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Sze Kiu Yeung created a wiki page Opportunity for developing e-learning instructionsComments- Sze Kiu Yeung March 20, 2011 - 12:16am
The situational reality of the “lab” problem has made the instructors involved in teaching BUS107 having to re-adjust their teaching plans in order to accommodate their timetable. This short-term, ad-hoc approach is not sufficient in dealing with future timetable variations which are inevitable due to the limited lab facilities available. That said, this EDDE804 Capstone Assignment has provided the author with an opportunity to: (1) think clearly about the problem by first describing it in this paper; and (2) to apply appropriate project management techniques and leadership theories to formulate a proposal with a plan of actions that aim to provide a long-term solution to the problem as well as enhancing the overall student learning and instructor teaching experience with e-learning instructions that are also consistent with UniSIM’s requirements.
- Sze Kiu Yeung created a wiki page Preliminary investigationComments
- Test User March 20, 2011 - 1:32am
This page was not viewable when tested by Guest. The above entry had to be deleted and then re-do again after the page was made opened with Public access as required by Landing.
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- Sze Kiu Yeung created a wiki page AnalysisComments
- Sze Kiu Yeung March 20, 2011 - 12:51am
Analysis – the characteristics of BUS017 instructors and students in terms of their technical readiness to adapt to e-learning instructions as well as the learning contents and system requirements are analyzed in this second phase of the project development life cycle.
§ Instructors – very well versed with new technology (these are instructors who teach technology). Technical readiness: 100%.
§ Students – just as comfortable, if not more comfortable, with new technology as the instructors because these are the “Facebook” generation of students. Technical readiness: 100%.
§ Learning contents – (1) web-site design and (2) database development are the initial required e-learning instructions (see “Project scope” above). In addition, (3) teaching student effective presentation skills would also be required.
§ Interactivity and User Interface – a basic level of interactivity comprising hyperlinks, menus and buttons presented as a webpage with a simple, balanced user interface would suffice.
§ Multimedia – Flash videos.
§ Access – e-learning contents to be hosted on UniSIM’s Blackboard LMS system for access by all the BUS017 instructors and students starting from the July 2011 semester.
§ User guide – not necessary because web-pages accessed through the Blackboard LMS are easy-to-use and self-explanatory.
- Sze Kiu Yeung created a wiki page DesignComments
- Sze Kiu Yeung March 20, 2011 - 12:53am
Design – three stages of system design for an e-learning instructional system based on interactive videos are proposed:
§ Stage 1 – web-site design and development comprising the following levels:
o Level 1 – getting started in using the Microsoft Expression Web 3.0 web authoring tool (including multimedia functions);
o Level 2 – web-page design with Microsoft Expression Web 3.0’s “Table” function;
o Level 3 – web-page design with Microsoft Expression Web 3.0’s “Layout Table with Frames” function; and
o Level 4 – tools for creating web-page “GIF” animations.
§ Stage 2 – database development using Microsoft Access 2007:
o Level 1 – getting started in using Microsoft Access 2007 including defining a Data Dictionary;
o Level 2 – create a simple database table with data inputs from (1) Direct Entry and (2) Database Form;
o Level 3 – create a simple database report with the Report Wizard; and
o Level 4 – create simple and complex database queries with the Query Wizard.
§ Stage 3 – effective presentation skills to be taught from three perspectives based on the following example case studies:
o Level 1 – actual student presentation made by students from the previous cohorts;
o Level 2 – students from Tsinghua University making a presentation in MIT; and
o Level 3 – Stanford University Professor teaching Programming Methodology.
- Sze Kiu Yeung created a wiki page DevelopmentComments
- Sze Kiu Yeung created a wiki page Implementation and supportComments
- Sze Kiu Yeung March 20, 2011 - 1:02am
Implementation and support – as with the author’s group case study (Bainbridge, et al., 2011), the direct implementation method will be used because he is implementing a totally new e-learning support system without the need to replace a legacy system. After sufficient testing of the website in a local test environment, “production” installation of all the web-pages with hyperlinks and embedded Flash videos according to the structure as defined in the “Design” phase will be made on UniSIM’s Blackboard LMS system in early June 2011. Instructors will be briefed on and provided access to the new e-learning instructional system one week before the start of the July 2011 semester while student access will be made available on the first day of the new semester. All students will be given a briefing on the new e-learning instructional system by their instructors in the first lesson.
