Industry Expectations for Transforming IS Education—Discussion on AACSB MaCuDE IS Task Force Finding

The second webinar in a series of seminars organized by AIS and AACSB MaCuDE project’s IS task force provides the members of the IS community a preliminary overview of the findings of Stage II of the project. These findings highlight industry needs for big data and analytics based on interviews of around 25 big data / machine learning industry experts and leaders around the globe. The webinar offers also an opportunity for an in-depth discussion on the implications of these findings for future IS curricula. The seminar summarizes initial results of the in-depth interviews of industry experts and discusses some implications for future educational needs. Building on the key observations, the webinar welcomes the participants to join in a conversation to interpret the meaning of these findings for the IS discipline. The discussion particularly focuses on the role of advanced analytics and AI in future business school curricula and the ways in which developments in these areas of study and practice are impacting the field of IS in the business school context. The outcomes of the conversation inform the MaCuDE IS task force’s Stage II report to this AACSB project as a whole. The seminar will also include commentary notes from some eminent industry experts

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MaCuDE Webinar

MaCuDE Presentation AIS/MaCuDE Webinar April 12, 2022. Phase II - Industry Needs Phase III - Final Report and Recommendation

MaCuDE IS Task Force: Final Report and Recommendations

This Phase III report of the Management Curriculum for the Digital Era (MaCuDE) disciplinary task force on information systems (IS) synthesizes the main findings of the project’s two earlier phases. Based on the synthesis, this report formulates the task force’s recommendations (Phase III) for future IS curricula and graduate competencies associated with Big Data Analytics (BDA) and Artificial Intelligence (AI). During the MaCuDE project, the task force—collaborating with Association for Information Systems leadership on education— first (Phase I) surveyed a sample of representative universities to examine the status of IS education in the digital era. During the next phase (Phase II), the task force interviewed industry leaders regarding their information systems education needs with a focus on emerging BDA and AI needs. This report builds on Phase I and Phase II results and associated feedback from project stakeholders and outlines an IS curriculum framework that identifies projected competency levels for key IS competency areas (both new and changing) within main IS program types related to BDA and AI education (undergraduate and graduate programs; IS programs, other business programs, and non-business programs) in the coming decade. The report also highlights critical policy issues to successfully implement the proposed IS curricula changes addressing BDA and AI needs

MaCuDE IS Task Force Phase II Report: Views of Industry Leaders on Big Data Analytics and AI

This paper represents the Phase II report of the Management Curriculum for the Digital Era (MaCuDE) disciplinary task force on information systems (IS). Aligned with the current work of the AIS (Association for Information Systems) and ACM (Association for Computing Machinery), we focus on the current and future industry driven educational needs and requirements posed by big data analytics (BDA), artificial intelligence (AI), machine learning (ML), and related innovations. In this report, we probe and report on the views of industry leaders regarding BDA/AI education needs. We conducted 18 rich semi-structured interviews with a representative sample of industry leaders around key changes and issues related to workforce demands in digital transformation and associated educational needs. We performed a grounded theory based analysis of key themes in reported education needs. We note the shifting meaning of AI and BDA phenomena and identify three main organizational level needs for the digital era -capability improvement and transformation, decision-making strategies and tactics, and changes in operations or products- and connect them to three individual professional competencies- fundamental environmental competencies, data information and content, and system design competencies- necessary to deliver them. Based on the analysis we outline several novel competency-based IS curriculum recommendations for the master\u27s and undergraduate level IS education

