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Breaking the Passive Learning Culture: Technology, Course Design,

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Breaking the Passive Learning Culture: Technology, Course Design, & Motivation Bradley C. Wheeler Assoc. Professor of Information Systems Kelley School of Business – PowerPoint PPT presentation

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Title: Breaking the Passive Learning Culture: Technology, Course Design,


1
Breaking the Passive Learning CultureTechnology
, Course Design, Motivation
  • Bradley C. Wheeler
  • Assoc. Professor of Information Systems
  • Kelley School of Business
  • Indiana University
  • Bloomington, Indiana
  • bwheeler_at_indiana.edu

2
The Challenge
The ability to learn faster than your
competitors may be the only sustainable
competitive advantage
  • Arie De Geus,
  • Head of Planning, Royal Dutch/Shell

3
Graduate Business Education
  • Skills for Navigating and Assimilating a World
    of Resources
  • Skills for Creating Knowledge in a Changing
    World
  • Skills for Thriving as Self- Directed
    Knowledge Workers

20
80
Knowing Todays Knowledge
4
Understood Classroom Pedagogy
Method Assumptions Challenges
Lectures Factual body of knowledge Learning occurs via passive reception Efficiency Learning is active, not passive
Cases Situations can be clearly conveyed for analysis Lessons are clear Depth of issues Timeliness
Textbooks Factual body of knowledge Clear Frameworks Timeliness
5
4 Visions for Technology
(ZuboffLeidner Jarvenppa)
  • Vision to Automate
  • Vision to Informate Down
  • Vision to Informate Up
  • Vision to Transform

6
Process of Creative Destruction
  • Industrial Age
  • Teaching Learning Principles

Information Age Teaching Learning Principles
Schumpeter Nolan Croson
7
Fitting Pedagogy to Purpose
Technology enables rethinking pedagogy new
options for course design
IT Pedagogy
After Leavitt
8
Another Pedagogical Approach?
  • Conduct class using principles from a Virtual
    Learning Organization
  • Like a top-notch consulting practice
  • All participants are knowledge producers
  • Extensive engagement, synthesis, creation of
    ideas
  • Process and direction are jointly created
  • Knowledge production and dissemination are valued

9
Assumptions
  • Traditional Course
  • Professor plans/teaches
  • Professor is narrow funnel for information
  • Students follow a course plan
  • Knowledge is transferred via lecture, cases, etc.
  • Student work is private
  • Learning Organization
  • Professor sets mission and supports self-directed
    learning
  • Students are knowledge producers from a world of
    resources
  • Students co-create a course plan
  • Student work is public and visible to all

10
Learning Principles
  • Looking Back
  • Leadership Principle
  • Knowledge Principle
  • Information Principle
  • Looking Ahead
  • Leadership Principle
  • Learning Principle
  • Coordination Principle
  • Information Principle

11
Contexts e-Business Course
  • 1996 U. of Maryland
  • 24 Students
  • 2nd year elective, spring
  • Team taught w/Marketing Professor
  • Lotus Notes
  • 2000 Indiana University
  • 98 Students, 3 sections, fall
  • 2nd year requirement for e-business major
  • Cameos from other faculty
  • Lotus Domino/ Notes/Browser

12
Leadership Principle
  • Looking Back
  • Professors role is to plan, teach, assign, and
    grade
  • Looking Ahead
  • Professors role is to craft a mission for
    continuous learning activities and then support
    via instruction and feedback

13
Course Mission
  • The Mission of the e-business practice is to
    develop and effectively share as much e-business
    knowledge and skill as possible with all members
    of the practice.
  • Learn the content issues for e-business
  • Experientially learn the process skills (in
    context) forthriving in a virtual learning
    organization

14
Foundations Weeks 1-3
On-line XML Overview Tutorial CBT Three
Industry Speakers Marketing Operations
Faculty Cameos Framework for e-Business Topics
15
Knowledge/Learning Principle
  • Looking Back
  • Knowledge is transferred via readings and
    lectures Students are consumers
  • Looking Ahead
  • Knowledge is constructed via engagement and
    interaction with others and a world of resources
    Students are contributors and consumers

16
Course Results
  • 95 topical e-business briefings
  • 100s of news summaries and links
  • Occasional on-line debate
  • Documents
  • 800am - 843 (25 MB)
  • 930am - 1,225 (37 MB)
  • 230pm 1,038 (31 MB)
  • A very current and searchable repository of
    content

