John Stinson

1. John Stinson A process for designing learning experiences: Lessons learned from the MBAWB

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

3. 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

4. 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

5. 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

6. 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.

7. The MBAWB Learning Model • The Challenge • Issue Identification • Inquiry • Action - Deliverable • Reflection

8. 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

9. 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

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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?

21. 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?

22. 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?