A business simulator for reality mining

The paper invites interested teachers, researchers and practitioners to share insights and suggestions for development of a data generator/business simulator for reality mining data, to be used in e.g. ERP, BI and DW classes. The proposed setting for the simulation is a shopping mall, a facility known to most students. Using Bloom’s revised taxonomy as a framework for ensuring that student learning outcomes also are considered, the finished “package” will both contain the simulator, an initial set of exercises for student engagement, and academic discussion forums on further development of application and teaching cases. Building on results from a 2014 prototype, student interview data supports the many positive effects of business simulation in IT education found in literature. A new, very basic prototype will be built in 2015, constructed with great flexibility to embrace community input. As with any emergent research project, much in initial specifications may be changed underway. AMCIS TV LINK: https://youtu.be/VqnakfLK6x

Reality Mining in the Classroom : Simulating social behavior from machine-sensed environmental data

This paper presents three simple applications to let students work with data generated from their mobile phones. The applications can be used as demonstrations for courses in e.g. data mining, business intelligence, and development of digital and web services. One application is entirely web based, the other two require a technology investment of about 200 USD, but the devices may also be an asset for other research/demonstration purposes

Getting down to business

Business and information technology are highly compatible curriculum partners for academic study, providing a multitude of opportunities for enterprise and entrepreneurship. However, training students to successfully operate in today's international, fast-moving technology world requires more than merely curricula encompassing such topics. Appropriate learning styles involve the application of IT, to improve efficiency and operational styles but technology use must also be seen in a business context. The use of appropriate real-life scenarios such as case studies, role-play and designing and developing Web sites as well as the use of various information systems are important in the development of entrepreneurial skills such as creativity, dynamism, individuality and team working. This paper reports on an innovative suite of modules offered to international students, as part of their semester or year-long exchange at Halmstad University, Sweden. Dealing with numerous aspects of business information technology, these modules are delivered through various learning approaches. The overall aim is to provide the students with a wide range of perspectives and analytical skills, while acknowledging diversity in heritage and cultural influences. Modules presented could well be included in a training program for future international entrepreneurs.©2005 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.</p

Getting down to business

Business and information technology are highly compatible curriculum partners for academic study, providing a multitude of opportunities for enterprise and entrepreneurship. However, training students to successfully operate in today's international, fast-moving technology world requires more than merely curricula encompassing such topics. Appropriate learning styles involve the application of IT, to improve efficiency and operational styles but technology use must also be seen in a business context. The use of appropriate real-life scenarios such as case studies, role-play and designing and developing Web sites as well as the use of various information systems are important in the development of entrepreneurial skills such as creativity, dynamism, individuality and team working. This paper reports on an innovative suite of modules offered to international students, as part of their semester or year-long exchange at Halmstad University, Sweden. Dealing with numerous aspects of business information technology, these modules are delivered through various learning approaches. The overall aim is to provide the students with a wide range of perspectives and analytical skills, while acknowledging diversity in heritage and cultural influences. Modules presented could well be included in a training program for future international entrepreneurs.©2005 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.</p

The e-Temple : online reflective diaries using a virtual learning environment

Learning is a life-long process in an ever-changing environment. For students and professionals alike, the ability to constantly manage new knowledge and skills is pivotal. In such an undertaking, it is important not only to master content. To enhance our overall learning capability, we must also improve methods for acquiring other, less explored skill sets. This work presents efforts made to help Swedish and UK students to develop and foster reflective skills using Internet technologies, especially with regard to the "hows, whens, and whys" of personal learning. Lessons learned point to important considerations when trying to encourage students to reflect - in general, and on systems design.©2004 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE