John Stinson

1
John Stinson

• A process for designing learning experiences
  Lessons learned from the MBAWB

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This session

• Brief description of the MBA without Boundaries
• A process for developing learning experiences
• Considerations for assessing learning experience
  designs

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MBA without Boundaries

• A program designed specifically for high
  potential working individuals who aspire to be
  leaders in the corporate world
• A program that combines the robustness of
  project-based action learning with the power of
  electronic collaboration
• A program that views business holistically, not
  compartmentalized into disciplinary silos

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MBA without Boundaries

• A program that combines the personal touch of
  high intensity residential experiences, with the
  any time - any place convenience and ease of
  access of on-line education
• A program that allows individuals to continue
  working AND integrates their working experience
  into their learning experience

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Program Structure

• The program consists of nine learning units. Each
  unit, with the exception of the first - which is
  completed during the first week of residency -
  begins and ends during a residency.
• The program lasts two years and includes nine
  face-to face residential experiences

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Program Structure

• Between residencies, participants do their
  research, collaborate with other members of their
  learning team, and receive faculty tutoring, all
  on the MBAWB intranet.

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The MBAWB Learning Model

• The Challenge
• Issue Identification
• Inquiry
• Action - Deliverable
• Reflection

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MBAWB Learning projects

• Project 1. Orientation - The business concept
• Project 2. Basic business concepts - making
  and selling and financing activities
• Project 3. Developing strategy
• Project 4. Global competition international
  trade
• Project 5. Individual project

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MBAWB Learning projects

• Project 6. Financing the firm
• Project 7. Entrepreneurial activity -
  commercializing an invention
• Project 8. Business and public policy
• Project 9. Individual project

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The MBAWB Intranet

• A resource center that includes materials
  prepared and posted by faculty and staff and
  links to other data sources accessible through
  the World Wide Web.

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The MBAWB Intranet

• A collaboration center where members of learning
  teams can ask questions and post responses
  asynchronously (at anytime from any place) when
  working on learning projects, all in a private
  collaboration room.

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The MBAWB Intranet

• A tutorial center where participants can respond
  to faculty questions and interact with faculty
  and other participants to develop concept papers.
  This center will be open to all participants and
  faculty.

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Technology Enables

• Inquiry and research in unlimited digital
  domains.
• Discussion and collaboration - synchronous or
  asynchronous - from anyplace at anytime.
• Interactive multimedia learning experiences that
  focus on content acquisition, skill in
  application, or both.

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Technology Enables

• Learners can work collaboratively on action
  learning projects with learners from across the
  globe, receiving tutoring from experts regardless
  of location.
• Move from a mass production model to a mass
  customization model - from one size fits all to
  individuation.

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Developing Learning Experiences

• Identify the target audience
• Who are the learners and why is this learning
  important?
• Clickerati Kids, Net Gen, Gen X, Boomer
• Adult, non-traditional learners, 18-24 year-old
• Distributed, co-located, blended

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Developing Learning Experiences

• Identify learning outcomes
• What should the learner be able to do as a result
  of the learning experience(Competency)?
• What must the learner know to be able to achieve
  learning outcomes (Knowledge Competency)?
• Develop through an outside-in process, using
  inputs from diverse constituencies
• Incorporate holistic meta outcomes as well as
  content specific outcomes

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Developing Learning Experiences

• Design an activity, situation, problem, project
  to drive the learning
• Engages the learner and creates a need to know
• Provides a context in which content can be
  learned
• Provides a setting to learn content and
  application of the content concurrently
• Activity based on both learning outcomes and
  targeted learners

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Developing Learning Experiences

• Design introduction to the learning experience
• Set expectations regarding deliverable(s)
• Set clear deadlines for deliverable(s)
• Set expectations regarding assessment of learning
• Identify resources that learners can use and
  those that you will provide

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Developing Learning Experiences

• Design deliverable evaluation - how and by whom
  will the deliverable be evaluated
• Design learning assessment - how will content
  learning be evaluated
• Design final reflection - process used to make
  learning explicit and help generalize learning to
  other contexts

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Assessing a Learning Design

• Are the desired learning outcomes clear?
• Are the target learners clearly identified?
• Is the design consistent with the desired
  learning outcomes and the target learners?
• Is the project, problem, or activity clearly
  established?

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Assessing a Learning Design

• Is the activity grounded in a realistic context?
• Is the role of learner clear and appropriate?
• Is the expected product or deliverable clear and
  appropriate?

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Assessing a Learning Design

• Is the design of the assessment consistent with
  the desired outcomes?
• How will learners reflect upon action and make
  learning explicit?