Presented by:
Jeanne Myers
Curriculum and Technology Manager
Course Taught by:
Nitin Joglekar
Associate Professor/Dean's Research Fellow
Operations and Technology Management
1
OM865 – 5-Day MBA Course
taught at SMG
Professor Nitin Joglekar
August 2011
Supported by SMG IT Team
Members:
Jeanne Myers
Bill Dupee
Sean Flattery (student)
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Based on Innovation Tournaments
Fried and Hansson (2010)
Terwiesch and Ulrich (2009)
3

Idea generation and problem solving:
Deployment of internal and external
inputs, and recombination of observed
ideas

Idea visualization and representation

Idea processing/Analytics:
Management of variation; perceptual
maps and screens; tagging; idea
interdependence, information
architecture, task sequencing for
enhancing usability
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Idea testing /
Behavioral Response
through rapid consumer
feedback
 Idea sharing and
collaboration in a
tournament setting
(using digital tools)
 Technology integration
exhibited by student
created web-sites,
presentations and selfreflection


"Students have to be active in developing their knowledge,"
says Hestenes. "They can't passively assimilate it.“ (Hanford,
2012)

The idea that people learn better when they're actively
engaged is one of the central findings from an explosion of
cognitive research conducted over the last several decades.

Ability to monitor and check your own thinking (an expert
characteristic, not a novice characteristic) (Weiman, MIT)
6

"Science Education in the
21st Century: Using the
Tools of Science to Teach
Science."

Rethinking the Way
College Students are
Taught

The Problem with Lecturing
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Are you using the last 40-50 years of
cognitive research about how people
learn or to inform the way you teach?
Peer Instruction &
Peer Competition
Making Connections
Guides thinking, affects what we
notice, helps interpret and organize
Experts or Novices?
Help learners become experts
rather than novices. Lecturing is
generally passive, reinforces
novice-like behavior. Doesn’t
exercise the brain.
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Connections to big ideas are important.
It’s the difference between novices and experts.

What psychologists have learned is that people who are
learning a subject tend to see the content of that subject as
isolated pieces of information.

We learn by remembering small chunks of information at a
time.

Making connections exercises our brains.

We used EverNote as the first phase of developing
connections between the many ideas initially generating
(image here)
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
Innovative group, peer and collaborative learning
techniques using the technology as the 'glue' to
bring us all back together.

Took the many ideas (over 200) and allowed
students to sort, categorize, prioritize, compete,
refine and present

Each group a chance to be the experts by
pushing ideas up front and center (see
recordings)
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 Team
competitive approach
 Uses
Project-Based Learning approaches and
real-life issues (Example from PBL
Clearinghouse; also see Getting Started)
 Used
the technology to connect out to the world
and local community (videoconferencing with
experts, agencies, businesses, government,
other schools)
Excel
EverNote
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Penultimate
What is the Darwinator?
A web-based tool that let’s you create and select exceptional opportunities.
Great for idea management, recruitment and many other challenges.

Used for teams to
present their ideas

Links were sent to
various experts
and others outside
the class for voting
(via Facebook,
Twitter)

Motivation – students learn by doing, they apply skills and gain confidence.

Student Choice – they become designers of their own learning, picking
technology tools they are comfortable with is empowering

Critical and higher order thinking skills – explore concepts in depth,
technology frees and speeds up the processes

Develop individual leadership and team collaboration behaviors

Use of technology similar to use in future careers, business environments

Take advantage of global base of knowledge, experts, alumni

Multiple learning styles and differentiating instruction comes more naturally
with audio and visual media
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
Students used their technology of choice, it wasn't forced on
them.

Clear expectations were scripted for each of the 5 days. They
new what was expected, how to get there and what to use was
left to them (link to Design Assignment pdf)

Integrated key innovation tournament concepts into the actual
activities of the class.

Technology used not just to use it, it had a purpose in each
activity.

Students found their own apps and sites we had never heard of
such as a PowerPoint mock app interface. That would not have
happened had we not allowed for freedom of choice.
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WordPress Sites
Group 1: http://blogs.bu.edu/idealab1/
Group 2: http://blogs.bu.edu/idealab2/
Group 3: http://blogs.bu.edu/idealab3/
Group 4: http://blogs.bu.edu/idealab4/
Student Reflections Videos
Jason Dijak http://www.youtube.com/watch?v=WfpU66OZHeY
Joseph DeLise http://www.youtube.com/watch?v=YoDKVg0Ri0M
Course Video Montage and Final App Presentations
http://www.youtube.com/watch?v=y8IaBo7Z2Xk
App Videos and Websites
Toasted Zombies App http://www.youtube.com/watch?v=xn3Npe22l_I
http://toastedzombies.com/
Cloud Circular App http://www.youtube.com/watch?v=6qGhrLqwAlA
http://blogs.bu.edu/idealab3
Take This Spot App http://www.youtube.com/watch?v=8Lr6LL6IXac
http://blogs.bu.edu/idealab4
Bean Smart Commute App http://www.youtube.com/watch?v=Zr7VgYkItp8 http://blogs.bu.edu/idealab2
FORMAL





WordPress sites with
student apps
EverNote notebooks with
tags
Final student projects
Instructional Video project
Qualtrics Survey results
But, there were a lot
of added bonuses
we didn’t predict!
INFORMAL
Growth from new approach
Relationships and
cooperation between tech
dept. and faculty
 Student appreciation,
interest, and enthusiasm
 Networking between
students and guest
speakers



10 out of 14 said the iPad was directly beneficial for learning the material
I believe that using the iPad in class encourages
me to interact more than I normally would with my classmates.
How well did you learn to use each of these
applications or tools and their features?
10
9
8
7
6
EverNote
Penultimate
5
Darwinator
WordPress
4
Excel
3
2
1
0
Expert
Very Good
Good
Neutral
Poor
Very Poor

The tools we used are mostly free: WordPress, EverNote,
Penultimate, Excel, Darwinator

Planning is important but informal collaborative learning also
has its advantages.

Plan for the spontaneous! Set up for free-flowing movement
and student choice of tools. Structure the requirements and
assessments instead.

Observe where students gravitate to and why for your next
class.

Students love to design their own spaces and ways to work,
allow opportunities for this in your planning.
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Approval to continue
offering OM865 at SMG
 Summer 2012 course will be in newly
designed “Innovation Lab” - SMG 326
 Projects to focus on the other sectors in
SMG’s Strategic Plan: Medicine and Digital
Technology


http://mitworld.mit.edu/video/560/

Terwiesch and Ulrich (2009). Innovation
Tournaments- Creating and Selecting
Exceptional Opportunities. HBS Press.

Fried, J. & Heinemeir Hansson, D. (2010).
Rework. New York: CrownBusiness.
Jeanne M. Myers
Boston University
Manager of Curriculum & Technology
Jmyers22@bu.edu
(617) 353-9412