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A committee to study and evaluate online microeconomics courses for use in our own teaching programs is hereby created:
1: Head & Responsible Party: Dr Attiya Javid
2. Dr. Rehana Siddiqui
3. Dr Ayaz Ahmad
4. Dr. Hafsa Hina
5. Mr Ramazan
4. Ms Nazia Bibi
5. Ms. Farhat Mahmood
TECHNICAL SUPPORT: Nabeela and Mohammad Ali from IT -- to support setting up a local online course to offered next semester, via MOODLE or any other relevant software
For MACRO course, tech support will be provided by Khurram and Kamran. [Nabeela shifted from MACRO to MICRO]
Dr. Attiya Javid -- call a meeting of this committee as soon as possible. Anyone who is teaching macroeconomics is included on this list. Look at all the outlines. Assign task to people to study relevant lectures/courses from the online courses listed below -- assign someone to search and find these as well.
In addition to the goals listed below (same as for MACROECON online committee) I want to add some further instructions (ALSO for MACRO committee):
ONE: The idea of online courses is NOT to eliminate the instructor and save money. The idea is to move to the INVERTED CLASSROOM pattern. In the inverted classroom, lectures are delivered outside of class, and discussion takes place within the class. After the class sees the lecture, instructor assesses their understanding and then provides help and guidance on areas requiring work. We ask students to watch the lecture AND THEN come to class. UPON arrival, a small basic quiz is given, very simple, just to test if the student has SEEN the lecture. Maybe ask the title of the lecture, and the basic concept discussed. This ensures that students actually watch the lecture before coming to class. If this is not done, then the lazy students do not watch the lectures. After the quiz, students are assigned exercise to do in class -- not as a test -- but as a let us learn how to do this problem -- students can ask each for help and also ask the instructor. Again it requires some care to ensure that students try to understand the procedure required to solve the problem, rather than just writing down some copied answer without understanding. Since the teacher is not engaged in lecturing, s/he can ask questions to ascertain understanding. Thus the inverted classroom has lectures outside class, and homework inside class.
A large part of the effort involved in shifting to online lectures is getting the students motivated and engaged to watch lecture and listen carefully and try to understand. This is something that they have NO EXPERIENCE with. Students just take notes WITHOUT understanding, or even TRYING to understand.
TWO: ADDITIONAL goal -- use an online quiz system like EDMODO to prepare WEEKLY objective type quizzes which all students should take in all micro and macro course CURRENTLY being offered. This will be an important feature of the online system, and I would like to start it this semester as a supplement to the existing in-class courses. I have direct experience that weekly quizzes add SUBSTANTIALLY to student learning -- students study for quizzes, and not otherwise -- so in standard midterm/final system the students study for TWO weeks in the semester -- one week before mids and one before finals. HOWEVER, it is difficult for instructors to make up quizzes -- giving them eats up lecture time -- grading them is another huge chore. The online quiz system solves all these problems. First, the committee is all teaching courses and should be able to generate positive externalities -- MCQ's can be shared across courses. Second, students take quizzes outside classroom time. Third, computer handles grading and record keeping.
GOAL 1: Use SOME lectures or group of lectures as a substitute or supplement for lectures in macro currently being taught.
GOAL 2: To study possibility of using in ENTIRETY one of the courses below -- possibly with some supplementation from locally based lectures, for NEXT SEMESTER. If this is not feasible, then suggest MODULES -- collections of lectures on a topic, or even just one lecture which we could adopt for use on a permanent basis in subsequent semesters
TASK: Get/download recordings of the lecture, as well as any assigned homeworks or reading materials so that we can utilize locally -- Ask IT people for help with this if necessary. Investigate use of MOODLE with help of IT people for this task. [Khurram Iqbal and Nabeela Arshad to coordinate]
GOAL 4: LONG TERM Create a FULLY ONLINE E-COURSE for use starting September 2016, using MOODLE for example. This might involve borrowing some lectures from these sources and creating some lectures of our own. MORE ambitiously, we might CREATE A COURSE FROM SCRATCH, while keeping in mind the examples that we see by studying these online courses.
Economics | MIT OpenCourseWare | Free Online Course ...
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The course provides a detailed introduction to Microeconomics. On completion of thecourse students will have the ability to understand and apply the principles ...
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Topics covered in a traditional college level introductory microeconomics course.
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