AIS / AACSB MaCuDE IS Curriculum Webinar

This is a Webinar regarding the AIS / AACSB MaCuDE IS Curriculum

Abnormal Auditory Cortical Activation in Dyslexia 100 msec after Speech Onset

Reading difficulties are associated with problems in processing and manipulating speech sounds. Dyslexic individuals seem to have, for instance, difficulties in perceiving the length and identity of consonants. Using magnetoencephalography (MEG), we characterized the spatio-temporal pattern of auditory cortical activation in dyslexia evoked by three types of natural bisyllabic pseudowords (/ata/, /atta/, and /a a/), complex nonspeech sound pairs (corresponding to /atta/ and /a a/) and simple 1-kHz tones. The most robust difference between dyslexic and non-reading-impaired adults was seen in the left supratemporal auditory cortex 100 msec after the onset of the vowel /a/. This N100m response was abnormally strong in dyslexic individuals. For the complex nonspeech sounds and tone, the N100m response amplitudes were similar in dyslexic and nonimpaired individuals. The responses evoked by syllable /ta/ of the pseudoword /atta/ also showed modest latency differences between the two subject groups. The responses evoked by the corresponding nonspeech sounds did not differ between the two subject groups. Further, when the initial formant transition, that is, the consonant, was removed from the syllable /ta/, the N100m latency was normal in dyslexic individuals. Thus, it appears that dyslexia is reflected as abnormal activation of the auditory cortex already 100 msec after speech onset, manifested as abnormal response strengths for natural speech and as delays for speech sounds containing rapid frequency transition. These differences between the dyslexic and nonimpaired individuals also imply that the N100m response codes stimulus-specific features likely to be critical for speech perception. Which features of speech (or nonspeech stimuli) are critical in eliciting the abnormally strong N100m response in dyslexic individuals should be resolved in future studies.Peer reviewe

A mobile game as a support tool for children with severe difficulties in reading and spelling

We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter-sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spring of first grade, the children trained with tablet computers which they could carry with them during the six-week intervention. The average exposure time to training was 5 hr 44 min. The results revealed no differences in the development of reading or spelling skills between GL players and the control group. However, pre-training self-efficacy moderated the effect among GL Reading players: children with high self-efficacy developed more than the control group in word reading fluency, whereas children with low self-efficacy developed less than the control group in spelling.Peer reviewe

In search of finalizing and validating digital learning tools supporting all in acquiring full literacy

Unlike many believe, accurate and fluent basic reading skill (ie. to decode text) is not enough for learning knowledge via reading. More than 10 years ago a digital learning game supporting the first step towards full literacy, i.e., GraphoGame (GG) was developed by the first author with his colleagues in the University of Jyväskylä, Finland. It trains the acquisition of basic reading skills, i.e., learning to sound out written language. Nowadays, when almost everyone in the world has an opportunity to use this GG, it is time to start supporting the acquisition of full literacy (FL). FL is necessary for efficient learning in school, where reading the schoolbooks successfully is essential. The present plan aims to help globally almost all who read whatever orthography to start from the earliest possible grade during which children have learned the mastery of the basic reading skill to immediately continue taking the next step to reach FL. Unlike common beliefs, support of FL is mostly needed among those who read transparent orthographies (reading by the majority of readers of alphabetic writings) which are easier to sound out due to consistency between spoken and written units at grapheme-phoneme level. This makes readers able to sound any written item which is pronounceable with only a little help of knowing what it means. Therefore, children tend to become inclined to not pay enough attention to the meaning but concentrate on decoding the text letter-by-letter. They had to learn from the beginning to approach the goal of reading, mediation of the meaning of the text. Readers of nontransparent English need to attend morphology for correct sounding. The continuing fall of OECD’s Program for International Student Assessment (PISA) results, e.g., in Finland reveals that especially boys are not any more interested in reading outside school which would be natural way to reach the main goal of reading, FL. What could be a better way to help boys towards FL than motivating them to play computer games which requires reading comprehension. The new digital ComprehensionGame designed by the first author motivates pupils to read in effective way by concurrently elevating their school achievements by connecting the training to daily reading lessons. This article describes our efforts to elaborate and validate this new digital tool by starting from populations of learners who need it most in Africa and in Finland

Literacy programs efficacy for developing children's early reading skills in familiar language in Zambia

This study investigated the comparative efficacy of a phonics-based reading program and a language experience approach based literacy program to develop reading skills among Zambian early childhood school learners. The learners (n = 1 986; Grade 2 level; females = 50.1%) took either the phonics-based reading program (n = 1 593) or the alternative language experience approach based program (n = 393). They were all assessed for reading skills utilising the Early Grade Reading Assessment test (EGRA) in four languages (Cinyanja, Icibemba, Kiikaonde, and Silozi). Results suggest that learners in phonics-based literacy program were significantly better in letter-sound knowledge in all the four languages. Additionally, they were significantly better in reading skills (non-word reading, oral passage reading, and reading comprehension), yet only in Icibemba and Silozi, as compared to those who took the alternative program. Results reveal that children in the Primary Literacy Program (PLP) had significantly better performance in most reading skills than in the Primary Reading Program (PRP). However, the effect sizes were small or medium. The high floor effect in all reading-related measures is an indication that by following either PRP or the recently implemented PLP, most children do not acquire basic reading skill of the transparently written language they are familiar with. Instruction of the sounds of letters requires special attention where digital training tools (such as GraphoGame) may provide the most effective help to both teachers and children.Peer reviewe