the trials and tribulations of teams and technology educause – marc mid-atlantic regional...
TRANSCRIPT
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The Trials and Tribulations
ofTeams and Technology
EDUCAUSE – MARC Mid-Atlantic Regional Conference, Baltimore, MD November, 2001
Carol Cirka, Ph.D.Assistant ProfessorEconomics & Business Administration
Paula Laholt Instructional TechnologistComputing Services
Copyright Cirka, Carol, 2001 & Laholt, Paula, 2001. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
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The Ursinus Environment
Liberal arts college Fully wired Laptop initiative Instructional Technologists Faculty partnerships
Subject-matter expert teamed with technologist
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Course Objectives
Management and Organizational Behavior
Introduce theories of management and OB Develop teamwork and interpersonal skills Build critical thinking, writing and presentation skills Provide an international context Achieve technology skills related to an
organizational environment
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Four Skill Areas
Process – developing positive team interactions
Management – planning, organizing, leading and controlling
Organizational Behavior – individual and group
Technology – integrating and applying
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Technology Skills
Learn the technological virtual environment Have technology assist in these accomplishments:
• Communication electronically• Collaboration with peers• Data retrieval and analysis • Written and oral presentation
Achieve skills transfer to future courses and career Learn transferable methodology regardless of future tools
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Strategies
Simulate real-life organizational requirements Use an experiential approach to learningIntegrate technology into course activitiesDeliver project-based accomplishmentsUse technology as a tool to assist in these outcomesIncorporate self-directed teamsCreate the ‘boundary-less’ classroom
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Tactical Approach
The strategies as applied to:
• The Course • The Project(s)• The Teams• The Technology
The tactical approach varied from Trial #1 to Trial #2
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SS Added emphasis for OB Number of contact hours increased Use of experiential workbook Class time for active exercises Classroom becomes the laboratory
Course Redefined
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The Projects
1. Globalization in Country X “Has globalization occurred in country X?”*
2. Management Policy Arguments• Develop a policy• Defend with research & data• Written report & oral presentation
Trial #1 – Two projects
*With credit to Jonathan B. Wight, University of Richmond
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SSTrial #2 – One project
“Managing Internationally in Country X”
Similar components, but redefined Improved rationale More relevant to students International significance
The Projects
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The Teams
Trial #1 – Two teams
Trial #2 – One team
Selection/assignment of team members Needed time for the team process to work Developmental issues with some teams Addressing conflict within the teams
Technology Toolbox
World Bank Database
Course Management Software
Microsoft Office Suite
Electronic research resources
InstructionalCD-ROM
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Course Management
Software
Blackboard - UC Online:• Announcements & email• Posting of documents, assignments• Discussion forums• Groups for teams• Online quizzes • Technical feedback surveys
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Course Management
SoftwareDifferences between Trial #1 and Trial #2
Forums for course-related decisions Peer review electronically Development of test questions Gradebook Integrated more seamlessly Main difference – Planned ahead……
Objectives stayed the same: •Improved communication and collaboration•Improved teamwork
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World Bank Database
• Database on CD-ROM• World Development Indicators• Web-based search capabilities• Over 200 countries, > 550 data variables
Objectives:• Support conclusions with data• Perform retrieval & analysis• Present analytic results professionally
Trial #1 – Single source Trial #2 – One of many choices
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Research Resources
Objectives:• Effective use of the Internet• Evaluation of resources• Use online library databases
Trial #1 – Non-directedTrial #2 – Requirement to visit 4 additional sites Info Trac encouraged
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Suite
Excel• Import selected data into Excel• Graphs and Charts
Objective: Create an experiential learning environment that patterns the requirements of organizations today.
Word• Peer Editing - comments feature• Import Graphs• Proper use of formatting• Wrap around text
PowerPoint• Supplement oral presentations• Layout • Import of audio and images
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CD-ROM
Instructional in nature Virtual class Tutorial on subject matter posted Questions posed in PowerPoint Clips from movie Stimulated discussion Used discussion forums online
New for Trial #2
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Assistance in Learning Technology Skills
Self-assessment, performance-based Tips posted (Word) Hands-on workshop (Excel and Data) PowerPoint tutorial posted Second workshop (PowerPoint)
with individual project-based inquiry
Trial #1
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SS Student Performance:
Pre-assessment to first workshop (required): (14 attendees; 9 improved skills; 4 no change)
PowerPoint workshop (optional) – 11 attended Technical tasks included in rubric – Project #1 - 32 points out of 100 Project #2 - 50 points out of 145
Workshop Results
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SSTrial #2
Assistance in Learning Technology Skills
No workshops Allowed for student initiative Excel learning exercises posted (optional) Provided individually responsive support PowerPoint tutorial posted Individual project-based inquiry by email
Technical tasks included in rubric – still approx. 30%
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How did it go?
Quality and Quantity Improved!
Student Performance Better content learning Team process development improved Covered more material
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What did the students think?
• Student surveys on use of technology • Delivered online• Anonymous• Trial #1 – 2 surveys • Trial #2 – one at end of course
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57% “Learned a lot”83% “Relevant to future (Excel)”
(Both jobs and courses)53% “Interesting but not necessary”41% “Learned a few new technical skills”
Issues:- Scheduling workshops- Not convinced of need- Only specific features desired, JIT
Feedback Trial #1
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Students Rank the Value of Technology – Trial #1
0%
20%
40%
60%
80%
100%
Percent of students ranking
1 2 3 4 5
Priority Ranking (1=highest)
World Bank Database
Word Comments
Excel - Graphs & Charts
PowerPoint
UC Online
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Feedback Trial #2
Opinions:82% “Would use skills in future (Excel)”
(Both jobs and courses)49% “Necessary and helpful”35% “Worthwhile but not necessary”
Acquiring skills:19% “Gained valuable new skills”37% “Able to use skills already had”30% “Enhanced skills”----- 86% positive
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Students Rank the Value of Technology – Trial #2
Student-rated Value of Technology Components
0
20
40
60
80
100
Grade
book
UC Onli
ne C
ours
e Site
Group
s
UC Disc
uss
Power
Point
Excel
Wor
d
CD-ROM
Component
Pe
rce
nt
Stu
de
nts
ra
tin
g H
igh
(1 o
r 2
)
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Continuing Tribulations
Level of specificity of assignments Balance online with traditional Articulating expectations Address differences in learning styles Technical assessment and training Collaboration between faculty and IT
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Carol Cirka, Ph.D.Assistant [email protected]
Paula Laholt, M.Ed.Instructional [email protected]