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CIS 127
Information Technology
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
CIS 127
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Information Technology in Management
instructor version
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine University
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
Phone: (630) 829-6289
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
CIS 127 | Information Technology in Management
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment.
hallmarks of a Benedictine Education:
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3
About
CIS 127 | Information Technology in Management
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
CIS 127 | Information Technology in Management
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
CIS 127 | Information Technology in Management
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
about
expectations
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course
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learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
CIS 127 | Information Technology in Management
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
CIS 127 | Information Technology in Management
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
CIS 127 | Information Technology in Management
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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9
Other Resources
CIS 127 | Information Technology in Management
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
CIS 127 | Information Technology in Management
Faculty Weekend Course Overview
Course Description
This course is designed to provide students with an awareness of the changing nature of technology
and the related management issues. It will demonstrate solutions to business problems from a
management, technical and organizational perspective. Finally it will provide familiarity with the
language of technologists to ease the communication gap between business and technology. The
technology covered in the class will include hardware, software, communications, database, emerging
technologies, internet and intranets.
Course Materials
Required Textbook and Materials
Baltzan, P. (2013) M: Information Systems (2nd Edition). ISBN-13 9780077630744
Suggested Course Materials
Weekly news article from scholarly or other accredited source.
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
CIS 127 | Information Technology in Management
Faculty Weekend Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Points
explore how organizations implement solid information
architecture and how technology trends benefit consumers and
businesses
Developing Course Materials:
Technology in the News
•
explain systems thinking and its relation to how management
information systems enable business communications,
procedures, and policies
Discussion Question(s)
Response Post(s)
•
•
recognize each of the functional areas of information technology
explain how IT must work together with management
Chapter Summaries/Outlines
•
assess business driven information systems through
management, decision processes, use of e-business, and the
infrastructure of sustainable technologies
Exam
•
evaluate the technical foundations of information systems
through the use of business intelligence, mobile business, and
information enterprise
•
provide examples of a company’s use and implementation of
information systems and determine that company’s effectiveness
in terms of adopting new information technologies
Individual Case Studies (4)
•
explore the dynamics of information systems, growth in
technology, technology research and development, and the
impact of technology on our society and culture
class participation in online
and face to face activities
100 pts
provide a framework for studying “big picture” ideas concerning
information technology and the development of new technologies
in the past two decades
Group Presentation:
Themes in Technology
200 pts
•
•
•
5 pts ea/wk
5 pts ea/wk
30 pts ea/wk
200 pts
Presenter's Outline (outline of
the individual’s component of
the group presentation)
develop a group presentation exploring one or two of these “big
picture” ideas and trace the history of the technology involved
10 pts each
Total Points for course
50 pts ea
20 pts
1000 pts
about Bloom’s Taxonomy
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12
Learning Outcomes
CIS 127 | Information Technology in Management
Faculty Weekend Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Business Driven Information Systems
•
•
01 B
F2F
Decision and Processes: Value Driven
Business
Review selected source (ie.
Technology in the News)
In Class: Technology Pretest
•
•
Review Chapter 1 & 2 (Baltzan)
Review selected source (ie.
Technology in the News)
Summary/Outline of Chapter 1 & 2
Case Study 1
•
•
02 A
online
Ebusiness: Electronic Business Value
•
•
•
Review Chapter 3 (Baltzan)
Discussion Topic Post
Peer Response Post
02 B
online
Ethics and Information Security: MIS
Business Concerns
•
•
•
•
Review Chapter 4 (Baltzan)
Discussion Topic Post
Peer Response Post
Case Study 2
03 A
F2F
Infrastructure: Sustainable
Technologies and Business
Intelligence
•
•
Review Chapter 5 & 6 (Baltzan)
Review selected source (ie.
Technology in the News)
Summary/Outline of Chapter 5 & 6
Case Study 3
Networks: Mobile Business
•
•
03 B
F2F
•
•
•
•
Review Chapter 7 (Baltzan)
Review selected source (ie.
