Outcome-Driven Experiential Learning with Web 2.0

Experiential learning, an effective pedagogical method in MIS and other business courses, has been limited by instructional formats and teaching resources. But with the advent of Web 2.0 and its rich set of social networking and mass authoring tools, a shift in learning structure in content, process, and outcome is emerging. In this paper, we propose an experience-based, outcome-driven pedagogical model that is particularly suited for MBA courses, and offer case studies to exemplify such implementations. We also discuss the advantages and challenges with this model based on our initial experience

Leadership Development Using Three Modes of Educational Delivery: Online, Blended and Face to Face

This research explores differences in the development of life long learning skills that support leadership development across three different modes of educational delivery. Performance outcomes from 550 students across three modes of educational delivery in a post graduate leadership and management course were compared. The 12 module course and the two projects that learners were responsible for completing were the same across the three modes of delivery. Delivery mode included face to face, blended and fully online. Students in the fully online mode did significantly better in their two projects in comparison to students in the face to face and blended mode. For the first project, female students did significantly better than males in the face to face mode, and insignificantly less well than males in the blended and fully online mode. This research suggests that the development of life-long learning skills that support leadership development can occur using a range of delivery modes, including fully online. The importance of collaboration appears to have some bearing on female student performance and suggests this is an important variable to consider in course design, particularly as it moves to more virtual means. The ability to use fully online, blended and face to face delivery methods to develop life-long learning skills that support leadership development is encouraging given the highly humanistic orientation of this subject matter and its historical tendency to be delivered in face to face formats. Organisations that purchase and deliver leadership development programs might consider expanding delivery options to meet the needs of busy leaders given the results of this research

Applying Team-Based Learning in Online Introductory Information Systems Courses

Over the last two decades, the academy has experienced a renaissance of diversity in pedagogical techniques with the introduction of experiential learning, active learning, flipping the classroom, and, more recently, team-based learning (TBL). TBL adopts a two-stage process that incorporates individual learning with team collaboration. While frequently implemented in a face-to-face classroom, TBL has received limited attention in the online learning environment where geographically distributed, asynchronous learning poses challenges to its fundamental design. In particular, coordination costs and sequential inter-dependencies within the learning experience create unique challenges to online environments where students use limited communication channels compared to the traditional, face-to-face environments. This teaching tip discusses the authors’ experiences translating the principles of TBL and its learning sequence to an online introductory information systems course. We present instructor observations and qualitative feedback from students as the approach was implemented, including a model that outlines key activities in its implementation. We then conclude with a series of teaching suggestions to fellow academics seeking to adapt TBL to the online environment in their courses

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Community-based mentoring and innovating through Web 2.0

The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching