Teaching with technology: The Babson Experience

Teaching ETA with Technology

Bala Iyer
March 22, 2013
Twitter: @BalaIyer

Session Objectives
• Emerging technologies and its impact on education
– Different models that are emerging
• Review the pedagogical benefits of leveraging the
latest social media tools
• Demonstrate several cutting-edge technologies and
how they have been successfully used in the classroom
• Examples on teaching with new technology
• What comes next?

BABSON COLLEGE — ALL RIGHTS RESERVED

Stakeholder Analysis
Student Faculty Content Platform Sponsor
provider provider

Online Platform

Social Rich Re-usable Institutional Innovative
constructivism engagement Content ROI Pedagogy

Value Proposition


What is Entrepreneurial Thought & Action (ETA)?
• Entrepreneurial leaders are individuals who, through an
understanding of themselves and the contexts in which they
work, act on and shape opportunities that create value for their
organizations, their stakeholders, and the wider society. ETA is
their method.
• What does it mean to use technology for ETA?
• Educate knowledge workers to use information and technology
to think and act entrepreneurially to create and sustain social
and economic value in a global environment


What do we see?
• The clock speed of the world is increasing as devices are
connected to the internet, ushering in billions to the
global, connected economy
• BRIC nations are using smart devices to overcome the
digital divide and join the knowledge economy
• Digital natives are forming a larger portion of the working
economy and enforcing their values
• Knowledge objects are abundant, perspective is in short
supply
• On average, Americans, ages 18-44 between 1978-
2008, held 11 jobs. Now onto the gig economy!


We have used several technologies and taken
many approaches to using technology in the
classroom.


Educational Technologies
• Publishing
– Wiks, Blogs, Brainshark, Slideshare
• Communities
– StackExchange, LinkedIn
• Community Feedback/Crowdsourcing
– Quora, StackExchange, Google Moderator
• Social Media
– Twitter, SlideShare, Blogs, Google Moderator
• Learning platforms
– MOOCs
• Simulation and Gaming
• Adaptive Learning (Analytics) - Big Data transforming personal learning
• Micro-credentialing/Badges


Education Delivery Models

Rethinking the MBA: Business Education at a
Crossroads (2008), HBS Book, by Srikant Datar and
Open Case David Garvin and Patrick Cullen

MOOCs
???
Space
Flipping the
Classroom
Student Flipped Case
location

Traditional
Interactive
Place lectures
sessions

Consumer Producer

Student Involvement


Interactive sessions


Making sessions more dynamic
• Provide updates before and after class
• Follow companies
• Follow experts
• Voting

• SlideShare for sharing and testing
• Comments on Video


Twitter
• Post a comment on Twitter using the #TETAII hashtag
• Answer a poll question on Twtpoll
http://twtpoll.com/keha51


Facts vs. understanding


Question and voting


Observations
• Same content more interaction
• Instant feedback for instructors
• Utilizes current technology


Flipping the Classroom


Khan Academy


Observations
• Brings experiential learning
• Peer to peer learning
• Social construction
• Content ownership is an issue
• Quality of content is important
• Owners must determine good sources for content
• Classroom time planning becomes a focal point


Interactive Cases


Current Status
Traditional Paper Teaching Case

Content created & organized in hardcopy
documents & folders

Content is static with significant updates
done thru “Case B”
Content is limited in terms of stakeholder
perspectives

Hard to re-use & share

Hard to find specific content

Rely solely on instructor for grading metrics

Synchronous interactions mostly in a
specific classroom timeframe


The Challenge: Case Authoring
• Faculty unhappy with case studies
• Multiple contributors existed worldwide
– Teaching faculty in Wellesley, MA (Babson)
– Case stakeholders (CKO) in India
– Industry experts (IDC) in Massachusetts
• Content updates would be happening right up until weeks
before the case delivery
• Content updates would need to continue as case evolved
with each teaching
• A desire to eventually repurpose, portions of the content
• Content that was easily indexed and searchable
• Permissions and Content Management needed to be
incredibly simple.