- Sze Kiu Yeung created a wiki page Gantt ChartComments
- Sze Kiu Yeung created a wiki page Characteristics of leadership theory that correlate with the situational perspective of the...Comments
- Sze Kiu Yeung March 20, 2011 - 2:11am
In the context of this capstone assignment, there is an interplay between four types of leadership theories that correlate with the situational perspective of the educational problem. These include:
§ complexity leadership
§ transformational leadership
§ transactional leadership
§ transitional leadership
The characteristics of these theories are demonstrated in Table 1.
Table 1: Leadership theory and situational perspective
Leadership Theory
Characteristic
Situational Perspective
Complexity
“Identifying and exploring the strategies and behaviours that foster organisational sub-unit creativity, learning and adaptability” (Marion & McKelvey, 2007, cited in Lu-Lee, Thiessen & Batsford, 2011, p.8).
A model that “...provides a framework in which certain leader behaviours work to foster complex mechanisms and generate conditions in which agents respond quickly and effectively to unanticipated conditions.” (Marion, 2008, p.10).
The unpredictable nature of lab-based classroom allocation by Administration for the BUS017 course has called for a creative approach to tackle this problem with the development and implementation of an e-learning instructional system that is relevant, accessible and interactive regardless of the learner’s time, pace and place of learning.
The “unanticipated condition” here is clearly the variable teaching timetable issued by Administration for the lab classes and a quick respond is necessary to tackle this problem not from an ad-hoc basis, but to provide a framework with long-term pedagogical solutions.
Transformational
“A one-way relationship, with the leader lifting the followers to new heights of motivation and achievement.....is appropriate when major fundamental change is required...... emphasises the role of change agent .......has to be attempted within the constraints of a very specific timeframe.” (Bass, 1985, and Williams, 2003, cited in Bainbridge, 2011, pp2-4).
As the course leader, the author aims to create a better and more efficient approach to assist his instructors so that they approach their teaching of BUS017 with new enthusiasm and motivation supported by a new set of instructional tools. It is hoped that in turn they will be transformed to be better instructors and that the students’ learning interests, both inside and outside of the classroom, would also be transformed.
While not a new phenomenon elsewhere, injecting e-learning instructions for BUS017 mark a fundamental change in the way this course will be taught to students even though it still belongs to the classroom-based pedagogical system of the DMS programme.
The author is clearly playing the role of a change agent here to develop and implement the e-learning instructional system within a specific timeframe (by 1 July 2011).
Transactional
An “effective leadership style in academia.....a leader interacts with others in the organisation via an exchange of mutually valued ideas or resources, usually with somewhat related purposes.....a leader’s function may be primarily one of reinforcing and rewarding instructional personnel.....” (Beaudoin, 2004, pp 94-95).
Given that it is an organisational/ school requirement that all courses in the DMS programme be available on the Blackboard LMS system by the July 2011 semester, instructors and students of BUS017 will need to adapt themselves to use Blackboard. Having an additional e-learning instructional system on Blackboard provides instructors and students with “mutually valued resources” for a common purpose.
As a faculty member of the school, the author has to reinforce and reward “instructional personnel” to teach the course using Blackboard. In this respect, he has to exercise a level of transactional leadership.
Transitional
A leader who “manages the transitional phase which occurs after the environment has undergone a transformative change process, but has not yet reached equilibrium.....operations have yet stabilized, and so require transactional leadership in this interim phase.” (Beaudoin, 2004, p. 95).
Clearly the transition between “zero” e-learning to a significant level of e-learning for BUS017 from the July 2011 semester will require the author to closely monitor the problems, both technical and pedagogical, that will arise, identify them, and address them through revising the e-learning instructional system and/or the curriculum as appropriate to ensure the stability and equilibrium of the academic operations. In the interim, the author also needs to demonstrate transitional leadership.
