1. Four Visions of Technology- Supported Learning: Examples, Lessons, and Challenges for Business Faculty Bradley C. Wheeler Associate Professor of IS Indiana University bwheeler@indiana.edu http://wheeler.kelley.indiana.edu

2. Pressing Questions…  How does TSL add real value for learners, faculty, and institutions?  I did a course website… now what?  How should business schools proceed in both strategy and practice?

3. The TSL Puzzle for Faculty  Vision….why TSL?  Proof of concept, early adopters  Skillful application for courses  Technology (software) choices  Faculty development  Sustainability?  Can I reach retirement age first?

4. Founding Assumptions  Our clients are ‘wired from birth’  They are discerning clients with access to a world of resources  Wired learning environments are pervasive  Faculty have never been more critical! \_/\_/

5. Effective Course Designs

6. About the Technologies  Hand-crafted websites  Book publishers’ sites  Course Containers: Off-the-shelf software (e.g., TopClass, LearningSpace) Custom software by universities Application service providers (e.g., Blackboard.com)

7. Course Container Features  Repository for course documents Policies, syllabus Resources, assignments  Collaboration capability Threaded-discussion Synchronous chat  Assessment capability  Rosters, Gradebooks, Profiles, etc.

8. 4 Visions for Technology  Vision to Automate  Vision to Informate Down  Vision to Informate Up  Vision to Transform Real Course Examples from Each Vision Implemented in MBA/Exec Ed Programs (Zuboff, 1984; Leidner & Jarvenppa, 1995)

9. My MBA Teaching Team The efforts of these faculty have made this work possible.

10. Vision to Automate  Judicious use can make sense Example: IS On-Line Competency Exam Many course designs can benefit from a self-paced, self-assessment component

11. Vision to Informate Down  Pedagogy based on transmission of knowledge “Course Containers” Web sites with slides, lecture notes, exercises, etc. Example: Oak/Elm Class Forum Example: Exec Education & LearningSpace

12. Vision to Informate Up  Instructor can see into the minds of students and tailor instruction Example: Pre-class On-line Voting for Cases Example: Integrated Consulting Project

13. Vision to Transform  Fundamentally alter the rules that have defined knowledge construction for learners  Pedagogical focus is Cooperative, Collaborative, Constructive Example: Joint Electronic Commerce Course IU with Helsinki School of Econ Example: Cooperative Learning

14. Transforming Faculty Planning  Creating an electronic market for teaching topics, scheduling, planning  Organizational Memory across years  Integrated syllabus production is a by- product of a rationalized planning process Example: MBA Core Planning System (CORPSe)

15. Transforming Doctoral Ed  Inter-institutional Indiana – U. Texas  Tightly-coupled joint doctoral seminar  Videoconferenced classrooms  Notes/Browsers Weekly Reports Article Summary Repository

16. Transforming Exec. Education  Creating inter-organizational electronic linkages between companies and b-schools  Providing on-line process structuring for strategic planning  Providing (near) real-time faculty guidance for Virtual Teams Example: Virtual Strategic Planning Tool Example: Course Containers - LearningSpace

17. Cultivating Self-Learning  Course is a consulting practice  Clear, measurable mission statement  Students select topics for developing deep competencies  Course repository grows as knowledge- base accessible to all Example: e-commerce course 1996, 2001

18. Challenges… Questions?  Time, Time, and Time!?!  Personal technical skills?  Heterogeneous technologies  THEY keep changing the course technologies at my school!  Increases course operational complexity

19. Pressing Questions…  How does TSL add real value for learners, faculty, and institutions?  I did a course website… now what?  How should universities proceed in both strategy and practice?

20. Strategy for the Network Era?  Choosing target markets Leverage the brand and existing capabilities Co-branding via educational consortia Build electronic relationships w/customers, partners  Recognizing TSL as an org. change initiative Create capacity for innovation Establish a technology strategy Plan to access economies of scale in knowledge, faculty skills, technology

21. The Tough Issues...  Steering faculty involvement Incenting the hard work of TSL startup Directing that energy towards school initiatives Scaling successes across programs  Funding and steering a technology plan Stable, reliable, familiar Dynamic, adaptive, innovative

22. How to Start? Scale Up?  Consider Which Vision(s) is(are) the Objective  Choose Enabling Technologies Make -- design, code, maintain yourself Buy -- adapt to tools’ features/quirks  Implement Train, educate, reinforce, support

23. Implementation Strategies  Top Down - Planned Growth Slower Hard work to Engage Faculty  Bottom Up - Organic Growth Messy Build from Success to Success

24. Further Reading  Leidner, D. E. & Jarvenpaa, S. L. (1995). The Use of Information Technology to Enhance Management School Education: A Theoretical View. MIS Quarterly, 19(3), 265-291.  Wheeler, B. C. (Winter, 1998). The State of Business Education: Preparing for the Past? Selections¸ (Journal of the Graduate Management Admissions Council).

25. Four Visions of Technology- Supported Learning: Examples, Lessons, and Challenges for Business Faculty Bradley C. Wheeler Associate Professor of IS Indiana University bwheeler@indiana.edu http://wheeler.kelley.indiana.edu