STAFF FEST TSL Showcase Blending Teaching, Learning and Assessment. Level 6 Business Strategy and Beyond at the Business School: ( Not Just Business as Usual) Peter J Considine. Blended Learning with Business, Law and Education .
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
STAFF FEST TSL ShowcaseBlending Teaching, Learning and Assessment
Level 6 Business Strategy and Beyond at the Business School:
(Not Just Business as Usual)
Peter J Considine
(Faculty of Business, Education and Law“Blended Learning Frameworks” 2014)
Rossett, Douglis, and Frazee (2003) Learning Circuits
Model 2 Blended– Reduced class contact and increased Guided Learning
Model 3 Blended – Further reduction in contact, greater guidance
Model 4 – Full Distance Learning
Model 4 – Full Distance Learning (DL programmes often start with a one to many face to face launch)
Traditional On –Campus USE of VLE’s
Developing BB VLE as a More Immersive Environment (beyond the repository) 1.
Blended Learning Through
Guided Study Blocks
Developing BB VLE as a More Immersive Environment (beyond the repository) 2.
Embedded and E-book supported Learning tasks
“Blending” Formative with Summative
Students select a portfolio of formative related assessments for e-submission
Core Texts Available as E-Books (Dawsonera)
ICONIC Blended Learning Activities
Readings – included supported e-books
Tasks – Individual and Group (Learning Cell) and both Formative and Summative
Tasks Completed !
Strategic Management Delivery at Level 3
A Teaching Learning & Assessment model without the traditional (Harvard Business School 1920’s Final case method exam/assignment)
Text Based Case Studies (Long & Short)
Case Study Fatigue?`
Some years ago Mintzberg & Quinn (1991) contended that:
The text based case (TCM) method can be counter productive, by giving misleading, if not even dangerous, over-simplifications of the realities of strategic processes
That assessment and output tends to converge upon the lecturer’s own analysis and recommendations.
However Faria& Wellington (2004) found from their surveys of former users and users that simulations:
We Introduced Simulations on Strategic Management in 2007 and rolled out on large groups teaching (240 plus students) in 2010.
Gamification in Pedagogy on Business Strategy : Some Justifications 2
The Attainment of Functioning and Professional Knowledge
Mid Nov Submission Dec for Interim Summative Feedback
Mini E-Portfolio’s 1 to 3 from a given choice
Weeks 3/4 Two week trial practice - familiarisation of simulation environment
Introduction to StratSim Manager (Automotive context)
Initial Situation Briefing
For competing Teams
Weeks 5 to 11.Team Simulation Assignment
Part 1. Initial Assessment/Mission/Strategies/Tactics
Part 2. Decision Output Reports/Strategy Adjustment/Successes/ Issues/ (S) Jan Submission
Internal Changes –
Financial data etc.
HR = “Team Dynamics”
Portfolio 4 Simulation based
Portfolio 5 – Reflective Portfolio
against LO’s Jan Submission
Assessment Model Formative to Summative Business Simulations with E-Portfolios
Proposition: Learning Business Strategy: The Role of Simulations in “Top Down” and in “Bottom Up” Learning
University “K”: Declarative, abstract and conceptual (labelling, differentiating, elaborating & justifying) *
Professional “K”: (Functioning, specific – deals with executing, applying & making priorities )*
ProblemBased Learning (PBL)/ or Problem Based Gaming (PBG): Kiili (2007)
Subsumes both procedural and higher level declarative knowledge
Declarative knowledge (dominant in Universities):
Propositional knowledge – taught/researched knowledge – what we “declare in lectures” e.g. Biggs(2003) SOLO after “extended abstract”
Procedural knowledge:Skill Based, functioning knowledge without a conceptual foundation
* McCarthy Young & Merryman (1995) in Biggs (2011)
A Real Time Simulation based on the
European Automotive Industry
PLANNING – Preparing a Strategic Plan, agreeing responsibilities
DECISION MAKING – Making five sets of business decisions as a team and to deadlines
REVIEWING AND REPORTING– Assessing progress during each year of the simulation and submitting an individual report at the end of the module
You will be working in a team environment to manage an automotive company trading in the European car market. The module will comprise the following elements :
April Executive Simulations.
In total. Typically Some 60 Teams of students compete in Worlds (up to 8 teams per world) and competition for top places across the cohort (games and competition in blending learning)
The International Business Simulation
Develop and implement strategies that are attractive to customers in each country and profitable for Allstar Brands
CountryManager is an International Marketing simulation focusing on market entry and expansion:
Allocation of scripts from the office to the marking team – significant time spent and now totally time saving with e-assessment
Marking on line – use of Rubrics and “quickmark” can save time and will improves consistency in marking on large cohort modules
In 2014 with 240 odd students marked completed and released ahead of deadlines.
Need to consider ergonomic /H&S issues with extensive PC/Screen work involved in mass on-line marking
External have remote access to sample for moderation
Marks submitted to students via Grademark and to the office for processing – further time saved and no double entry errors c.f. manual approaches
Blending with Simulations has led to a consistent improvement in summative attainment
Proposition: Blending TLA, Simulations, Experience and “Deliberate” Practice. Engaged Learners More Prepared for Professional Practice
Adapted from Ericsson (2007)
3. “Expert Performance”
Generative/Experiential Learning via Blending TLA with Business Games/Simulations. The workplace ready “Staffordshire Graduate”
2. The UG Intermediary?
1. The Novice
“Studies on students’ perceptions of learning in business simulations often suggest that students like simulations and view them more positively than both lectures and
case discussions” Palmunen et al (2013)
How do you blend? (adapted from
Rossett, Felicia, Douglis, and Frazee (2003)