Technology in the News)
Summary/Outline of Chapter 7 & 8
Group Presentation: Themes in
Technology
04 A
online
Enterprise Applications: Business
Communications
•
•
•
•
Review Chapter 8 (Baltzan)
Discussion Topic Post
Peer Response Post
Case Study 4
04 B
online
Systems Development and Project
Management: Corporate
Responsibility
•
•
•
•
Review Chapter 9 (Baltzan)
Discussion Topic Post
Peer Response Post
Final Exam
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13
Course Schedule
CIS 127 | Information Technology in Management
Faculty Weekend Session 1A
Learning Objectives
1. Describe the information age and the differences among data, information, business intelligence,
and knowledge.
2. Identify the different departments in a company and why they must work together to achieve
success.
3. Explain systems thinking and how management information systems enable business
communications.
(learning outcomes adopted from Baltzan, P. (2013) M: Information Systems (2nd Edition).)
Activities, Assignments and Agenda
Group and In Class Assignments
Reading: no pre-class assignment
Individual Assignments
Technology in the News: Each week select a
source to share with the class that connects
somehow to this week’s readings. Bring a sample of
this source to class. Be prepared to summarize and
share the information with the class, leading an
informal discussion.
Note: Each week students will be responsible for
bringing in their own news articles in order to satisfy
the above Individual Assignment requirements.
However, Week 1 you should provide this news
article in order for them to review the information.
Suggestions to the Instructor:
1. Print out three of four different articles and have
students read and share in class.
2. Print out one news article and have students work
in groups analyzing the impact, importance and
socio-cultural affect of the technology mentioned.
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In Class Activities: (suggested activity) Give
students a “pre-test” on technology use. Ask students
to rate their expertise in the following areas:
1. use of Microsoft and Microsoft Office
2. use of the internet, email and social networking
3. experience in webdesign and multimedia
4. experience ZIPPING and UNZIPPING files
5. knowledge of different file extensions
6. knowledge of different properties of files
7. experience with networking and shared folders
8. use of hardware and peripheral devices
9. use of software packages
10. experience in IT: connecting, networking, routing,
setting up systems, and general tech support
In Class Activities: (suggested activity) For this
assignment, have students choose a product from the
following list: desktop computer, address book,
walkman, VHS player, Polaroid camera, telephone, or
textbook. Review Porter’s Five Forces (in the text)
and then have students perform a Porter's Five
Forces analysis of the product chosen.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Session 1A
CIS 127 | Information Technology in Management
Faculty Weekend Session 1B
Learning Objectives
1. Explain the importance of decision making for managers at each of the three primary organization
levels along with the associated decision characteristics.
2. Define critical success factors (CSFs) and key performance indicators (KPIs), and explain how
managers use them to measure the success of MIS projects.
3. Classify the different operational, managerial, and strategic support systems, and explain how
managers can use them to make decisions and gain competitive advantage.
4. Describe artificial intelligence and identify its five main types.
(learning outcomes adopted from Baltzan, P. (2013) M: Information Systems (2nd Edition).)
Activities, Assignments and Agenda
Reading: Review Chapter 1 & 2 (Baltzan)
Individual Assignments
Technology in the News: Each week select a
source to share with the class that connects
somehow to this week’s readings. Bring a sample of
this source to class. Be prepared to summarize and
share the information with the class, leading an
informal discussion.
Chapter Summary: List key ideas or key phrases,
outlining the chapter readings. Include questions,
comments and personal connections to the material.
Be prepared to share these points in class discussion.
Case Study 1: Throughout the readings brief cases
(usually in a call-out box or at the end of a chapter)
illustrate ideas and concepts in practical ways.
Students should choose one of these for the Case
Study. Students should address these 5 subtopics:
1.
2.
3.
4.
5.
clearly identify the “actors” (the person(s) involved
summarize the scenario
specifically state the conflict, dilemma or situation
state an opinion or solution concerning the case
support ideas with course material and course
discussions
home
about
expectations
resources
Group and In Class Assignments
In Class Discussion: (suggested activity) Discuss
the origins of Apple and its turbulent history as a
company. Apple’s key goal was to make computers
accessible to ordinary people. Instead of writing
commands in computer code, Apple owners invented
a mouse to click on easily recognizable icons – for
example, a trash can and file folders. Other
companies were quick to copy Apple’s competitive
advantage, including Microsoft. But Apple did not find
booming success until the advent of iPod. Why?
