The document details innovative course designs by information technology instructors at Gaston College aimed at making students workplace-ready through collaborative and simulated learning experiences. Key courses include 'Emerging Technology' focusing on teamwork and current tech research, and a capstone 'System Support Project' emphasizing independent project development and real-world challenges. The instructors stresses essential skills such as critical thinking, problem-solving, and effective communication, highlighting the importance of student feedback and continuous adaptation in the learning process.

1. Workplace Simulated Courses
Angie Rudd and Kelly Hinson

2. Who Are We?
• We are Information Technology Instructors from
Gaston College in Dallas, NC.

3. Why Are We Here?
• The need to teach a course that demands a student
learn to work collaborative.
• The need to make our students work place ready.
• These courses cement knowledge into the minds of
students in a practical way.

4. We wish we could tell you that
our students embrace this
approach and love us with their
whole hearts.
At first they are excited.
Then they are confused.
Then they are frustrated.
The love comes later.

5. So before we can get started building a
course we have to determine….
• What do our students need ….
• to build skills?
• to get a job?
• to be productive in the workplace?

6. How do we deliver???
• Before beginning the course development some
questions need to be answered…

7. The workplace has changed…..
Forbes listed the 10 skills that will get you hired 2013.
• Critical Thinking
• Complex Problem Solving
• Judgment and Decision-Making
• Active Listening
• Computers and Electronics
• Mathematics
• Operations and Systems Analysis
• Monitoring
• Programming
• Sales and Marketing
http://www.forbes.com/sites/meghancasserly/2012/12/10/the-10-skills-that-will-get-you-a-job-in-2013/

8. Our Example Classes Are…
1. Emerging Technology
– uses teamwork and collaborative environments.
2. System Support Project – A Capstone Course
– uses the System Development Lifecycle as a guide for
students to complete an individual project with
feedback and brainstorming from other students.

9. Before getting started….
we need to think about the purpose
• What are the institutions
goals/vision?
• What are your
division/department goals?
• What are the course
goals/outcomes/learning
objectives?
Institution
Division/Department
Course

10. At Gaston College
“Opportunities for Success”
Evaluate existing programs ….to meet
the needs of the changing workforce

11. Commonalities Between Our Courses
• No textbooks research online
• No tests project benchmark and deadlines
• Class is online provide simulated environments
(boss, employees, and co-workers)
• Aggravated and frustrated just like at work

12. Talking Points
– demonstrating and discussing collaboration
– showing how to include useful teamwork in an online environment
– working as a collective team
– sharing information and knowledge
– encouraging suggestions and ideas
– brainstorming
– building in frustration on purpose
– using peer feedback in projects
– enabling team resources
– embracing roles and responsibilities.

13. Emerging Technology Course Goals
1. Demonstrate the proper use of terminology in relation to
information technology.
2. Identify current technologies in use in information
technology.
3. Research advanced/emerging technologies in information
technology.
4. Discuss advantages/disadvantages of various technologies

14. The Emerging Technology Course
• This Emerging Tech (ET) class is setup from
the viewpoint of gaining knowledge and
skills required as if you were an Information
Technology (IT) manager.
• As a Manager you will be responsible for
participating in group projects, doing
research, keep up with what the latest
technologies are, and presenting proposals if
it is determined change is necessary for the
company.

15. Course Approach
• to know how to research
• to know what research is important
• to function as a team member who may or may not be in the
same location or country
• to be able to present research based on data.

16. • The course is built around the Gartner
Methodology of identifying emerging
technologies.
• Gartner, Inc. (NYSE: IT) is the world's leading
information technology research and advisory
company.
• Every year Gartner publishes their top 10
emerging technologies and are interpreted in
terms of the hype cycle.

17. • First part of course deals with individual research so
that student become comfortable with
understanding Gartner.
• Then we do team projects where students are given
what is to be included (expectations) and assigned
team roles.

18. Step 1: The Individual Work
• Goal: Student to understand the Gartner
methodology

19. Step 2: The Team Work
• Goal: Collaboration in an online environment

20. The Teamwork
1. Assign group members
2. Groups are given expectations (what they are
creating)
3. Each member of the group is assigned a team role
with individual expectations
4. Groups create there own schedule/benchmark
dates to meet the given deadline

21. Step 3: Analyze
• Goal: To be able to investigate a new technology
based on educated research.

22. The Final Exam
• You are a Gartner Analyst. Look into your Technology Crystal Ball!
• Propose your Top Ten Technologies for 2015. Through-out the course we
have evaluated Top Ten technologies from the 2012-2014 lists.
• Format your list as the Press Releases we have been using. Give a
justification as to why each technology is on your list.
• You should list the technology followed by a short summary.
• The list is published in October 2014. We will see how close you are.

