An Active, Reflective Learning Cycle for E-Commerce Classes: Learning about E-commerce by Doing and Teaching

Active, experiential learning is an important component in information systems education, ensuring that students gain an ap-preciation for both practical and theoretical information systems concepts. Typically, students in active, experiential classes engage in real world projects for commercial companies or not-for-profit organizations. In the latter case, such engagements are often referred to as ‘service learning’ or ‘community-engaged education’. In this paper, we describe a novel capstone in-formation systems class where, instead of undertaking a conventional single-team, single-project experiential engagement, the students initiated a fully-fledged new not-for-profit organization from the ground up. The not-for-profit organization, The Online Business Guidebook, was founded with the mission of providing public education on how to start and grow an online business. In an unusual twist on a typical e-commerce class, the students both implemented e-commerce technologies (“active learning by doing”) and created and disseminated e-commerce training materials (“reflective learning / learning by teaching”), rather than solely being recipients of instructional resources. This paper describes the manner in which this class was run, the learning outcomes set and evaluation methods used, problems encountered, and recommendations. We propose a replicable model and specific learning outcomes for information systems educators who wish to teach e-commerce classes with an active and reflective pedagogical approach

Reflective Collaboration Practices to Explore Personal Belief Systems in Teacher Preparation Courses

The purpose of this article is to examine the need for intentionally designed faith integration conversations to explore the personal belief systems and concerns of teacher candidates through the use of effective reflective collaboration strategies in their preparation courses. The influence of one’s prior experiences and personal belief system cannot be underestimated when working effectively in a pluralistic society. This necessitates that all teachers be cognizant of how their belief system shapes interactions with students and families, as well as how they plan for instruction. Student voice and reflective collaboration techniques are important instructional tools that can be integrated into teacher preparation courses at Christian universities to assist pre-service teachers in reaching this understanding. Practical strategies to address faith integration questions are discussed in this article to assist instructors with incorporating student voice and reflective collaboration practices in their university classrooms

Looking through a Window on Open Source Culture: Lessons for Community Infrastructure Design

Slashdot is a major virtual meeting ground for the Open Source development community. The discourse at Slashdot is interpreted in this study, and in combination with primary interviews and secondary archival analysis, yields rich insights about the signifying practices, contradictions, norms, incentive structures and values systems that characterize the community that it supports. The characteristics of the site such as the emphasis on collaboration to manage information, its distinctive interpellation, the reputation-maintenance mechanisms, use of Open Source tools, and adoption of norms such as release early, release often reflect the broader Open Source ideals. Using an ethnomethodology perspective, this study provides clear examples to recover what reflective members \u27know\u27 from their practical mastery in everyday affairs of the community. We find that the site taps into the emergent social construction of the community and effectively mediates that construction. It is proposed that Slashdot\u27s success is derived from the skillful design that both reflects and supports Open Source practices and principles. The study offers important insights for organizations that are trying to nurture open-source communities for socially coordinated software development

Embedding sustainability through systems thinking in practice: some experiences from the Open University

One initiative that has emerged during the UN Decade of Education for Sustainable Development (ESD) through the work of the Open University Systems group has been its postgraduate programme in Systems Thinking and Practice (STiP). Built on some forty years’ experience of systems teaching and research at the Open University (OU), this open learning, distance taught programme is designed to develop students’ abilities to tackle complex messy situations, to provide skills to think more holistically and to work more collaboratively to avoid systemic failures. This paper critically reviews the trajectory of this programme –its past, present and future. It discusses the STiP programme’s many boundaries with other programmes and across sectors. Challenges of epistemology, ethics and purpose are explored, in relation to education for sustainability. The programme’s many and varied teaching and learning processes are explicated. The pedagogy of the STiP programme is grounded in a diverse range of students’ experiences and needs that by no means all focus explicitly, or primarily, on sustainability or sustainable development. Many OU students study part-time alongside their other commitments, both work and community-based. STiP students are all interested in systems and learning. But what STiP is a part of for them varies considerably. Students come mainly from the UK and rest of Europe. Many of their interactions are online through several different fora. A diverse, active and critical OU STiP alumni community has developed, initiated by the early graduates of the programme. Academics responsible for the programme also participate in this community’s deliberations, at the invitation of student alumni. In this paper, the authors build on their various experiences of the STiP programme and re-explore its contexts and boundaries from an ESD point of view. They use some of the systems heuristics that they teach, to critically reflect on both what is being achieved through this programme in relation to education for sustainability and what they and some of their past students and associate lecturers think ought to be occurring in this respect as they go forward

