Abram Anders

Research, Media, Flows, Etc.

Tag: !deas

UBizcom and the Alumni Network

Project Notes

Goal/Mission: Develop course modules and individual assignments that engage and take advantage of the LSBE alumni network; and, create and support engagement and community across the generations of LSBE students and graduates

Process Guidelines:

  • Learning should be directly practical and positively involve and impact local communities
  • Community-involved learning should have a low barrier of entry, specific pedagogical aims/content, and direct and immediate rewards for all stakeholders
  • Development should be iterative, aggregating, and sustainable

Timeline and Stages
for business communications curriculum development

Spring ’11: Introduce E-Professionalism Training
Students create LinkedIN accounts;
Learn social networking skills

Fall ’11: Alumni Networking Assignment
Students find and select participating alumni on LinkedIN;
Contact and interview over phone or Skype

Spring ’12 and Forward: Guest Speaker Event Projects
Students invite, promote, host, interview, capture, process, and publish;
Grow UBizcom materials to promote alumni success (profiles, interviews);
Grow UBizcom materials to share alumni wisdom (presentations, talks, tutorials)

Collaborative Learning Commons

Build UBizcom community site and learning archive; share materials with other outlets (alumni site, LSBE site, etc.)
Increase student and alumni interest, investment, and interaction: an ongoing and continually growing community of learners, teachers, professionals

Tools and Miscellaneous

UThink Blogs/Sites: http://blog.lib.umn.edu/
Hosting sites; publication/publicity

Google Apps: http://www.oit.umn.edu/google/
Coordination, documentation, open scheduling for visiting professionals

LinkedIN: http://www.linkedin.com/
Social networking, professional community connection

Re-envisioning collaborative learning research project

Service Dimension
Use google sites and docs to develop templates of group project sites and group project materials as well as disseminating How-to tutorials on the process structures that make use of these materials.

Institutional Study
Develop longitudinal study of google apps adoption, usage, and impact on teaching and learning in LSBE.  Instruments should place especial emphasis on changes in the development, implementation, and outcomes of collaborative, group, and team processes in curriculum.

Individual Pedagogical Innovation

Begin prototyping new version of the course with these features:

  • Professional Operations Infrastructure: course-site and work-processes based on social media, Web 2.0 style project management applications
  • Skills Development: Emphasis on transferrable, functional skills and learning how-to-learn (collaboration, problem-solving, communication (invention, audience-analysis, editing, presenting), project organization, work-processes, etc., etc.)
  • Team and Project Management: Multiple team and group structures producing a variety of deliverables on a series of overlapping project timelines (model complexity and cross-functionality of workplace interactions)
  • Genre-based composition techniques: Develop competence with a wide range of professional genres including employment communications (resumes, cover letters, follow-up letters), business correspondence (positive, negative, sales, and persuasive messages), oral presentations, multimedia presentations
  • Multimodal composition techniques: Develop familiarity with a wide range of writing contexts and tools including word processing, slide-based presentations, collaborative writing applications, software-based editing tools, face to face, video chat, visual/video media, etc., etc.
  • Ethical Technological Commons: Implementing principles and processes for open source and collaborative learning (constructivism, connectivism, learn through teaching, etc., etc.): Students will produce and consume collaboratively produce multimodal learning materials and modules on topics relevant to business communicators

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