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Teaching Innovations Conference 2007: Presentation Notes

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These presentation notes go with the following slideshow: http://www.slideshare.net/mjdelia/teaching-innovations-conference-2007 …

These presentation notes go with the following slideshow: http://www.slideshare.net/mjdelia/teaching-innovations-conference-2007

Hopefully, the notes give more context.

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  • 1. TLI Presentation May 2007 – University of Guelph M.J. D’Elia Context & History (2 minutes) • Librarian for Marketing and Consumer Studies o 3 years in this position o Provide instructional sessions in various courses (ranging from library orientation to detailed database searching) o Called Information Literacy in the library world • Summer 2006 o Because of my familiarity with the department I was approached to teach the entire course called Information Management o Second year course, required for BCom o Historically, this course focused extensively on computer technology and common business applications (e.g. Microsoft Excel) o Predictably, students felt this course was widely hated for its dry boring content o The curriculum committee was wanting to update it, so I agreed to give it a shot – what you’ll hear about today is what happens when you give a librarian control over the course • The Concept o I decided to turn MCS 2020 into a corporation • Instructor = CEO • Students = employees • WebCT = corporate internet • Class = business meetings o Corporation worked in the high-tech industry • Maker of smart handheld devices (called the Uber) – acknowledging the importance and impact of information technology • Loosely modeled on the early years of Research in Motion • Company profile, corporate code of ethics, products o Naming the corporation • Students then take some ownership over what happened in the classroom • This is role-playing on a large scale – on the one hand we’re a typical undergraduate university class, but on the other we’re something else too • This set up allowed for more flexibility in terms of designing assignments • Debate assignment o Each week I would present the class with a fictional scenario that was facing our company (Uber Tech) related to information issues in business 1
  • 2. TLI Presentation May 2007 – University of Guelph M.J. D’Elia Ethical issues like corporate espionage (should we buy information from a competitor’s employee?) Legal issues like patent infringement Strategic operational issues (choosing a city for a new manufacturing plant). o Two task groups were struck to research the scenario, present their viewpoint and present their case to the class. o During their presentations, each group had the opportunity to rebut their opponent’s case and field questions from the audience o After the debate the rest of the class voted by secret ballot Additional requirement: was that they had to include a reason for their vote I was getting complaints because the ballots were too small and they had much more to say about the issues. o I liked this assignment because the presentations were more dynamic than the usual student presentations. o Being competitive business students neither side wanted to lose, which of course made their case better. • PASS AROUND COMMENTS FROM STUDENTS (even out of context) • Comparison Paper o They had to examine a business technology issue Using biometric identification to secure access to sensitive information Implementing RFID technology to track goods and learn about consumer behaviour Outsourcing technology jobs to developing nations like India Investing heavily in Information Technology to gain a competitive advantage. o Their task was to examine the issue and then make a recommendation to the CEO (me) for our company. o Students quickly learned that they needed to examine the issue from multiple perspectives. o It wasn’t enough to provide a summary of major points of view, they had to make a decision based on the information they found – and defend it. • Different Perspectives o The corporation motif throughout the class allowed me to create scenarios that forced the students to look at the issues from different angles. o The students had the chance to construct their own meaning by wrestling with the details (it wasn’t a static case study) o I tried my best not to enforce my perspective on an issue, but to let them practice drawing their own conclusions – and practice defending them. 2

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