- Sze Kiu Yeung created a wiki page Appendix 1Comments
- Sze Kiu Yeung created a wiki page Appendix 2Comments
- Sze Kiu Yeung March 20, 2011 - 2:55am
Appendix 2 Diploma in Management Studies (DMS) – Programme & Courses
Programme Objective
The Diploma in Management Studies (DMS) programme is designed to provide a wide variety of training in vital management skills and knowledge including accountancy, finance, marketing, human resource management, operations management, information technology, decision sciences, law, communications, and economics.
Programme Nature
The 15-month full-time programme covers 15 subjects across 5 semesters. Lectures consist of both international and local students with the average teacher student ratio of 1: 88. The diploma is awarded by SIM University, Singapore.Mode of Delivery of Course
The course is 100% face-to-face lecture. The course work includes attendance of lectures, discussions of case studies, presentations, completion of group and individual written assignments.Courses
§ English for Business
§ Business Mathematics
§ Managing People and Organisations
§ Business Communication
§ Financial Accounting
§ Business Statistics
§ Managerial Accounting
§ Managing Human Resources
§ Principles of Marketing
§ Microeconomics
§ Operations and Total Quality Management
§ Business Finance
§ Business Law
§ Information Systems for Business
§ Macroeconomics
- Sze Kiu Yeung created a wiki page Appendix 3Comments
- Sze Kiu Yeung March 20, 2011 - 2:55am
Appendix 3 BUS017 Curriculum
Synopsis
This course provides students’ with a foundation in information systems from a management perspective. Beginning with an introduction of current trends and developments in computer hardware and software, students will then be exposed to other more advanced topics in computing such as data communication, networking, the Internet, WWW, e-commerce, information technology (IT) security, database systems, and system design methodologies. In addition, the practical component of this course offers students hands-on learning in building a database application and designing a basic web-site using current software tools and applications.
Learning outcomes
On completion of this module, students are expected to have gained sufficient knowledge to enable them to:
1. Explain the key hardware and software concepts of
computers and information technology;2. Apply the basic internet knowledge and web design
skills;3. Describe the basic data communication and networking;
4. Explain the difference between the Internet and the
World Wide Web (WWW);5. Identify the various e-commerce models and the
important issues that govern e-commerce;6. Describe the ethical issues concerning computer usage
and the challenges of computer security;7. Understand the basics of databases
8. Select appropriate methodology and manage system
design, development and implementation;9. Identify the major types of information systems for
business; and10. Distinguish enterprise computing from personal
computing and be aware of current trends in enterprise
computing.
- Sze Kiu Yeung created a wiki page Appendix 4Comments
- Sze Kiu Yeung created a wiki page Appendix 5Comments
- Sze Kiu Yeung created a wiki page Appendix 6Comments
- Sze Kiu Yeung March 20, 2011 - 2:56am
Appendix 6 Lesson Plan
Lesson 2 Plan (BUS017 ISB) 5F Jan11
Thu 6 January 2011, 8:30am-11:30am, Rm1-04
Tutorial: Topic 1 Discussion (Cont.)
Course Synopsis Discussion
Topic 2 Hardware – Inside the System Unit
Break
Topic 2 Hardware – Inside the System Unit (cont.)
Group formation & City selection
CA1 Clarification: Quiz
Expression Web 3 – Lab 1 demo
Topic 2 Video (Cache & CPU)
Student Q&A
- Sze Kiu Yeung created a wiki page AbstractComments
- Sze Kiu Yeung March 18, 2011 - 10:33pm
This Landing e-Portfolio describes a proposal to introduce e-learning instructions for a traditional classroom-taught course. The outcome is a plan that: (1) argues for the case for e-learning instructions; (2) provides a roadmap for developing and implementing the e-learning instructional system; and (3) describes the teaching support for instructors and the learning benefits that such a system would offer students. Effective project management techniques and leadership theories will also be discussed in the context of this capstone project.
Keywords: E-learning Instructions, Teaching and Learning, Project Management, Leadership
- Test User March 18, 2011 - 10:42pm
Guest or other users can only view the a posting if Public access was granted to this page first before the above posting was made (i.e. Guest could not view if the above posting was made first before the page becomes Public).
