Going Live: Innovating Business Education through Virtual Worlds
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My presentation at the Virtual Worlds Best Practices in Education Conference in March 2011 in Second Life: http://www.vwbpe.org/
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Going Live: Innovating Business Education through Virtual Worlds
- 1. Going Live: Innovating Business Education through Virtual Worlds ------VWBPE, March 2011 RobinTeigland Karinda Rhode in SL Stockholm School of Economics www.knowledgenetworking.org www.slideshare.net/eteigland
- 2. Dr. Robin Teigland Aka Karinda Rhode in SL Associate Professor Center for Strategy and Competitiveness Program Director, PhD in Bus Admin robin.teigland@hhs.se www.knowledgenetworking.org www.slideshare.net/eteigland www.nordicworlds.net RobinTeigland Photo: Lindholm, Metro Photo: Nordenskiöld Photo: Lindqvist
- 3. Today’s Discussion Introduction to Stockholm School of Economics Overview Live Teaching Some Examples of Live Teaching Strategy Live Case: Avapreneurship Day Innovation Live Case: Travel For Change Co-creation Workshop Management Virtual Teaming Exercise My Learning
- 4. Stockholm School of Economics (SSE) Founded 1909 in Stockholm, Sweden One of Europe’s leading business schools Private university with 2000 students BSc, MSc, MBA, GM, and PhD programs Close cooperation with business community
- 5. Going Live Integrate theory + practice in live settings
- 6. SSE entered SL in 2007 Social Briefing Lecture HQ Exercise Partner 1 Exhibition Partner 2 Island Design Designed & built by GöranLindqvist at SSE http://slurl.com/secondlife/SSE%20MBA/232/42/26
- 7. Today’s Discussion Introduction to Stockholm School of Economics Overview Live Teaching Some Examples of Live Teaching Strategy Live Case: Avapreneurship Innovation Live Case: Travel 4 Change Co-creation Workshop Management Virtual Teaming Exercise My Learning
- 8. Strategy in 3D: Avapreneurship
- 9. Overview of Strategy Example Course Media Management Three modules: First module on basic strategy Two consecutive weeks in January 47 International Masters Students at SSE Objectives: To introduce students to basics of strategy and core concepts and analytical tools of strategic management To analyze and develop strategic recommendations for avapreneurs (avatar + entreprneur) in Second Life
- 10. Tasks Series of lectures on strategy (first on Monday, January 18) Explore Second Life and conduct strategic analysis using one perspective/model - Outside-in or Inside-out, in assigned industry Identify and interview at least one avapreneur in assigned industry Prepare10 minute maxpresentation Submit presentation by email to Robin (robin.teigland@hhs.se) and upload to www.slideshare.net by January 29, 8:00 Present on January 29 in Second Life
- 11. 12 groups of 4 people
- 12. Areas for discussion Industry analysis (Outside-in) What is the structure and profit potential of your industry? What are the forces present in the industry? What kind of strategic groups, i.e. groups of similar companies, can be identified, and is it possible to move from one strategic group to another? How could industry profitability be improved? What kind of strategic position should your company/organization aim for? This would correspond to the company’s vision in terms of the future strategic position. Firm analysis (Inside-out) What are the resources and capabilities of the company? How has the company performed in relation to other companies in the same strategic group? What have been the reasons for superior or inferior performance specific to your company? How sustainable is your company’s competitive advantage? What kind of resource and capability development does it need to perform? How should it do this?
- 13. Avapreneurship Day at SSE January 29, 2010 12:15 to 3:00 am SLT By Students in the Media Management Course
- 14. Strategy in 3D: Avapreneurship Avapreneurship Day http://tinasuniversum.blogspot.com/2010/01/utbildning-i-second-life-avapreneurship.html
- 16. Today’s Discussion Introduction to Stockholm School of Economics Overview Live Teaching Some Examples of Live Teaching Strategy Live Case: Avapreneurship Day Innovation Live Case: Travel For Change Co-creation Workshop Management Virtual Teaming Exercise My Learning
- 17. “ Armed with new connective tools, consumers want to interact and co-create value... Prahalad and Ramaswamy, 2003 „ Slide from Kohler 2011
- 18. Overview of Innovation Example Course Managing Innovation in a Global Company Taught by Prof. SirkkaJarvenpaa, Univof Texas – Austin 20 International Masters Students Two sessions midway through course Objectives: To introduce students to virtual environments for open innovation and co-creation To help company Travel For Change develop new travel offering through participating in co-creation workshop and developing recommendations for workshop improvement Collaboration with Thomas Kohler of Hawaii Pacific University Two Masters students from University of Vienna
- 19. Tasks Readings and lecture on “Exploring Virtual Worlds for Innovation” 60 min lecture in SL on Feb 22 2 readings Participation in co-creation workshop in SL 90 minute workshop on Feb 25 or on March 4 Online survey Written report due on March 10 Independent research
- 20. Written report Investigate how co-creation is changing way firms are leveraging customers or peer communities in their innovation development and implementation in same (travel) or different industry (e.g., entertainment, consumer goods, pharmaceuticals) Analyze innovation facilitators and innovation killers in context of Travel For Change Workshop Recommend how Travel For Change can improve its co--creation workshop and activities
- 21. Interested in joining a workshop? Please register at tiny.cc/t4c or email me at tkohler@hpu.edu 21 Kohler, Teigland, Giovacchini 2010
- 23. A Research questions How does participation through an avatar impact the co-creation process? B How does the environment impact the co-creation process?
