Written Assignment 2 may be presented in one of the following formats: 1. Traditional paper: Support your self-assessment and reflections with a minimum of three reference citations other than course textbooks. Be sure to adhere to APA guidelines and use the NCU Writing Rubric. (Suggested length: 5-7 double-spaced pages excluding cover page and reference list.) 2. PowerPoint presentation for Open House: Explain to parents about your classroom environment. Support your practices with parenthetical citations on the slides (minimum of three references other than course textbooks) and a reference list on the final slide. (Suggested length: 10-15 slides with appropriate transitions, animations, graphics, or audio.) 3. Your choice: Prepare your response in a format of your choice as applicable to your work setting. Include a minimum of three reference citations other than course textbooks. Acquire your mentor's approval on your &quot;choice&quot; by the end of the first week of Module 2. [Your writing should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to the topic of the discussion. Postings and responses should reflect graduate-level writing standards, and have no spelling, grammar, or syntax errors.]
About BA320 - Business Information Systems
Business Information Systems Fall 2008
Overview <ul><ul><li>This course is designed help you understand business information systems from a management perspective. </li></ul></ul><ul><ul><li>It could consist of a very boring and tedious study of computer systems, networks, input, output, and so forth . . . </li></ul></ul><ul><ul><li>. . . But it doesn’t! </li></ul></ul>
What Previous Students Had to Say:* <ul><li>I thought a database class was going to be dry, but this class challenged me to think about stuff I've never even considered. </li></ul><ul><li>The fact that she allowed us to experience and implement aspects of information systems put more into my head than I ever thought possible. I'm stunned and somewhat numb from the experience. :) </li></ul><ul><li>The use of new technologies and different ways of teaching kept us interested. We also discussed subjects that are relevant to all aspects of business, so I felt that we weren't just taking notes on facts and data, but actually learning things that will help us in the future. </li></ul><ul><li>The technology was a blast! </li></ul>*Selected quotes from BA320 course evaluations Fall 2007 & Spring 2008
Course Design <ul><li>In this course, you will have the opportunity to research and experience emerging technologies, develop your knowledge and expertise through hands-on group projects, and demonstrate your knowledge through fun and creative assessment models. </li></ul>Student quote from BA320 Fall 2007 course evaluation. “ Incorporating the various pieces of technology into the class (such as the remotes for quizzes and the class wiki) made the class unique, and every class was different which made me look forward to going to it.”
In the Flow <ul><li>This course has been designed with the idea that authentic learning is enjoyable and has meaning to the learner. The intent is to create a learning community in which you, the learner, will experience </li></ul><ul><li>“ . . . total involvement and concentration as well as strong feelings of enjoyment” (Arends, 2007, p. 141). </li></ul><ul><li>You’ll recognize authentic learning, or “flow experiences” when you are so carried away by what you’re doing, time just flies. </li></ul>
Community <ul><li>You will spend a great deal of time in collaboration with your classmates. While collaboration is important in promoting a learning community, it is also important to preserve each students’ individuality (Iverson, 2003, p. 84). To this end, you will have a personal space within our course wiki where you will be able to express yourself creatively, and give us some insight into your interests and talents. In addition, you will publish a blog, or weblog, which gives you a place to voice your thoughts and observations, while also learning the do’s and don’ts of online communication in the business environment. </li></ul>
Rules (Criteria and Formulation) <ul><li>During the first week of class, you will design the rules that will guide you and your classmates in team projects, presentations, classroom behavior, and so forth. You will post these rules to the course wiki, and refer to them when evaluating yourselves and your classmates throughout the semester. </li></ul><ul><li>Your instructor will serve as a facilitator in this process. </li></ul>
The Classroom <ul><li>For the majority of our coursework, we will meet in the King 128 computer lab. </li></ul><ul><li>Each week will consist of: </li></ul><ul><li>An introductory lecture (about 15-20 minutes) </li></ul><ul><li>Research (individual and group) </li></ul><ul><li>Presentations </li></ul><ul><li>Reflection (in class and in the course wiki) </li></ul>
The Classroom (continued) <ul><li>In preparation for class, you will: </li></ul><ul><li>Read assigned chapters from your textbook </li></ul><ul><li>Watch videos recommended by your instructor </li></ul><ul><li>Take a short quiz in Blackboard </li></ul>