A knowledge development lifecycle for reflective practice

Reflective practice is valuable because of its potential for continuous improvement through feedback and learning. Conventional models of knowledge practice however do not explicitly include reflection as part of the practice, nor locate it in a developmental cycle. They focus on modelling in a knowledge plane which itself is contextualised by active knowing processes, and ignore the influence of power in their activity models. Further, many models focus on either an artefact or a process view, resulting from a conceptual disconnect between knowledge and knowing, and failure to relate passive to active views. Using the idea of higher order loops that govern knowledge development processes, in this paper we propose a conceptualisation of a reflective Knowledge Development Life Cycle (KDLC). This explicitly includes the investigator and the organisation itself as dynamic components of a systemic process and is suited to either a constructivist or realist epistemological stance. We describe the stages required in the KDLC and discuss their significance. Finally we show how incorporation of reflection into process enables dynamic interplay between the knowing and the knowledge in the organisation

Collaborative learning: a connected community approach

Collaborative Learning in group settings currently occurs across a substantial portion of the UK Higher Education curriculum. This style of learning has many roots including: Enterprise in Higher Education, Action Learning and Action Research, Problem Based Learning, and Practice Based Learning. As such our focus on Collaborative Learning development can be viewed as an evolutionary. This collaborative and active group learning provides the foundation for what can be collectively called connectivist ‘Learning Communities’. In this setting a primary feature of a ‘Learning Community’ is one that carries a responsibility to promote one another’s learning. This paper will outline a developmental collaborative learning approach and describe a supporting software environment, known as the Salford Personal Development Environment (SPDE), that has been developed and implemented to assist in delivering collaborative learning for post graduate and other provision. This is done against a background of much research evidence that group based activity can enhance learning. These findings cover many approaches to group based learning and over a significant period of time. This paper reports on work-in-progress and the features of the environment that are designed to help promote individual and group or community learning that have been influenced by the broad base of research findings in this area

Using evidence combination for transformer defect diagnosis

This paper describes a number of methods of evidence combination, and their applicability to the domain of transformer defect diagnosis. It explains how evidence combination fits into an on-line and implemented agent-based condition monitoring system, and the benefits of giving selected agents reflective abilities. Reflection has not previously been deployed in an industrial setting, and theoretical work has been in domains other than power engineering. This paper presents the results of implementing five different methods of evidence combination, showing that reflective techniques give greater accuracy than non-reflective

Fostering Critical Thinking about Climate Change: Applying Community Psychology to an Environmental Education Project with Youth

This article argues for the participation of community psychology in issues of global climate change. The knowledge accumulated and experience gained in the discipline of community psychology have great relevance to many topics related to the environment. Practitioners of community psychology could therefore make significant contributions to climate change mitigation. To illustrate this assertion, we describe an education project conducted with youth engaged in a community-based environmental organization. This initiative was motivated by the idea that engaged and critically aware youth often become change agents for social movements. Towards this purpose, rather than using mass marketing strategies to motivate small behavior changes, this project focused intensively on a few youth with the vision that these youth would also influence those around them to rethink their environmental habits. This project was influenced by five community psychology concepts: stakeholder participation, ecological and systems thinking, social justice, praxis, and empirical grounding. In this article we discuss the influence of these concepts on the project’s outcomes, as measured through an evaluative study conducted to assess the impacts of the project on the participating youth in terms of their thinking and action. The contributions of community psychology were found to have greatly impacted the quality of the project and the outcomes experienced by the youth