Himalayan Outbound Programme at a leading business school of India as valuable learning experience for meeting MBA learning goals - a case

2020 ◽  
Vol 13 (4) ◽  
pp. 339
Author(s):  
Kamal K. Jain ◽  
Neelni Giri Goswami
Keyword(s):  
Business School ◽  
Learning Experience ◽  
Learning Goals

Dancing in the storm: finessing emergency remote teaching in the COVID-19 pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 1-21
Author(s):  
Louise Whittaker ◽  
Hayley Pearson
Keyword(s):  
Change Management ◽  
Learning Outcomes ◽  
Business School ◽  
Learning Experience ◽  
Theoretical Models ◽  
Management Process ◽  
School Students ◽  
Content Type ◽  
General Managers ◽  
Academic Level

Case overview The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during the COVID-19 pandemic. Having emerged out of an extraordinary year of strict lockdown regulations and having managed a rapid shift to emergency remote teaching. GIBS had managed to maintain its academic programmes, ensuring the completion of the curriculum within the academic year whilst maintaining the exceptionally high standards and quality learning experience it was known for. As 2020 drew to a close, the academic programmes team and the students looked forward to starting the new year in a more “normal” mode of operation. GIBS closed for Christmas holiday with the intent on returning, in early 2021, in some form of face-to-face teaching. However, on the 27th of December 2020, the President of South Africa announced a return to level-3 lockdown as the second wave of infections swept through the country. Strict measures were once again enforced, significantly impacting GIBS’ possible return to campus in January 2021. Reflecting on the lessons learnt over the past year, the Executive Director: Academic Programmes, Professor Louise Whittaker, yet again faced the challenge of deciding how best to proceed given the circumstances. The case illustrates the need for effective change management through the application of Kotter’s 8 steps to transformation, whilst demonstrating the complexity of change management during a crisis. A particular focus on the importance of communication during a change management process in a crisis is illustrated through this case. Expected learning outcomes The learning outcomes are as follows: students need to understand that in a crisis, change management will be emergent and requires flexibility and adaptability; students will determine what concrete actions may be required during a change management process in a crisis; students will need to discern that theoretical models do not necessarily fit real world contexts, particularly in a crisis situation; and students will identify aspects that might be missing or inadequately formulated in standard models of change management. Complexity academic level The case is positioned at a post-graduate level and would be ideal as a teaching case for business school students on a Master of Business Administration programme, a specialised business masters programme or selected executive education programmes for general managers or senior executives. The case can be taught in a course in the following fields, namely, change management, leadership or strategy. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

scholarly journals Towards to an Education for Citizenship: Case of a Learning Experience in a Business School

2015 ◽  
Vol 2 (2) ◽  
pp. 137-148
Author(s):  
Alexandra Jochims Kruel ◽  
Elieti Biques Fernandes
Keyword(s):  
Business School ◽  
Learning Experience

Designing and Evaluating Technology-Based Formative Assessments

2019 ◽  
pp. 222-244
Author(s):  
Emtinan Alqurashi ◽  
Ariel R. Siegelman
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Learning Experience ◽  
Bloom's Taxonomy ◽  
Formative Assessments ◽  
Learning Goals ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Technology Tool ◽  
Improve Student Learning

Formative assessments aligned with learning goals can improve student learning. Integrating technology into formative assessments can further enhance and transform the learning experience. This chapter focuses on how instructors can design and evaluate formative assessment activities that incorporate technology. It provides a practical guide for understanding how to apply the revised Bloom's taxonomy framework and the substitution, augmentation, modification, redefinition (SAMR) model to create meaningful technology-based formative assessments. This chapter includes evaluations of example technology-based formative assessments that align with learning goals based on Bloom's taxonomy. It determines if the technology used to either substitute or improve the functionality of the activity, enables the redesign of an entire activity, or yields a new activity that is impossible without the technology. This information can be applied to ensure the integrity of technology-based formative assessments and to determine if using a technology tool in a formative assessment is worthwhile.

Churning the Best Performer from the Last Performer! A Case Study on Innovations in B-Schools

2019 ◽  
Vol 8 (3) ◽  
pp. 303-311
Author(s):  
Filomina P. George
Keyword(s):  
Business Education ◽  
Business School ◽  
Learning Experience ◽  
Transformation Process ◽  
Learning Program ◽  
New Methods ◽  
Innovative Method ◽  
Postgraduate Programme ◽  
Lasting Impression

Delivering quality business education in a complex and dynamic world is a major challenge for any Business School (B-School). It calls for constantly innovating new methods to entice, engage and enrich the learning experience of the students who go through a B-School programme. By meaningfully integrating such methods into the curriculum along with fulfilling the academic requirements leaves a longstanding impression on the learner. The Integrated Managerial Learning Program, branded as IMLP, is one such innovative method, which has stood the test of time easing out the transformation process during the two years tenure of the postgraduate programme in management. The following case describes the testimony of how IMLP has survived the dynamics of the changing world, transforming the last performer into the best performer, thus leaving a lasting impression on the students through a co-curricular activity, which is cherished by them at their workplaces and in almost every alumni meet.

