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Piloting Sakai & OSP for Non-Traditional MBA Program

Explore implementing Sakai & OSP for a cohort-based, non-traditional MBA program. Learn how to facilitate communication, assess student learning, document progress, and design a successful program. Utilize matrix design, learning theory, and matrix scaffolding for effective student outcomes.

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Piloting Sakai & OSP for Non-Traditional MBA Program

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  1. Piloting Sakai & OSP for a Non-Traditional MBA Program Sara Hill Carey Business School Johns Hopkins University

  2. A Non-traditional Format • No “courses” • “Modular” format • Multiple instructors How do we facilitate communication & assess student learning?

  3. Cohort Learning • Three-year program • Life sciences professionals • Program design models product development cycle of a life sciences organization

  4. Sakai for Communication • J Forum for -Discussion -Private messaging -Member listing • Announcements • E-mail archive

  5. Member Listing

  6. Facilitating Learning Through Documentation • Students gain “confidence in their competence” • Students have opportunities for -progress self-checks -critical reflection -peer learning

  7. Reporting on Learning • Track students progress towards program outcomes and provide evidence of learning -students (matrices) -faculty (matrices and reports) -department chairs (reports) -accreditation (matrices and reports)

  8. Program Design Understanding by Design byWiggins & McTighe • Identify program learning outcomes • Determine acceptable evidence of learning • Plan learning experiences

  9. Matrix Design • Enduring Understandings • Knowledge • Skills Students determine which artifacts indicate progress toward these outcomes

  10. Learning Theory • Learning is the constant; time is the variable • Shift from teaching to learning • Authentic assessment • Constructivist approach • Learning as a Way of Being: Strategies for Survival in a World of Permanent White Water by Peter Vaill

  11. Matrix Scaffolding • Cell status feature is not used • All cells remain open through the duration of the program • Evaluators are fellow students and faculty • Evaluation is formative rather than summative • Students post and reflect on artifacts at the conclusion of each module

  12. Enduring Understandings

  13. Knowledge Successful students will know

  14. Skills Successful students will be able to

  15. Lessons Learned • Start small • Involve faculty • Integrate reflection into the curriculum • Schedule reflection intervals • Involve peers in evaluation/feedback

  16. Questions?

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