Future Program Delivery by Future Program Delivery https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr Padlet to provide and brainstorm ideas and concepts. en-us 2023-02-13 07:06:10 UTC 2023-05-08 14:24:05 UTC hello@padlet.com https://padlet.net/icons/png/1f4a1.png Coursera - Add courses for certification or stackables into a degree on coursera. fpdproject https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2483176183 - non credit short courses can serve as teasers that bridge interests to pursue further eduation. 
- credit courses can over time stack to a degree. 
see example.]]> 2023-02-15 08:57:25 UTC https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2483176183 College of Integrative Studies https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493473004 This is a (working & running) design of Singapore Management University (SMU) which is a member of the FOME Alliance to which BI also belongs (i.e., access to details is immediate and direct).
The College of Integrative Studies (CIS) allows students to individualise their majors and engage with societal needs and challenges as well as with students' personal interests.
It consists of three components: (1) Deferred Declaration of Degree
One-year non-degree programme which enables students to explore courses in the interdisciplinary Core Curriculum and disciplinary courses (from other SMU Schools) in their first year before making an informed choice of degree programme.
Implication: no drop outs after year-1 (because students are 'searching' before settling on their field of interest).
(2) Individualised Major
Students with a passion and aptitude for interdisciplinary problem-solving and a bold desire to chart their own paths can enrol in this programme to design and individualise their major.
Implication: no drop-outs along the program as this is customised (and can be priced accordingly).
(3) Individualised Second Major
Students who wish to take advantage of the individualised programme that the College offers, but who would like to pursue a first major (in another SMU School) can still take advantage of our offerings through an Individualised Second Major.
Implication: feeder role for MSc programs plus competition with other Norwegian HEI where students do their first Major (thus creating an additional inflow & revenue streams)
For the core curriculum, see https://cis.smu.edu.sg/core-curriculum/overview
Note that the CIS was specifically designed to counter student drop-out, respond to student customization wishes and goes beyond electives / internships / studying abroad, and positioned to connect with broad societal challenges.





]]> 2023-02-24 05:05:36 UTC https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493473004 Flipped classroom & ChatGPT https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493482254 The emergence of AI tools such as ChatGPT will broaden and deepen. The access to passive knowledge that AI Tools imply suggests the use of 'flipped classroom' as main course delivery and course design format. Students receive a number of cases / exercises / projects to solve outside class (asynchronous, online), and then meet in class to discuss the outcomes of these cases / exercises / projects(synchronous, offline). The latter implies a Socratic learning approach as well as fits with Bloomberg's taxonomy. Assessment criteria are based on both stages, outside and inside the classroom. The classroom is where learning value is created, and where BI has a role to play. The AI Tools are contained to an outside classroom role, and students need to learn to use these to construct a discussionable output that is subsequently the input for critical thinking and aggregation towards a learned insight.

As an aside, the case / exercise / project can be rolled into an action learning component in which students use their own lived reality as input (ethnographic, autobiographic narratives) which are then expanded to application domains such as societal stakeholders, industries, or organisations. For example, students' experience with their ski club competition can be reworked (by them!) in terms of incentive systems for non-profit organisations. This match with hyper-local and hyper-individual experiences makes the use of AI Tools such as ChatGPT far more deepening and opens up new venues of problematization, situated learning, and relevance for the learner.]]> 2023-02-24 05:22:28 UTC https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493482254 LXP instead of LMS https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493492011 Covid as taught us that a 100% digital learning environments needs to connect to student learning experience, i.e., a LMS which is an electronic bookshelf with boxed courses needs to be replaced by a LXP which is a learning experience platform that revolves around relational interaction. Switching course delivery to a LXP platform also offers high potential opportunities for life-long learning and personalized learning, see https://www.valamis.com/hub/learning-experience-platform
The suggestion is to use LXP as the core platform for 100% digital programmes.

As an aside, the immersion that LXP provide can be extended by the use of VR / AR technologies, that gamify as well as simulate the learning experience by means of creating contexts in which course substance can be practised (e.g., board rooms, sales negotiations, budget reviews, employee appraisal interviews).

As a second aside, the technology emphasis of both LXP and possibly VR / AR as well as the Flipped Classroom would require partnering with a major technology provider instead of a series of specialist edu-tech firms. Already, positive experiences exist in collaborating with Microsoft Norway (in MSc courses) while MS also has indicated to be interested in such a partnering relationship. BI is familiar with MS for its backoffice automation but this would move the partnering into the T&L domain. (https://learn.microsoft.com/en-gb/training/educator-center/)

As a Faculty-specific annotation: the use of LXP is more time intensive, notably in its preparatory stage of planning the learning experience. As such, it requires a reversal of BI standard practice of 'plikt' calculation, placing the emphasis on the pre-stage of teaching rather than the teaching stage itself. This also applies to the Flipped Classroom & ChatGPT suggestion (under the Digital Developments padlet item)!]]> 2023-02-24 05:38:28 UTC https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493492011 Student Learning Journeys https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493494634 The BI Student Service unit has been doing several projects on mapping the student learning journey. This is predominantly focused on the administrative support towards students.
The suggestion is to bring these student learning journey maps also to the teaching domain and use it for course design, i.e., towards Faculty.
The design thinking approach underlying the mapping process is equally useful for mapping how students experience their learning of substance materials, and how the journey can be paced, differentiated (a Leadership course is rather different form an Accounting course), and personalized (work experience, language levels, internationalization).]]> 2023-02-24 05:43:32 UTC https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493494634 LXP https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493496145 See post "LXP instead of LMS" under the padlet item "100% digital course and study programmes"]]> 2023-02-24 05:46:20 UTC https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493496145 Flip the Fork https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493509603 Present programs consist of a set of core courses followed by differentiation (into Majors, internships, study abroad, or combinations thereof).
The suggestion is to 'flip the fork', see pic below, and start with the differentiation and end with a combination, i.e., work inductive rather than deductive (from the parts to the whole rather than from the whole to the parts).
It does NOT imply that basic substance knowledge has to wait 2 years down the line! Rather, the basic substance knowledge gets angled towards the differentiated track. For example, taking Accountings as the substance knowledge area, in a differentiation track of Digital Marketing, it would emphasize pricing, revenue management, and a number of GAAP relates to sales transaction. In a differentiation track toward Sustainable Economy, it would emphasize cost behavior, cost-benefit analyses, and financial decision-making models.

Why 'flip the fork'? Students in year-1 immediately can opt for what appeals to them, thus lowering the drop out rate.
Moreover, the differentiation allows for customization of the teaching model, external partnering, and pricing. For example, a Marketing differentiation upon entry is taught, priced, and partnered differently from a Finance differentiation or a Sustainability differentiation. 
Finally, what becomes now the back-end of the fork allows for capstone interdisciplinary projects and theses that integrate knowledge domains and answers the societal demands for relevance and (multi-domain) employability. For this aspect, also see the College of Integrative Studies suggestion. ]]> 2023-02-24 06:09:23 UTC https://padlet.com/fpdproject/fp9mp3lwrzjyzgmr/wish/2493509603