The Classroom (continued) <ul><li>Every other week, you will present your research findings and posit your conclusions through a group presentation: </li></ul><ul><li>The presentation will be video recorded and posted for review to the course wiki </li></ul><ul><li>You will provide helpful suggestions and respectful critiques for your classmates through the course wiki </li></ul><ul><li>You will reflect on your research and presentation by posting to your personal wiki page </li></ul>
The Classroom (continued) <ul><li>Because this course has been designated as a “Model of Excellence” by the College of Arts and Sciences, various faculty members will drop by to observe your use of technology, and your collaborative work styles. Although this model may be outside your comfort zone in the beginning, you will find that the faculty are so intrigued by the technology you are researching and using, you will soon be in the position of instructing them. Enjoy your new position! </li></ul>
Assessment <ul><li>Because of the interactive nature of this course, you will have numerous ways to demonstrate your mastery of the course concepts: </li></ul><ul><li>Quizzes in Blackboard and via clickers in the classroom (10%) </li></ul><ul><li>Group Projects (15%) </li></ul><ul><li>Homework (includes wiki, blogs, web pages, etc.) (30%) </li></ul><ul><li>Midterm Project (15%) </li></ul><ul><li>Case Study (15%) </li></ul><ul><li>Final (15 %) </li></ul>Grades posted promptly in Blackboard
Participation <ul><li>You are expected to be active, self-directed learners in your own learning experience. This means regulating yourself and taking responsibility as valued individuals and essential group members in the course (Hiemstra, 1994). Attendance and participation affects everyone in your group, and everyone in the class. As business students preparing for industry, it is imperative that you begin to view yourselves as industry professionals-in-training, which includes personal responsibility, team consciousness, and self-motivation. </li></ul>
The Student as Expert <ul><li>In order to prepare yourselves as business professionals, you will identify and interview experts in your intended fields. As you research business information systems, you will learn to think in ways characteristic of experts: analytically, creatively and practically. You need creative thinking to generate ideas, analytical thinking to evaluate those ideas, and practical thinking to implement the ideas and convince others of their value (Sternberg, 2003, p. 6). </li></ul><ul><li>“ The future of the world perhaps hinges on having experts who are wise as well as intelligent and knowledgeable” (Sternberg, p. 8). </li></ul>
Group Research/Projects <ul><li>If you have visions of sitting passively in class as your instructor spoon feeds you with knowledge, those visions will need to be replaced with a new paradigm for learning. In this course, you and your classmates will construct your own learning through a fun and interactive method of inquiry, demonstration and reflection. </li></ul><ul><ul><li>“ Amazing teacher and her design of the class was really great. Although the class was technically about business information systems, she was able to incorporate into it teamwork, group communications and many other important things." </li></ul></ul>Student quote from BA320 Spring 2008 course evaluation.
Alternative Course Delivery <ul><li>In addition to our traditional classroom, you will participate in various modes of instruction and collaboration, including: </li></ul><ul><li>Blackboard </li></ul><ul><ul><li>You will have the opportunity to participate in at least one unit using Blackboard’s communication/collaboration features </li></ul></ul><ul><li>EagleVision </li></ul><ul><ul><li>You will have the opportunity to attend class virtually, participating via ERAU’s “EagleVision” conferencing software. </li></ul></ul><ul><ul><li>You will learn to conduct a meeting using virtual conferencing software, and will present your final group project in this mode. </li></ul></ul>
Communication <ul><li>This class is fun, interactive and very fast-paced. Each Monday, you will receive an email from your instructor, summarizing what you will be doing that week. The email will remind you to log into Blackboard for your week’s assignments (reading, quizzes, etc.) If you have any questions or concerns, email, call or drop by the office – you are always welcome. </li></ul><ul><li>Last minute tips: check your email regularly, stay ahead on your reading, come to class, and stay in touch! See you in class </li></ul>
References <ul><li>Arends, R. I. (2007). Learning to teach. New York: McGraw Hill. </li></ul><ul><li>Hiemstra, R. (1994). Reprinted by permission from The International Encyclopedia of Education, 2 nd Edition, Oxford: Pergamon Press. Retrieved July 1, 2008, from Columbia Center for New Media Teaching and Learning: http://ccnmtl.columbia.edu/projects/pl3p/Self-Directed%20Learning.pdf </li></ul><ul><li>Iverson, A. M. (2003). Building competence in classroom management and discipline . Upper Saddle River, NJ: Merrill Prentice Hall. </li></ul><ul><li>Sternberg, R. (2003). What Is an "Expert Student? ". Educational Researcher, 32(8), 5-9. Retrieved June 1, 2008, from ProQuest Psychology Journals database. (Document ID: 523476221). </li></ul>
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