Project

CBILE – a Learning Environment for Acquiring a Holistic View on a Discipline via the Use of Simulated Apprenticeship

Goal: From fragmented codified knowledge to holistic internalized knowledge

The project aims at designing a Case-Based Immersive Learning Environment (CBILE) for development and delivery of interconnected business cases for bachelor and master programs. CBILE will serve as a canvas for integrating courses by sharing cases that can be adopted for each course. Thereby CBILE will aid the students to get a holistic view of a complex domain.

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Project log

Ilia Bider
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Purpose – This paper aims to report on a project aimed at using simulation for improving the quality of teaching and learning modeling skills. More specifically, the project goal was to facilitate the students to acquire skills of building models of organizational structure and behavior through analysis of internal and external documents, and interviews with employees and management. An important skill that practitioners in the information systems field need to possess is the skill of modeling information systems. The main problem with acquiring modeling skills is to learn how to extract knowledge from the unstructured reality of business life. Design/methodology/approach – To achieve the goal, a solution was introduced in the form of a computerized environment utilizing multimedia to simulate a case of an apprenticeship situation. The paper gives an overview of the problem that the solution addresses, presents the solution and reports on the trial completed in a first-year undergraduate course at Stockholm University. Findings – The results of the trial indicate that using rich multimedia along with a case-based learning approach did improve the overall performance of the students. It was also shown that both students’ and the teachers’ attitudes toward the solution were positive. Originality/value – The solution presented in this paper, using computer simulation in teaching/learning by focusing on an apprenticeship situation, can be reused by other university teachers, especially in the Information Systems discipline. This solution can thus be used in teaching, system design, requirements engineering, business analysis and other courses typical for information systems.
Ilia Bider
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Ilia Bider
added a research item
The paper considers the problem of students acquiring a holistic view on the IS discipline via a set of not explicitly connected subjects taught in disparate courses. The main idea is based on M. Polanyi's works on a structure of tacit knowing that can produce "a stereoscopic image from two separate pictures". The images that are used for creating a stereoscopic picture give different perspectives on the same reality, but they do not explicitly refer to each other, the 3-d picture is being created unconsciously by the human mind. This paper demonstrates that a connection between subjects can be created by using the same or tightly connected business cases in different courses that use case based learning combined with computer-based apprenticeship simulation. The paper discusses the main idea, the trial settings, and preliminary results.
Ilia Bider
added an update
It looks like our group has got an AIS award for Innovation in Teaching. Haven't received an official diploma yet, but the award was announced at ICIS 2017 in Seoul (see the attached file)
 
Ilia Bider
added an update
Project Description
 
Stewart Kowalski
added a research item
Case-based teaching/learning is widely used in Information Systems (IS) education in general, and in teaching/learning modeling, in particular. A case presents to the students a real or imaginary business situation asking them to build a model of it, or showing how such model can be built. In situations where a business case is presented in a text form, reusing it as is, or with modification in the same or a different course does not constitute much of a problem. However, using textual description for presenting cases has drawbacks on its own, as it does not help the students to acquire the skills of dissecting analyzing and analyzing the reality when building a model. The latter can be better achieved when a case is presented in a multimedia form, e.g. recorded interviews, website of a company, etc. As the previous works of the same authors show, such case presentations gives the students better understanding of the essence of modeling, which is appreciated by the students. The dark side of the multimedia presentation is that such a case presentation requires more time to build compared to using a textual form, and it is not easy to change it. This paper is a preliminary inquiry into the problem of reusing of cases presented with the help of multimedia. It presents a conceptual model of the domain aimed at discussing the potential of reuse of the whole case or its parts, and concludes with considerations on reusability that need to be covered when building multimedia presentations of cases.
Ilia Bider
added a project goal
From fragmented codified knowledge to holistic internalized knowledge
The project aims at designing a Case-Based Immersive Learning Environment (CBILE) for development and delivery of interconnected business cases for bachelor and master programs. CBILE will serve as a canvas for integrating courses by sharing cases that can be adopted for each course. Thereby CBILE will aid the students to get a holistic view of a complex domain.