Information Technology Reference
In-Depth Information
phases of Kolb's experiential learning theory, as students experience concrete experience,
abstract conceptualization, reflective observation, and active experimentation. Here, stu-
dents are more likely to “foster the skills of self-directed learning” (Kreber, 2001). Knoop (1984,
cited in Kreber, 2001) introduced a problem-solving model based on Kolb's theory.
This model is distinguished by five steps:
1.
Identify the problem
2.
Distinguish the problem from the underlying symptoms
3.
Generate alternate problem-solving strategies
4.
Evaluate the alternatives, and select the best strategy
5.
Develop plan of implementation of best strategy
Students' experiences apply to this model, as they must first determine any information
not presented in the case study that they deem necessary to solving the problem they have
been presented. This takes place with the use of a Web-based discussion board available
to all students through the course Web site. The course coordinator assumes the role of the
primary contact person within the business and responds accordingly to student questions,
allowing some latitude for the students to think about the process they are undertaking. All
students have access to the questions asked by other groups or individuals and, conse-
quently, to the answers given by the “business.”
By undertaking this process, the students identify the problem and determine a strategy
for solving the problem based on the information given by the business.
Case studies used in these courses alternate between service and manufacturing
business sectors, as this is where the majority of graduates finds employment. The content
of the case study centers on the information needs of a small business or one department
within a larger organization. Students are required to understand the corporate structure and
information needs of the department as well as the organization as a whole.
Internal students work in groups as recommended by Gross Davis (1993) and Knoop
(1984, both cited in Kreber, 2001). External students were introduced to group work for the
first time in 2002, and initial results are promising, with a large proportion of these students
attaining high grades for the assignment. Feedback from these students is currently being
collated, and the results of the success of this implementation will be published in the near
future. Students in Hong Kong will be subjected to group work in the coming cohort of this
course.
INDUSTRY EXPERIENCE
The author has been involved with the design and implementation of small-scale
databases for eight years, particularly in the mining and fitness industries. As a consultant,
many problems were experienced in the completion of these projects.
Understanding the Business
Most important is company knowledge: being unfamiliar with the management struc-
ture, IT capabilities, budget restrictions, and the key personnel to be involved with the project
often caused problems at the commencement of the project. This lack of knowledge involved
such issues as identifying the project supervisor, available software (and appropriate