The Challenge: Teaching

 Provide an evolving set of Teaching Notes for faculty
using the case in the future

 Provide students with quick access to supplemental
material

 Provide a mechanism for Students to interact directly
with the stakeholder who is not physically present

 Eventually incorporate multimedia assets into the case

 Provide in case exercises


Solution: We Chose a WIKI

 What is a wiki? type of collaborative software that
allows multiple users to easily create, edit, and share
Web-based content

 Wiki as a development & delivery platform: allows for
co-authoring & content management

 Wikis (“Web 2.0”) are increasingly being used in
corporations as a project portal (e.g., project teams
using wikis to manage documents and schedules)


Wiki Experience
• Go to: http://openetherpad.org/9pWQdNbVZc
• Go to your team section and answer
• List two concepts that you learned in TETA and will
implement back in your home institutions


The Cognizant Case Study


There are significant differences
(& benefits) with a wiki-based case
Traditional Paper Teaching Case Wiki Teaching Case

Content created & organized in hardcopy Content is Web-based with links & tags to
documents & folders create, find & label content

Content is static with significant updates Content is dynamic & continuous:
done thru “Case B” “a living document”
Content is limited in terms of stakeholder Multiple perspectives/contexts can easily
perspectives be added
Content is modular & easily shared to
Hard to re-use & share
create new cases
Hard to find specific content Easy to search case content & tags
Wiki platform can help by providing
Rely solely on instructor for grading metrics
participation statistics
Synchronous interactions mostly in a Interactions are on-line in an asynchronous
specific classroom timeframe manner  “flipping” the classroom


Observations
• Authors must qualify the context for the case
• Prepare the stakeholders for writing the case
• Alumni are a great source for expertise
• Archival of content for each teaching session becomes
a tricky issue


Open Cases
with Venkat Venkatraman (BU) and Benn
Konsynski (Emory)


What’s different?
• Authors from different schools
• Students from different schools
• Students and faculty can interact with the case
• Materials from public sources
• Open source cases


The Flipped Case
with Danna Greenberg and Wendy Murphy


Steve Jobs videos

Steve Jobs and NeXT
Steve Jobs Early Years

2005 Stanford Commencement Address John Lily: An Amazing Act of Leadership


What’s different?
• Case context in the form of videos and blogs
– No artificial constraint on case content
– Exploits public information that describes events from
multiple perspectives
• Students fill in the gaps
• Students involved in coming up with the problem statement
• Exploits public information that describes events from multiple
perspectives
• Framing and questions provided by facilitators
• No artificial constraints on case context
– How did the industry evolve?
– How did Jobs’ leadership style evolve?


MOOCs


MOOCs
• Massive Open Online Course is an online course aiming at large-scale
participation and open access via the web [Wikipedia]
• Course
• Open
• Participatory
• Distributed
• Life long networked learning
• Connect and collaborate
• Engage in the learning process
• Information is everywhere
• Connectivity provides access


Platform Concept

Consumers
Content providers
Search for information

Platform Ad servers

Bid for revenue Support development

Developers
Complementors
Accreditors, Employers, Mentors, Analytics


Platforms


Observations
• Platform proliferation
• Owners must carefully pick the platform
• Ensure that the platform is ready for global audience
• Owners must measure success factors
• Babson’s Fast Track program


Creating Digital Identities


Me Inc.

• LinkedIn
• Twitter
• Blogspot
• Slideshare
• YouTube
• Quora
• Facebook
• Stack Overflow
• Smarterer
• LearningJar

40

Why do we need it?
• Facilitates market transactions
• Lowers transaction risk
• Builds social capital
• Sustains communities
• Creates new business opportunities
• New currency


Idea Experimentation


Questions
• What is the next step in educational technology
evolution?
• What are the possibilities for using technology to
enhance education in your school/university?
• What are some patterns you would adopt? Why?
• How do you build the capability to experiment?
– Curriculum Innovation and Technology Group (CITG)
– Babson Faculty Pedagogical Fund (BFPF)


Teaching with technology: The Babson Experience

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