In Class Activities: (suggested activity) Role-play
the “Broadway Café” scenario: You are the owner of
the Broadway Café – a small “ma and pa coffee shop”
that competes with StarbucksTM, CaribouTM and
Dunkin DonutsTM. Originally the café did not utilize
technology. How can you use technology to improve
the quality and profitability of your product? How can
the Broadway Cafe take advantage of e-business
strategies if it wants to remain competitive?
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1B
CIS 127 | Information Technology in Management
Faculty Weekend Session 2A
Learning Objectives
1. Explain the value of business processes for a company and differentiate between customer-facing
and business-facing processes.
2. Demonstrate the value of business process modeling and compare As-Is and To-Be models.
3. Compare disruptive and sustaining technologies, and explain how the Internet and WWW caused
business disruption.
4. Compare the four categories of ebusiness models.
5. Identify the four challenges associated with ebusiness.
(learning outcomes adopted from Baltzan, P. (2013) M: Information Systems (2nd Edition).)
Activities, Assignments and Agenda
Reading: Review Chapter 3 (Baltzan)
Individual Online Assignments (cont’d)
Individual Online Assignments
Peer Response Post
Discussion Question: The Competitive Nature of
Websites
1. review peer posts to the Discussion Topic and/or
instructor’s posts and comments
Look up the websites of at least 2 online clothing
retailers. Try not to pick the same retailers as your
classmates.
Determine
the
successes
and
shortcomings of the website. Explain the advantages
and disadvantages of the ebusiness model compared
to the “brick and mortar” model.
2. respond to one of these posts engaging in a
virtual conversation
Review the submissions of your classmates and
compare. How well do the sites support the conduct
of e-business? Discuss the strengths and
weaknesses of the sites.
When posting remember to:
•
post with a quality, comprehensive answer
•
cite all sources
home
about
expectations
resources
3. be sure to keep up positive dialogue with peers
In Class Activities: (suggested activity) View TED
Talks related to this week’s reading or dicussion. TED
stands for Technology, Entertainment, Design and
these talks can be accessed: http://www.ted.com/ .
The annual conference now brings together the
world's most fascinating thinkers and doers, who are
challenged to give the talk of their lives (in 18
minutes). These talks can be found at the above
website.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1A
CIS 127 | Information Technology in Management
Faculty Weekend Session 2B
Learning Objectives
1. Explain the ethical issues in the use of information technology.
2. Identify the six epolicies organizations should implement to protect themselves.
3. Describe the relationships and differences between hackers and viruses.
4. Describe the relationship between information security policies and an information security plan.
5. Provide an example of each of the three primary security areas: (1) authentication and
authorization, (2) prevention and resistance, and (3) detection and response.
(learning outcomes adopted from Baltzan, P. (2013) M: Information Systems (2nd Edition).)
Activities, Assignments and Agenda
Reading: Review Chapter 4 (Baltzan)
Individual Online Assignments (cont’d)
Individual Online Assignments
Peer Response Post
Discussion Question: Wikis
1. review peer posts to the Discussion Topic and/or
instructor’s posts and comments
Wikis are Web-based tools that make it easy for users
to add, remove, and change online content. Many
companies rely on wikis to engage customers in
ongoing discussions about products.
2. respond to one of these posts engaging in a
virtual conversation
3. be sure to keep up positive dialogue with peers
Imagine you are the owner of a small business. How
will you use a wiki to help grow your business? What
concerns will you have with the use of wikis? What
could you do to minimize your concerns?
When posting remember to:
•
post with a quality, comprehensive answer
•
cite all sources
home
about
expectations
resources
Case Study 2: Throughout the readings brief cases
(usually in a call-out box or at the end of a chapter)
illustrate ideas and concepts in practical ways.
Students should choose one of these for the Case
Study. Students should address these 5 subtopics:
1.
2.
3.
4.