With a Comment Textbox always available by default on the Landing means that as the e-Portfolio development is in progress, issues/problems encountered such as this example here can be documented/reported in real-time. That's pretty cool!
- Sze Kiu Yeung created a wiki page Description of the ProblemComments
- Sze Kiu Yeung March 18, 2011 - 11:05pm
Information Systems for Business (BUS017) is the course for which e-learning instructions are sought. It is a final-semester course in the Diploma in Management Studies (DMS) programme offered by SIM University (UniSIM) in Singapore. All courses, including BUS017, in the DMS programme are presented to students through a system of traditional classroom teaching by the faculty and associates of the School of Business. The full-time student cohort in the final semester is about 270 students and the Student Administration Department involved with timetabling and administration usually registers students into six classes of about 40 to 45 students per class. All classes are taught over a seven-week semester with a total of 14 lessons. Each lesson in the classroom is of three-hour duration and there are two lessons per week for each course. Students in the final semester usually take three courses including BUS017. An actual weekly timetable for one of the final-semester classes is shown in Appendix 1 while a summary of the DMS programme and courses is in Appendix 2.
- Sze Kiu Yeung created a wiki page ProposalComments
- Sze Kiu Yeung March 20, 2011 - 12:25am
The following section of this e-Portfolio proposes a plan of actions for the development and implementation of e-learning instructions to tackle the abovementioned problems. In consistent with good project management methodology, the first step is to appoint a project manager to oversee the overall development and implementation of this project. Given the short timeframe available to develop and implement all the necessary e-learning instructions by 1 July 2011 to coincide with the introduction of the Blackboard LMS system for final-semester courses (including BUS017), the project manager needs to understand the problems and to develop the e-learning instructions quickly. According to Ketata (2005), “good organization skills, time management, and the ability to juggle multiple tasks are all prerequisites of an effective project manager” (p.66). As the author has both intimate knowledge of the problems and e-learning experience (he has previously developed an e-learning course for UniSIM), he is in an ideal position to play the role of the project manager here.
- Sze Kiu Yeung created a wiki page Leadership Theories and their ApplicationComments
- Sze Kiu Yeung March 20, 2011 - 2:09am
According to Beaudoin (2003), leadership “is defined as a set of attitudes and behaviours that create conditions for innovative change, enable individuals and organizations to share a vision and move in the appropriate direction, and contribute to the management and operationalization of ideas” (p.519).
The keywords from this definition that are most appropriate in this capstone assignment are: (1) “attitudes and behaviours”, (2) “innovative change”, and (3) “operationalization of ideas.” Example:
§ Attitudes and behaviours – in order to lead and create the various instructional changes required for the BUS017 course, the author has to start with a the right attitude and behaviour and accept that there is a pressing need for the change in order to move forward.
§ Innovative change – introducing technology in the teaching and learning of BUS017 in the form of the e-learning instructional system is clearly a new and innovative undertaking as far as this course is concerned.
§ Operationlization of ideas – developing and implementing the e-learning instructional system by 1 July 2011 brings an idea to operation (i.e. make it happen).
Furthermore, the technology dimension of the educational problem here resonates strongly with Beaudoin’s (2003) argument that “few institutional leaders would not acknowledge that technological innovation is perhaps the single most compelling factor driving them toward new organizational structures and new pedagogical models” (p.521).
- Sze Kiu Yeung created a wiki page ConclusionComments
- Sze Kiu Yeung March 20, 2011 - 2:43am
This e-Portfolio has captured the central educational problem of this capstone assignment, namely: the pressing need for an e-learning instructional system for the BUS017 course in the Diploma in Management Study (DMS) programme at SIM University. The leadership theories and project management techniques that are applicable here include:
§ Complexity leadership
§ Transformational leadership
§ Transactional leadership
§ Transitional leadership
§ Project management methodology based on SDLC
§ Project development and implementation cycle with Gantt Chart
As far as possible, the author has tried to “produce a product in consideration of all course objectives” (Cleveland-Innes, 2011a) that include:
§ “apply leadership theory to…..education”;
§ “synthesize the opportunities presented by leadership
theory to the issues and innovations of distance and
distributed learning networks”;§ “integrate and apply innovative leadership strategies
for distance and distributed education”;§ “use case-based methods to strategize and problem-
solve in distance education using leadership
interventions”; and§ “consider project management techniques as a
leadership function.”(Cleveland-Innes, 2011b)
Lastly, the overriding aim of this capstone project has been, apart from describing “what leadership strategy would make it happen” (Cleveland-Innes, 2011c), to make the BUS017 course more appealing to students because “for the overwhelming majority of today’s higher education students, superior, eye-opening, and rousing instruction, in the classroom and online, is the urgent and fundamental requirement for most of the faculty” (Keller, 2008, p.107).