17
Briefing Titles
  • Language and web
  • Web opinion research does it work?
  • Artificial Neural Networks
  • e-Advertising. Complements to our class
    discussion
  • B2B E Commerce Business Strategies
  • E-Business strategies by IBM
  • The importance of Content Management Systems for
    Marketing
  • Biometrics
  • B2B Exchanges - The critical factors and
    strategies for Success
  • WAP WML Imode
  • ASP (with References)
  • The ASP band-wagon - A consolidation imminent?
  • Service Level Agreements (SLA's) and Future of
    ASPs
  • E Retailing
  • Application Service Provider- Briefing is
    lengthy please allow time
  • Virtual and Real working together
  • E-Markets Briefing
  • European Trends in the Ecommerce Business
  • Permission Marketing
  • Cable Network
  • Integrating Enterprise Applications
  • Peer to Peer
  • Internet-enabled suppy chain management
  • Supply Chain Management(SCM) software
  • Handheld device roundup
  • Boo.com - Case Study
  • Customer Relationship Management
  • Digital Cash as a Medium of Exchange
  • ASP Aggregators - " The Killer app"
  • Automotive Distribution System
  • Digital Authentication
  • XNS and Web Agents
  • WebTrust/SysTrust - Assurance Services
  • Speech Recognition
  • Blown to Bits - Book Review
  • Knowledge Management
  • Built to Flip
  • UMTS in Europe
  • E-business in Hungary
  • Strategic Intent behind Development of Online
    Marketplaces
  • Location-based Mobile Technology and its effect
    on m-Commerce and m-Services
  • Speech Recognition
  • Korea's Strategy and Obstacles in the Digital Age
  • Understanding Video Streaming Technology and
    Related Business Opportunities
  • The Future of e-Money in Korea
  • Competitive Analysis of Consulting Firms'
    e-Business Strategies
  • Impact of Covisint on Strategic Thinking for the
    Auto Suppliers
  • What customers look for when investing in IT?
  • Worldwide IT Services Overview
  • xDSL - Broadband Across the Last Mile
  • E-commerce in China
  • Latin America Y2K Update
  • In which consists a Model Law on E-Commerce?
  • Predictive Data Analysis w/ a focus on
    Collaborative Filtering
  • The Digital Divide
  • Software Agents
  • Technology Acceptance Models

18
ebusiness.kelley.indiana.edu
The best 10 briefings are published on our
external site making partner
  • Predictive Data Analysis w/ a focus on
    Collaborative Filtering
  • Customer Loyalty in e-business
  • CRM in the Pharmaceutical Industry
  • UMTS in Europe
  • Overview of WAP and Wireless Technologies
  • M-Commerce- Technologies Applications Business
    Models
  • Cyber Laws
  • Integrating Enterprise Applications
  • Application Service Providers
  • E-Retailing
  • Bluetooth Technology the who, what, and why...

19
Coordination Principle
  • Looking Back
  • Synchronous class time was planned to a sequence
    of faculty pre-selected topics
  • Looking Ahead
  • Mutual adjustment and coordination
    improvisation via common information and
    emerging meaning

20
Information Principle
  • Looking Back
  • Access to information was controlled most work
    was private between student and professor
  • Looking Ahead
  • All course-relevant information is available to
    everyone Contributions are visible to all
    students

