legal terminology and the rules related to evidence, legal ethics and courtroom procedures. Other students were much less comfortable with software, especially graphic design software, but had more substantial legal background. Interestingly, the instructors discovered that students in non-credit programs at IUPUI do not have access to PowerPoint and other software packages that for-credit students enjoy. Another technical difficulty is that SmartDraw is a Windows-based program.
The literature related to SmartDraw is sparse; however, sources are positive about the features, functionality, ease of use and cost. Various approaches to teaching software packages in online courses are also not widely reported. What is particularly difficult with teaching software, particularly in an online environment, is that the instructors want to teach foundational principles rather than a step-by-step cookbook approach, so that students are prepared no matter which kind of software is chosen or which version is used after they graduate.
Real-world homework assignments and projects were devised so that student could experience using the software as they would in a work setting. This pedagogy was reinforced with a combination of tutorials from the textbook in conjunction with assignments where students were asked to construct detailed floor plans, vehicular accident reconstructions based on photographic evidence and scene reconstruction of a slip-and-fall dispute. Also included were opportunities for students to reflect on the ethical issues related to courtroom presentations, including color theory, acceptable asset alteration rules and how perceptions can be influenced by changes to visual and audio materials. The course included weekly Discussion Forums and extensive feedback on assignments as a way to promote student engagement in the course.
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Poster at the 2011 ALT (Advancing Learning with Technology) Symposium, IUPUI campus
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