1. Mohammad A. Rob Management Information Systems University of Houston-Clear Lake Houston, Texas 77058 rob@uhcl.edu

2.  Introduction  Theoretical Background  Motivation  Engagement and Learning  What the Accreditation Agencies Say?  Taxonomy of Significant Learning  Designing the Learning Environment  The Role of Technology  The Central Question A FRAMEWORK OF LEADING TOWARDS LEARNING  The Leading-Learning Framework  The Basic Concepts or Guidelines  Distribution of Learning Activities  Designing the Learning Activities  Application in an MIS Course  Student Reflection  Results  Conclusion

3.  Teaching undergraduates can be more challenging than graduates  Teachers complain:  Undergraduates are not motivated towards learning  However they are critical in evaluating instructors  Research show that engagement of students can lead towards motivation  Also the art and practice of engagement is primarily the responsibility of the teacher A FRAMEWORK OF LEADING TOWARDS LEARNING

4.  Motivation means to be moved to do something  People are intrinsically motivated to do something for reward or satisfaction  Most students are extrinsically motivated to complete tasks with resentment & disinterest  Researchers have been investigating what task characteristics make an activity interesting A FRAMEWORK OF LEADING TOWARDS LEARNING

5.  Engagement is an extrinsic motivational task that fosters learning in the educational environment  Engagement theories suggest that students must be meaningfully engaged in learning activities through interaction with others and in worthwhile tasks  Engagement is not just a student-oriented activity A FRAMEWORK OF LEADING TOWARDS LEARNING

6.  The National Survey of Student Engagement, AACSB Standard of Teaching and Learning, and ABET Standards for Engineering and Technology suggest:  Student engagement to enrich learning experience  Active involvement of students and collaboration and cooperation among faculty-student and student-student  Collaboration along with oral and written communication skills development and application in the IS programs A FRAMEWORK OF LEADING TOWARDS LEARNING

7.  Leading Pedagogical Researchers say:  The art and practice of engaging students towards learning is principally the responsibility of the teacher  The teacher becomes less imparter of knowledge and more a designer and facilitator of learning experiences for students  The real challenge in teaching is not covering the material for the students; it’s uncovering the materials with the students A FRAMEWORK OF LEADING TOWARDS LEARNING

10.  In the era of high-technology, engagement is also seen as a framework for technology-based teaching and learning.  When students use technology as a tool to communicate with others, they take on an active role versus a passive role of transmitting the information by a teacher, a book, or broadcast.  Instructors and students are constantly making choices on how to obtain, display, or manipulate information appropriate and useful for others. A FRAMEWORK OF LEADING TOWARDS LEARNING

11.  What role an instructor can play in setting up a classroom and course-related activities that motivate students to value their learning and self-regulate their activities, to carry them out on their own?  The 21 st century teachers acts as leaders :  to engage students in important activities and challenges them with fun,  in an environment conducive to learning, with technology,  and guides them towards the goal of mastering the subject matter, and with an end product –  the knowledge of which will endure a human life beyond the academic environment. A FRAMEWORK OF LEADING TOWARDS LEARNING

12.  It is based on the concepts of:  motivation and engagement,  active and collaborative learning,  taxonomy of significant learning,  designing the learning environment, and  the role of technology, as discussed before A FRAMEWORK OF LEADING TOWARDS LEARNING

14. EngagementEngagement AssessmentAssessment LecturingLecturing LeadingLeading Teacher Teacher Student Student Assessment -Centered Teaching Engagement –Centered Learning

15.  Concept-Based: Developing individual student’s knowledge on the subject matter  Project-Based: Understanding the relationship between various concepts of a subject matter  Multi-Dimensional: Going beyond the subject matter and improving on human dimension – collaboration, cooperation, cross- curriculum, communication, research, multi-culture, career, etc. A FRAMEWORK OF LEADING TOWARDS LEARNING Growth of Knowledge in Dimensions

16. A FRAMEWORK OF LEADING TOWARDS LEARNING Demonstration Demonstration Work assignment Work assignment Lecture Lecture Work assignment Work assignment Document Document Presentation Presentation Research Paper Research Paper Program Code Program Code Design/Model Design/Model Web site Web site Monitor & Control Monitor & Control

17. A FRAMEWORK OF LEADING TOWARDS LEARNING

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19.  SDLC Methodology should be used on the group project throughout the semester and apply overall knowledge learned from various course concepts to produce a significant outcome from the course  Development of a major website by each student or group to house all course-related documents and programs is important in this technological era. A FRAMEWORK OF LEADING TOWARDS LEARNING

20.  The teacher acts as a leader in engaging students in multiple activities and directs them towards the goal  He/She is mainly focused on course “planning” as well as “monitoring & controlling” the student activities in a “Project Management” style A FRAMEWORK OF LEADING TOWARDS LEARNING

21.  We apply the concepts of Leading-Leading Framework by engaging students in five main activities:  In-class programming  Homework assignments  Group-project: Apply overall knowledge to develop a business information system  Three group presentations  Two in-class hands-on tests A FRAMEWORK OF LEADING TOWARDS LEARNING Instructor Student

22.  An assessment of the course activities as seen by students was performed through a survey questionnaire under the following conditions:  The same question was asked three times in various word formats to get a better reflection from students  The first assessment was done after the first group presentation and after the mid-term  The second assessment was done after the second group presentation and before the final test  Answer to questions are organized in five broad areas:  Instructor activities, Group Project, Programming, and Motivation A FRAMEWORK OF LEADING TOWARDS LEARNING

24.  The result is different is the Systems Analysis & Design, Project Management, Data Warehouse and other graduate courses.  Given the course activities, students are to define and justify which three activities provided significant knowledge in their learning: A FRAMEWORK OF LEADING TOWARDS LEARNING

25.  We have discussed various methods of student engagement to motivate them towards learning  We put forward a Leading-Learning Framework that is built upon the concept that the teacher becomes the leader to engage students in various course activities.  The Framework divides the student-knowledge development into three different groups: each one is built upon the other  The types of engagement may not be same for all courses.  In the programming course, it is best to engage students mainly in programming activities  However, group project is very effective for non-programming courses that have consistent relationship between various concepts of a course A FRAMEWORK OF LEADING TOWARDS LEARNING