5.
clearly identify the “actors” (the person(s) involved
summarize the scenario
specifically state the conflict, dilemma or situation
state an opinion or solution concerning the case
support ideas with course material and course
discussions
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1B
CIS 127 | Information Technology in Management
Faculty Weekend Session 3A
Learning Objectives
1. Explain MIS infrastructure and its three primary types.
2. Identify the three primary areas associated with an information MIS infrastructure.
3. Describe the characteristics of an agile MIS infrastructure.
4. Describe a database, a database management system, and the relational database model.
5. Identify the business advantages of a relational database.
6. Explain the business benefits of a data-driven website.
7. Identify the advantages of using business intelligence to support managerial decision making.
(learning outcomes adopted from Baltzan, P. (2013) M: Information Systems (2nd Edition).)
Activities, Assignments and Agenda
Group and In Class Assignments
Reading: Review Chapter 6 (Baltzan)
Individual Assignments
Technology in the News: Each week select a
source to share with the class that connects
somehow to this week’s readings. Bring a sample of
this source to class. Be prepared to summarize and
share the information with the class, leading an
informal discussion.
Chapter Summary: List key ideas or key phrases,
outlining the chapter readings. Include questions,
comments and personal connections to the material.
Be prepared to share these points in class discussion.
Case Study 3: Throughout the readings brief cases
(usually in a call-out box or at the end of a chapter)
illustrate ideas and concepts in practical ways.
Students should choose one of these for the Case
Study. Students should address these 5 subtopics:
1.
2.
3.
4.
5.
clearly identify the “actors” (the person(s) involved
summarize the scenario
specifically state the conflict, dilemma or situation
state an opinion or solution concerning the case
support ideas with course material and course
discussions
home
about
expectations
resources
In Class Activities: (suggested activity) Visit:
http://cleverbot.com/ . CleverBot is a web application
that uses an artificial intelligence algorithm to hold
conversations with humans. It was created in 1988 by
AI scientist Rollo Carpenter, and since being
launched on the web in 1997, the number of
conversations has exceeded 65 million. Compare
CleverBot to other chatterbots which use
preprogrammed responses as opposed to CleverBot
which “learns” by collecting answers over time.
In Class Activities: (suggested activity) Continue to
role-play the “Broadway Café” scenario. In small
groups, explore how understanding e-business can
help you achieve success. What type of e-business
will you deploy at The Broadway Cafe? How can an
e-business strategy help The Broadway Cafe attract
customers and increase sales? What types of metrics
will you want to track on your e-business Web site?
How could you use an e-business strategy to partner
with suppliers?
How could a portal help your
employees? will you use kiosks in the cafe?
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 1A
CIS 127 | Information Technology in Management
Faculty Weekend Session 3B
Learning Objectives
1. Explain the five different networking elements creating a connected world.
2. Identify the benefits of a connected world.
3. Identify the challenges of a connected world.
(learning outcomes adopted from Baltzan, P. (2013) M: Information Systems (2nd Edition).)
Activities, Assignments and Agenda
Group and In Class Assignments
Reading: Review Chapter 4 (Baltzan)
Themes in Technology Presentation: Small groups will
support, draw conclusions about, and categorize a “big
picture” theme in technology. Some topics could include:
Individual Assignments
Technology in the News: Each week select a
source to share with the class that connects
somehow to this week’s readings. Bring a sample of
this source to class. Be prepared to summarize and
share the information with the class, leading an
informal discussion.
Chapter Summary: List key ideas or key phrases,
outlining the chapter readings. Include questions,
comments and personal connections to the material.
Be prepared to share these points in class discussion.
Presenter’s Outline and Summary: Each group
member is responsible for a 3 – 5 minute speaking
segment during the presentation. The student should
summarize what s/he is said or will be said in a brief
synopsis. Include a bibliography of sources.
home
about
expectations
resources
1. Social Networking, Texting and Smartphones –
Facebook, Android and iPhone
2. Cloud Computing and Wireless Tech – Microsoft Cloud
Solutions
3. Virtual Economy and Virtual Goods – Second Life,
Gaming, The App Store & iTunes
4. Analytics, AI and Machine Learning – Google,
Amazon.com, Netflix and IBM
5. The Singularity and the Future - Raymond Kurzweil’s
Predictions and Projections
Students should present this work in a creative and
interactive presentation.