- Sze Kiu Yeung March 22, 2011 - 2:27am
"In another classroom, only a fourth of the students enrolled in the class are present for a physics lecture; the remiander had schedule conflicts and will watch the lecture later on video, by logging on to the World Wide Web" (Keller, 2008, p.39).
Keller - in reference to the use of video technology as a current teaching practice in an American university. Note the situational similarity between the author's educational problem as described in this e-Portfolio and Keller's example.
- Sze Kiu Yeung created a wiki page ReferencesComments
- Sze Kiu Yeung March 20, 2011 - 2:45am
Ally, M., Cleveland-Innes, M., & Wiseman, C. (2010). Managing distance education projects in a telework environment. Canadian Journal of Distance Education 24(1), 1-20.
Bainbridge, S. (2011). Leadership theory: Transformational leadership overview. Unpublished Doctoral Course Assignment #1 (EDDE804), Doctor of Education (Ed.D.) in Distance Education, Athabasca University.
Bainbridge, S., Tin, T., & Yeung, S. K. (2011). Leadership in mobile learning: Connecting the disconnected in Nepal. Unpublished Doctoral Group Case Study (EDDE804), Doctor of Education (Ed.D.) in Distance Education, Athabasca University.
Beaudoin, M. F. (2003). Distance education leadership: An appraisal of research and practice. In M. G. Moore, & W. G. Anderson (Eds.), Handbook of Distance Education (pp. 519-530). Mahwah, NJ: Lawrence Erlbaum Associates.
Beaudoin, M. F. (2004). Distance education leadership. Appraising theory and advancing practice. In Reflections on research, faculty and leadership in distance education (pp. 91-101). ASF Series, Vol. 8. Oldenburgh University Press.
Cleveland-Innes, M. (2011a). Leadership and Project Management in Distance Education (EDDE804): Assignment #3. [Webpage]. Retrieved from http://cde.lms.athabascau.ca/mod/assignment/view.php?id=13358
Cleveland-Innes, M. (2011b). Leadership and Project Management in Distance Education (EDDE804): Course objectives. [Webpage]. Retrieved from http://cde.lms.athabascau.ca/mod/resource/view.php?id=13351
Cleveland-Innes, M. (2011c). Leadership and Project Management in Distance Education (EDDE804): Assignment #2. [Webpage]. Retrieved from http://cde.lms.athabascau.ca/mod/assignment/view.php?id=13357
Ketata, B. (2005). Project management techniques for e-learning projects. Unpublished Master’s Thesis, Master of Science and Information Systems, Athabasca University. Pages 61-83.
Keller, G. (2008). Higher education and the new society. Baltimore, Maryland: The Johns Hopkins University Press.
Laberta, C. (2011). Computers are your future, (11th ed.). New Jersey: Prentice Hall.
Lu-Lee, S. T., Thiessen, J. T., & Batsford, A. (2011). Open learning: Lowering the cost of education. Unpublished Doctoral Group Case Study (EDDE804), Doctor of Education (Ed.D.) in Distance Education, Athabasca University.
Marion, R. (2008). Complexity Theory for Organizations and Organizational Leadership. In R. Marion & M. Uhl-Bien (Eds.), Complexity Leadership Part 1: Conceptual Foundations (pp.1-17). Charlotte, NC: Information Age Publishing.
SIM University. (2011). SIM University. [Webpage]. Retrieved from http://www.unisim.edu.sg
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