23. Grading Scheme
• Getting Started Assignments= 5%
• Gartner Understanding = 40%
• Teamwork Assignments = 40%
• Final Exam = 15%

24. The Next Work Simulated Class
• The Capstone Course for Information Technology

25. What This Course Gives Students?
• Frustration
• Feedback
• Peer Feedback
• Peer Review
• Employer Feedback
• Emphasis on communication skills

26. Capstone Course Directives
• This course provides an opportunity to complete a significant
support project with minimal instructor assistance.
• Emphasis is placed on written and oral communication
skills, project
definition, documentation, installation, testing, presentation,
and user training.
• Upon completion, students should be able to complete a
project from the definition phase through implementation.

27. Student Information
• Students are told from the beginning that this is a “real
world environment”
• Projects may have to change mid-course.
• Students are not to expect a lot of instructions or
directions.
• Students must research and guess what the employer
wants.
• Students do get a lot of feedback.

28. The Capstone Course
• Students create a project from beginning to end.
• The project is proposed by them and created by them.
• I am the boss. I deliberately treat them like an
employee.
• I make random recommendations and changes just like
happens in a real work place.
• The project follows the System Development Life Cycle.
We use 5 steps throughout the process.

29. Capstone Course Goals
1. Demonstrate the proper use of terminology in relation to information
technology.
2. Identify legal, ethical, social, and security issues related to computer
information technology.
3. Demonstrate the ability to communicate technical issues related to
computer information technology.
4. Demonstrate the ability to utilize current application packages and
operating systems.
5. Performing basic technical support functions.
6. Understanding of the interrelationship between
hardware, application packages and systems software.

30. The Approach To This Course
• The contents of this course will follow the Systems
Development Life Cycle as closely as possible. As
you should know, in the real world, no project will
absolutely fit in these predefined areas because
people and projects are fluid - always changing.

31. The Rubric
• Students are provided a final project rubric from the
beginning of the course.
• Students are encouraged to use the rubric to keep
their projects on course and to meet the required
outcome.
• They still don’t use it!

32. The Folders
• SDLC: Step 1- Project Proposal
• SDLC: Step 2 - Analysis
• SDLC: Step 3 - Design
• SDLC: Step 4 - Implementation and User Training
and Support
• SDLC: Step 5: Maintenance

33. Folder Content
• Each folder requires the student to:
– Keep a journal of thoughts and frustrations throughout the
SDLC step
– Research the current area of development
– Sometimes use a WIKI to give post ideas and give peer
feedback
• During project proposals
• During analysis
– Usually requires a written assignment for the instructor
• Graded harshly – not just checked off as complete

34. Grading
• Doesn’t happen on a pre-determined schedule
• Is discouraging during project development to make
students try harder and dig deeper
• Involves lots of instructor comments and feedback
• Takes more time for the instructor to give the
correct feedback, but is well worth the investment.

35. Final Grade
• Final Project Paper and PowerPoint = 30%
• Journals = 10%
• Wikis = 10%
• Discussion Board = 10%
• Final Exam Reflection Paper = 20%
• All other assignments = 20%

36. Student Comment
• “This was a very challenging but enjoyable class. I will say
that working full time and taking this class with a capstone
and two others classes was pushing my limits. There were
times when I did not think I would make it. Somehow, I
always managed to get everything done. There were a lot of
late nights and weekends put into this. However, I believe it
was worth it and that what I have learned was well worth
the effort.”

37. Student Comment
• “In previous classes, we learned about the SDLC
basics, but it was not until I took this course that I
really understood what was going on. You can
study about pretty much anything, but it is totally
different when you apply the knowledge into a real
world situation. “

38. Student Comment
• “I am shocked at myself that I was able to pull
through this class without a textbook and little
instructor interface. It gives me a feeling of great
accomplishment a little.”

39. Student Comment
• “Throughout my final semester, the most
challenging yet rewarding class was the System
Support Project. I feel as though this capstone
project was a great end to my college career at
Gaston College. This class presented me with many
challenges but also many opportunities to prove all
that I have learned about technology while
attending college.”

40. Summary

41. Questions