The presentation should include:
1. an introduction, history, and explanation of the
technology and tech theme
2. connect the technology and tech theme to course
materials and/or discussions
3. explain how a current company or organization uses
the technology
4. suggest how this technology can be used to improve
the organization you are currently employed by or by a
future employer
5. predict or use industry research to show where the
trends of this technology will be going and what is the
future of the this technology
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 1B
CIS 127 | Information Technology in Management
Faculty Weekend Session 4A
Learning Objectives
1. Explain integrations and the role they play in connecting a corporation.
2. Describe supply chain management and its role in supporting business operations.
3. Identify the benefits and challenges of SCM along with its future.
(learning outcomes adopted from Baltzan, P. (2013) M: Information Systems (2nd Edition).)
Activities, Assignments and Agenda
Reading: Review Chapter 8 (Baltzan)
Individual Online Assignments (cont’d)
Individual Online Assignments
Peer Response Post
Discussion Question: Classes of the Future
1. review peer posts to the Discussion Topic and/or
instructor’s posts and comments
Imagine you are the President or Dean of a new
school. This school is going to be completely mobile
and wireless class for the future. Describe and design
your school, taking into consideration the following:
How will lectures be given? How will questions be
asked and answered? How will assignments be given
and collected? How will group projects be performed?
How will students separate work and non-work time?
How will exams be administered? Will this type of
class be better or worse than a traditional class? Will
security measures be necessary for the wireless
classes? If so, what measures will you put in place to
protect the content?
When posting remember to:
•
post with a quality, comprehensive answer
•
cite all sources
home
about
expectations
resources
2. respond to one of these posts engaging in a
virtual conversation
3. be sure to keep up positive dialogue with peers
Case Study 4: Throughout the readings brief cases
(usually in a call-out box or at the end of a chapter)
illustrate ideas and concepts in practical ways.
Students should choose one of these for the Case
Study. Students should address these 5 subtopics:
1.
2.
3.
4.
5.
clearly identify the “actors” (the person(s) involved
summarize the scenario
specifically state the conflict, dilemma or situation
state an opinion or solution concerning the case
support ideas with course material and course
discussions
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 1A
CIS 127 | Information Technology in Management
Faculty Weekend Session 4B
Learning Objectives
1. Explain the relationship between the systems development life cycle and software development
along with the business benefits associated with successful software development.
2. Describe the seven phases of the systems development life cycle.
3. Summarize the different software development methodologies.
(learning outcomes adopted from Baltzan, P. (2013) M: Information Systems (2nd Edition).)
Activities, Assignments and Agenda
Reading: Review Chapter 9 (Baltzan)
Individual Online Assignments (cont’d)
Individual Online Assignments
Peer Response Post
Discussion Question: The Big Bad Burger
1. review peer posts to the Discussion Topic and/or
instructor’s posts and comments
From CIO Magazine - The Brain Behind the Big, Bad
Burger and Other Tales of Business Intelligence:
"Restaurant chains such as Hardee's, Wendy's, Ruby
Tuesday, T.G.I. Friday's and others are heavy users
of BI software. Many of the big chains have been
using BI for the past 10 years, according to Chris
Hartmann, managing director of technology strategies
at HVS. Do some outside research and, combined
with your reading, answer the following questions:
1. What does business intelligence really mean to a
business?
2. What are the
intelligence?
negative
impacts
of
business
3. How does a database and data warehouse support
business intelligence?
home
about
expectations
resources
2. respond to one of these posts engaging in a
virtual conversation
3. be sure to keep up positive dialogue with peers
Final Exam: Use D2L to create a short answer final
exam covering the course material. This exam should
include “short answer” or “essay” questions. This exam
can use “real world” scenarios. It is recommended that
the instructor not rely on T/F and Multiple Choice as
those tend not to target Evaluation, Examination,
Discussion or Development (as goals).
Baltzan provides PowerPoints and Quizzes with the
teacher edition of the text. Feel free to pull from these
sources to develop the quiz.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 1B