scholarly journals Breaking the waves

2017 ◽  
Vol 31 (2) ◽  
pp. 90-100 ◽  
Author(s):  
Helle Neergaard ◽  
Dorthe Refslund Christensen
Keyword(s):  
Social Structure ◽  
Learning Experience ◽  
Learning Experiences ◽  
Entrepreneurship Education ◽  
Learning Goals ◽  
Research Approach ◽  
Classroom Environments ◽  
Learning Situation ◽  
Classroom Routines ◽  
The Waves

Learning is related to the environment created for the learning experience. This environment is often highly routinized and involves a certain social structure, but in entrepreneurship education, such routinization and structure may actually counteract the learning goals. This article investigates how classroom routines and rituals impact on entrepreneurship education in order to problematize how existing classroom environments may hinder critical learning experiences from taking place. This article builds on extensive insights from six cohorts of students at two Scandinavian universities over a 4-year period (2012–2015). The data were procured using an experiential–explorative research approach in which the researchers were personally involved in reflective processes as co-learners. The findings illustrate how educators can use rituals actively to change how students learn. However, students are very wary of embracing new structures and rituals; indeed, some feel so comfortable with the old rituals that they would prefer not to change from being receivers of knowledge to co-creators of the learning situation. It is therefore important to exchange existing rituals with new ones that enhance the feeling of safety and involve the students in creating the change. This is achieved through scaffolding and setting up ritual markers, which are continuously repeated.

scholarly journals Adapting a Haptic Motor-Skill Simulator to Include 3D Histology and Supporting Information Architecture (IA)

2018 ◽  
Vol 42 (2) ◽  
Author(s):  
Nova Hayes ◽  
Karen Bucher ◽  
Seema Ashrafi ◽  
Leah Lebowicz
Keyword(s):  
Motor Skill ◽  
Learning Experience ◽  
Model Performance ◽  
3D Models ◽  
Information Architecture ◽  
Learning Goals ◽  
Training Simulator ◽  
Disease Etiology ◽  
Visual Detail ◽  
Technological Advances

In response to an ever-increasing demand for more efficient medical and dental training, simulator-based education has seen a marked increase in development and adoption. But technological advances do not necessarily add up to better learning outcomes. This pursuit has even generated criticism that the means often lose sight of the end. We are presented with an increasingly relevant challenge to adapt simulator technology in alignment with systems advancements and research in adult learning.To address this question, an existing haptic-based, periodontal-probing simulator was revised with expanded learning goals in mind. The former technology was used, but furnished with new 3D models and a multimodal approach to the curriculum intended to foster contextual learning.The 3D model was detailed with clinically-relevant histology intended to build a holistic conceptual understanding of the oral tissue and disease etiology of gingivitis and periodontitis in context with the procedure. Yet providing visual detail without direction is inadequate for ensuring learning objectives are met. Furthermore, simplified models are needed in a haptic system to maintain uninterrupted simulator performance; this means a loss of visual detail and material realism. To meet these challenges, the information architecture (IA) was designed to include tiered activities including dynamic exploration with a high-fidelity model, performance evaluation for self-assessment, and knowledge check for learning reinforcement.The 3D models and proposed methodology in this research are intended to exhibit how, with proper integration, these attributes can convert a single-objective, motor skill exercise into a complete learning experience.

scholarly journals Student Achievement assisted Edmodo: An Alternative to Online Learning in the Pandemic Era

2021 ◽  
Vol 4 (1) ◽  
pp. 22-35
Author(s):  
Sofia Nida Khoerunnisa ◽  
Puji Lestari
Keyword(s):  
High School ◽  
Student Achievement ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Assessment ◽  
Learning Goals ◽  
Size Estimation ◽  
Face To Face Instruction ◽  
The Impact

Due to the Covid-19 pandemic, face-to-face instruction in the field of education has been replaced by online learning. As a result, to meet the learning goals, teachers must be innovative and creative while delivering online learning. Student Achievement with Edmodo is one alternate online learning choice. This analysis aims to explain the effects of the introduction of Edmodo-supported Student Achievement, as well as student reactions to this learning, and to provide a single learning method that is successful and can aid teaching and learning experiences for high school mathematics content during the Covid-19 pandemic. This study employs qualitative analysis approaches. The subjects of this research were five students from Tasikmalaya City's State Senior High School. Based on the outcomes of a few experiments, it was determined that the learning experience was enjoyable and aided students' comprehension of the Trigonometry content. Students are pleased with the learning experience provided, and they believe they have made improvements as a result of their participation in the learning. According to the effects of the impact size estimation, the implementation of the Student Achievement learning model is very accurate. Then, for general student assessment, Student Achievement learning with Edmodo is beneficial to introduce in the middle of the Covid-19 pandemic, so that it can be used as a substitute in online learning.

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