Leveraging the New LMS Opportunity at HBS:

A Case in Collaborating on Course Design Harvard University IT Summit – June 23, 2011 Meghan Dolan,

Baker Library Services, Knowledge and Library Services

Carla Tishler,

Educational Technology Group, Information Technology Group

Debra Wallace,

Baker Library Services, Knowledge and Library Services Copyright © President & Fellows of Harvard College

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HBS – Steady State

• Celebrated Centennial in 2008 • 1800 MBA Students  900 MBA students in Required Curriculum (RC)  900 MBA students in Elective Curriculum (EC) • 130 Doctoral students • > 225 Faculty • Case method – primary pedagogical approach 3

HBS – Inflection Point/Emergent Priorities

New Dean – July 1, 2010 – Identified 5 Priorities Jan. 2011 •

Innovation

in our educational programs • • • Recommitment to our

Intellectual ambition Internationalization Inclusion

•

Integration

Among many opportunities to “usher in a new era of innovation”: • New faculty group to lead MBA program innovations • • New facilities to enable new pedagogies New learning management system (LMS) as foundation for learning environment 4

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Horizon Report 2011 - Challenges

The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.

People expect to be able to work, learn, and study whenever and wherever they want.

The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured.

The Horizon Report 2011 – pg. 3

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Trends: Horizon Report 2011

Digital media literacy continues its rise in importance as a key skill in every discipline and profession.

Keeping pace with the rapid proliferation of information, software tools, and devices is challenging for students and teachers alike.

The Horizon Report – pg. 4

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Opportunities: Build Models

Straight transfer: • Conversion of content directly from former course platform to new LMS Enhanced learning environment in existing or revised course: • Test and develop new tools to work in collaboration with LMS features • Incorporate resources outside of LMS to enhance content • Increase value by providing access to course content, social media tools and library resources Create a new course: • Starting from scratch 8

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Course Development Collaboration Model

Shared Purpose:

Increased Student Performance & Faculty Effectiveness

Education Technologists Faculty Librarians

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Approach

• KLS – ETG Discussions (July 2010) • Faculty Work from faculty curriculum design (Feb. 2011) • Identify learning objectives/course structure • Develop content / activities to support learning objectives • Identify innovative tools to enhance student learning 11

HBS EC Course: Case Illustration

Precursors to Success:

• Both groups had partnered with faculty member, Professor Chris Marquis.

• Faculty engagement. Willingness to pilot/experiment - comfort and trust level • Course Revision – change in course focus; new EC structure; case & field components • Course Content – lends itself to creativity and use of social media tools • Mix of pedagogical approaches made sense to achieve learning objectives 12

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HBS Learning Hub

• Since 1995: HBS Course Platform—a proprietary toolset • Desire2Learn (D2L) was selected in 2010 • Foundation that provides flexibility needed to support curricular innovation • Rebranded – HBS Learning Hub • August launch date • Connection to new Student Information System in 2012 15

WordPress Blog Learning Challenge:

Stay connected across the course modules, invite outside participants to join the conversation

Expected benefit:

Cohesion and consistency

Measure of success:

Ongoing use, connection to assignments, traffic, student and faculty enthusiasm 16

WordPress

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Voice Thread Learning Challenge:

Bring field-based learning back to classmates in a way that invites feedback and collaboration

Expected benefit:

Student engagement and energy

Measure of success:

Final projects that show collaboration and active participation in learning 18

VoiceThread

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Mind Manager Learning Challenge :

Map course concepts as they emerge and are defined through the course; students will help shape the nature and definition of social entrepreneurship

Expected benefit:

Student participation in building knowledge; constructive learning

Measure of success:

Completed mind map that captures course breadth 20

Mind Manager….

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Mind Manager….

Examples of course concepts and teaching points: Social Entrepreneurship Social Value Reshaping Policy / Industry / Market Organizational Structure (conventional vs hybrid model) Impact Investing Leadership Organizational Culture Scaling the Mission Growth / Exit Strategies Understand social entrepreneurship / social value Collaboration / Partnerships Understand the challenges Analyze how to grow business value Identify social entrepreneurship strategies Identify the synergies Analyze the mission and culture of organizations that are “doing well by doing good” Understand the complexities of impact investment Analyze partnerships Examine supply chain, customer relationships, and stakeholder roles Formulate solutions

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Course Wiki (used in past course)

Learning Challenge :

Identify and manage resources to support student learning; provide access to material in an easy to build, use and maintain platform

Expected benefit:

Enhance student access to research material; provide students with a course specific starting point for their research; add value to library collection by creating a portal that highlights both subscription and free sources

Measure of success:

Usage statistics; materials informed/added value to student output/deliverables 23

Course Wiki

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Milestones

January 2011 —connect with faculty Spring 2011 —planning and tool research Summer 2011 —training on D2L and on third-party tools, check-ins with faculty, guidelines August 2011 —launch pilot for fall EC term 27

• Extend to Doctoral seminars • Explore further EC course support opportunities • Test additional social media and collaborative knowledge construction approaches • Pilot new information products using Baker Library Collections • Broaden our knowledge of learning outcomes • Deep vs. surface learning • Knowledge construction & consumption beyond formal classroom/programs 28

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Evaluation Components

• Meeting learning objectives and faculty’s expectations • Evaluating the tools used in the course • Faculty and student engagement • Extending ETG and KLS capabilities • Leveraging Baker Library Collections 30

Key Considerations

• Computing in “the cloud” – faculty guidelines • FERPA ramifications • Comfort level with technology and change • Documentation on how to use the tools to achieve learning objectives • Security analysis as needed • Scalable support and engagement model 31

References and Contact Information

• Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011).

The 2011 Horizon Report.

Austin, Texas: The New Media Consortium. Available at: http://net.educause.edu/ir/library/pdf/HR2011.pdf

• Spotlight on Collaboration –

Harvard Business Review.

July-August 2011, pg. 67-110.

Meghan Dolan – [email protected]

Carla Tishler – [email protected]

Deb Wallace – [email protected]

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