- 24. Today’s Discussion Introduction to Stockholm School of Economics Overview Live Teaching Some Examples of Live Teaching Strategy Live Case: Avapreneurship Day Innovation Live Case: TravelForChange Co-creation Workshop Management Virtual Teaming Exercise My Learning
- 25. “Leading from a distance is an absolute necessity …… It will be that way in more and more industries. It is a hard skill. People who have never done it don’t even recognize it as a separate skill.” Connaughton & Daly
- 26. Overview of Management Example Course Developed with Steve Mahaley, Duke CE 25 Masters Students at KTH as well as for IBM and Sun Microsystems Session within course or separate module Objectives: To understand key challenges for virtual teams and complexities of being effective virtual team member/leader To employ effective virtual team practices in collaborative experience – clarifying purpose, practicing explicit communication, and testing assumptions To explore virtual worlds as effective mode for work
- 27. 3d Teaming Experience PHASE 1 Preparation PHASE 2 3D Teaming Event PHASE 3 Reflection 30-minutes 30-minutes 90-minutes
- 28. Instructions for SL exercise Goal: To work together to build a bridge. Details are provided in the canisters at the bottom of the flag poles. Time: You will have 30-minutes to complete the task. Materials: Each of your avatars has a folder with some bridge parts. Process: Think about what you read in the article – good teams seek clarity in goals, communicate a lot, and test assumptions.
- 29. http://www.youtube.com/watch?v=uQa6vyG8Dkg Building a bridge together virtually
- 30. Today’s Discussion Introduction to Stockholm School of Economics Overview Live Teaching Some Examples of Live Teaching Strategy Live Case: Avapreneurship Day Innovation Live Case: Travel For Change Co-creation Workshop Management Virtual Teaming Exercise My Learning
- 31. Business school students are quick learners It’s not about the technology, it’s about the learning! Just do it!
- 32. Creating a successfulVirtual Learning Environment (VLE) Pragmatic Experience of achieving learning objectives Sociability Perception of being a member of a group/community Usability Quality of human-computer interactions Hedonic Feeling of being mentally stimulated or entertained Flow State of mind leading to intrinsic reward, one of main drivers of creativity Adapted from Nambisan & Nambisan2008, Csikszentmihalyi, 1996
- 33. Some 3DLE tips Initial design Ensure objectives align with overall organizational strategy: knowledge, attitudes, behaviors Ensure learning objectives drive design and not technology Understand the participant profile, eg demographics, learning style Aim to match between objectives, participants, and context of VW platform Design Think freely and do not be restricted by real world Design based on four VLE components: pragmatic, sociability, usability, hedonic Keep it simple, do not overdesign Giovacchini et al 2009, Mahaley & Teigland 2009, Kapp & O’Driscoll 2010
- 34. Some 3DLE tips (cont’d) Preparation Separate learning of technology from learning related to program objectives Do not underestimate technical challenges, eg running software on various computers, accessing networks Do not assume younger generation is tech-savvy Plan for contingencies Running the event Ensure adequate time for set-up and initial introduction phase Have coaches to help solve last minute technical challenges Overcommunicate logistics to participants Ensure adequate debriefing After the event Conduct follow-up, eg survey or interviews, of participants Conduct After Action Review Mahaley & Teigland 2009, Kapp & O’Driscoll 2010
- 35. What are the challenges going forward? What skills and roles are required? For academics, coaches, program managers, and of course the participants? How do we get over the “digital immigrant” hurdle? What does content look like? Creation in real world for in-world? Or in-world for real world? Created by program or participants? Or co-created? How do we escape our real world thinking? How is the process best facilitated? Embedding a 3D internet experience in the flow of the learning program? How do we ensure seamlessness? Mahaley & Teigland 2009
- 36. Improving performance Exploitation Exploration Productive learning Generative learning How do we move from productive learning to generative learning? March 1991, Kapp & O’Driscoll 2010
- 37. The future of education with 3D internet? ?? Distributed Participant reach Co-located High Low Degree of “co-creation”
- 39. “We ain’t seen nothin’ yet!” Karinda Rhode aka Robin Teigland robin.teigland@hhs.se www.knowledgenetworking.org www.slideshare.net/eteigland www.nordicworlds.net RobinTeigland Photo: Lindholm, Metro Photo: Nordenskiöld Photo: Lindqvist
Editor's Notes