21
Evaluation
  • Student Comments
  • My Reflections

22
Course Evals Ouch!Insights?
23
Just Teach Us Please..!
I was extremely disappointed about this course.
I came to IU and enrolled in this course because
I wanted to learn from an expert in e-commerce.
I am not paying tuition to hear my fellow
classmates give their amateur opinion on topics
they feel are important in this subject matter.
I realize this is a new area but it seems to me
that with all of Wheelers experience, there is
material that could be brought together to teach
the basic and advanced concepts in
e-commerce. Brilliant. Class discussions were
great. Brad facilitated lots of interest. I
wish that the professor would have indicated
subject matters that he wanted covered by the
students. The ability of the class to take the
course any direction. Professor wheeler was
enthusiastic and knowledgeable- made the course
interesting and exciting. Lack of structure and
flow. Student-driven format is often weak to
facilitate in-class discussion (students arent
teachers after all). It also brings inconsistent
knowledge between different sections. The whole
consulting format seems to be an excuse to
shift all responsibilities to the students. Why
take the class when people can just open up a
magazine?
24
Student Comments
One thing I liked about the way S510 was taught
was the role all of the class was designed to
take. I do a fairly good job of keeping up on
technology, but there were still topics I learned
about in the class. In other technology oriented
classes I've taken since I've seen what it could
have been like. Professors are by nature going to
be focused on topics that relate to their own
interests and therefore may be hard pressed to
cover other topics. I suspect you learned things
in class too. I wonder how many other teachers
I've had these two years could/would say the same
thing. Having to make presentations in class
brings home to the students that it's not as easy
as it looks. These were not presos like we gave
in other classes where you try to hide the fact
that you don't know what you're talking about.
The bar was set higher in this class because no
one wanted to reveal they had little to
say. continued
25
Student Comments
The challenge is that not everyone in our class
kept up the way I do. There is a disappointing
level of expectation by my classmates to be
taught in class, not to learn. It's hard to say
which came first, but it has become a self
perpetuating loop. Students come to class under
prepared for a variety of reasons, and teachers
sense that it's easier to run through a canned
lecture so all the learning points can be hit and
since few students respond to opportunities to
contribute. I'd expected a healthier environment,
but perhaps I'll have to get a doctorate to weed
out the people who are less interested. The
style of class was also well suited to the
dynamic nature of the topic. New things come out
every day so cases on 3, 5, or 10 year old
situations are of little use.Ideally the class
could continue beyond the confines of it's time
slot and semester.
26
Students What I did not like
  • In my opinion a combination of the self learning
    , news-gathering and knowledge sharing approach
    should be combined with a framework and direction
    setting for the course. I think the first three
    weeks in which we all had to read about and apply
    the concepts of the two books, showed how such an
    approach could look like.
  • Even if textbooks cannot catch up with rapid
    changes in the digital age, they can nevertheless
    set a framework for analysis and if they are good
    provide a direction of where developments might
    go
  • The briefings should probably be more based on a
    common standard, e.g. including a clear
    reference
  • continued

27
Students What I did not like
  • Also, it might be an idea to determine certain
    topics for discussion every two weeks. In my
    opinion this would not be a contradiction to the
    self-learning approach but rather help to sort
    out what is important and what not. In the
    ebusiness forum it could be seen that activity
    was not bad, but the topics varied so much that
    nobody had a real interest to participate in a
    particular discussion.
  • Overall, I think students should be somewhat more
    forced not to view S510 as a time saving
    opportunity for other courses. This however might
    only be achieved, if at least some constraints
    are put on the open approach

28
Students What I liked
  • Everybody was put on the same level through the
    EBIC concept and the two books
  • The briefings provided a broad overview over many
    different topics.
  • At the end we had a very good collection of
    options from which to choose from for either
    future investigation or just as a knowledge basis
    for further understanding of other upcoming
    issues
  • My own takeaway of that class was that I am now
    more alert to what is happening in the digital
    world. I read articles about new technologies
    differently and enjoy staying at the edge of
    development, even if it is only at a very
    superficial level
  • In my opinion the knowledge producing and sharing
    approach is the working environment of the future
    and was thus very helpful to gain insight into
    how a job may look like that is extremely exposed
    to changing environments

29
Students Challenges
  • New and hot topics may be hard to understand for
    the professor as well when confronted for the
    first time
  • Not so interested students can treat the class as
    a third priority and get easily away with it
  • How to keep discussions about one topic going for
    a certain time
  • Understanding may sometimes be hindered by poor
    student briefings or presentations

30
Students Conclusion
  • Students take out of the class as much as they
    are willing to put into it!
  • I greatly enjoyed the method and I remember the
    class as one of the classes I have learned most
    from!

31
The MBA/MBAA Fall Semester
Career Search
F520
Class
Class
Clubs
Class
S510 E-Biz
32
Creative Destruction Two Steps
33
Takeaways
  • We must start now to teach the skills students
    will need for a wired world
  • The virtual learning org. process was a good
    fit for an e-business MBA elective Poor choice
    for a core, factual course
  • Students get the looking back culture in 4
    other classes impedes change
  • Faculty must not revert to their old habits
    (control, lecture) during the culture war

34
Further Reading
  • Leidner, D. E. Jarvenpaa, S. L. (1995). The
    Use of Information Technology to Enhance
    Management School Education A Theoretical View.
    MIS Quarterly, 19(3), 265-291.
  • Wheeler, B. C. (Winter, 1998). The State of
    Business Education Preparing for the Past?
    Selections Journal of the Graduate Management
    Admissions Council.
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