Leveraging the New LMS Opportunity at HBS:

1. 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 GroupDebra Wallace, Baker Library Services, Knowledge and Library Services

3. 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

4. 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

6. 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

7. 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

8. 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

10. Course Development Collaboration Model • Education Technologists Shared Purpose: Increased Student Performance & Faculty Effectiveness • Faculty • Librarians

11. 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

12. 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

15. 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

16. 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

17. WordPress

18. 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

19. VoiceThread

20. 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

21. Mind Manager….

22. Mind Manager…. • Examples of course concepts and teaching points: • Social EntrepreneurshipSocial ValueReshaping Policy / Industry / Market Organizational Structure (conventional vs hybrid model)Impact Investing • Leadership Organizational CultureCollaboration / Partnerships • Scaling the MissionGrowth / Exit Strategies Understand the challenges • Understand social entrepreneurship / social value 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 rolesFormulate solutions

23. 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

24. Course Wiki

27. 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

28. 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

30. 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

31. 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

32. 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 – mdolan@hbs.edu • Carla Tishler – ctishler@hbs.edu • Deb Wallace – dwallace@hbs.edu