- To introduce you to the basics of strategy and some core concepts and analytical tools of strategic management To develop an understanding of the complexity and dynamics of strategic management in organizationsTo take a look into the future of competitive advantageTo provide you with an interactive and reflective experience in which we learn together
- To explore and experience virtual environments for open innovation To develop appreciation and analysis skills of how co-creation and peer-production can be leveraged in virtual environmentsInvestigate how technology-enablement is impacting the development and implementation of open innovation models
- Membership from many different locations and/or functionsManage across locations, functional areas and national culturesOperate without the physical limitations of distance, time and organizational boundariesUse collaborative technology and other techniques to leverage the best talent and deliver competitive solutionsInteract without benefit of social cuesWhy work in Virtual Teams? (Source: Duarte & Snyder, Mastering Virtual Teams, Jossey-Bass, 2006Source: Govindarajan & Gupta, Building an Effective Global Business Team, MIT Sloan Management Review, 2001)Access to diffused knowledge and talentIncreased speed and agilityExploit economies of global scale and scopeReduce personal disruption and costsBroaden development opportunitiesOther?
- To explore and experience virtual environments for open innovation To develop appreciation and analysis skills of how co-creation and peer-production can be leveraged in virtual environmentsInvestigate how technology-enablement is impacting the development and implementation of open innovation models
- Steve to talk through this.Phase 1 – Purpose to connect to the challenge. Asked you two complete an online survey and read a Harvard Management Review article titled, “Virtual Team Lessons.” Phase 2 – Opportunity to broaden your perspective, experiment in a safe environment, and stimulate collective reflection and insightPhase 3 – Enhances individual development and provides an opportunity for reflection.
- Goal: Work together to build a bridge. Details are provided in the canisters at the bottom of the flagpoles. (I have simplified this to leave some discovery in there).Time: You will have 30-minutes to complete the task(the rest I would consider putting in the notecards at the base of the flag poles. I think Item 1 we leave out – part of the interest will be to see what happens when a team thinks they are done – do they help others?The team who thinks they have completed the task needs to alert ??. Each team must then demonstrate that they can walk across the bridge without flying or touching water.Each team member has been assigned specific inventory and only that person can touch or move their objects.Exercise timing10 minutes Introductions and planning20 minutes Bridge buildingRemember that engaged team members ask questions, challenge what people are assuming, and participate.Coaches: voice conference in-world. Team communicates to their coach when they think they are done.
- “flow” (Csikszentmihalyi, 1996), a state of mind experienced by users when fully engaged in a task that leads to intrinsic reward. This intrinsic reward, according to Amabile71, is one of the main drivers of user creativity.
- (1) teaching people how to do things we already know how to do and (2)creating collaborative environments that allow people to develop new ideasand concepts to address unanticipated opportunities or challenges.Productive learning focuses mostly on the individual and on helpingthat individual to adopt a pattern of behavior that improves productivity.Generative learning, by contrast, is a collaborative endeavor. Shared meaningand insights are developed at the group level, and these insights driveenterprise transformation to ensure growth and sustainability. Today, thelearning function is focused primarily on productive learning. As a result,it appears that trainers are more likely to want to maintain the status quo,rather than challenge it.Learning is a far more complicated phenomenon than can ever be limitedto the classroom context. If we convey knowledge about tasks we alreadyknow how to do, we call it productive learning . If we share knowledge abouttasks that are new and different, we call it generative learning . Productivelearning serves largely to maintain the status quo within an enterprise byconveying what is already known, while generative learning involves notonly absorbing existing information but also creating new solutions to unanticipatedproblems. Information age learning requires that individuals andorganizations change the way they think about and act on what is knownand what needs to be known in order to innovate, change, and win.