Lecture3: 2. First story - Apprenticeship simulation

Summary

The video script discusses the development of a 'simulated apprenticeship' method for teaching modeling techniques in various courses, including business and enterprise modeling. Initially, students struggled to translate textual descriptions into formal models, as real-world scenarios involve gathering information through interaction and observation. To address this, the team created an artificial environment simulating a company, but faced challenges in implementation. They pivoted to recording interviews with stakeholders and presenting information through various formats like fake websites and documents. This approach was tested and positively received, leading to the creation of a method for designing business cases for different courses, enhancing students' ability to learn modeling through a simulated apprenticeship experience.

Takeaways

• 📚 The project aimed to create a method for teaching modeling, particularly conceptual modeling, in a simulated environment due to the impracticality of textual descriptions in real-world scenarios.
• 🔍 The initial challenge was that students could not effectively learn to model from incomplete textual descriptions, which are common in practice but not fully representative of real business environments.
• 💡 The idea was to simulate an organization within a computer environment, allowing students to explore and learn how a company operates, thus bridging the gap between theory and practice.
• 🎥 The team decided to record interviews with stakeholders to provide a more dynamic and interactive way of presenting information, instead of relying solely on text.
• 🌐 They created a fake website for the company, including details about its departments, employees, and economic situation, to make the simulated environment more realistic.
• 📊 Information that was previously in the textual description was transformed into different forms such as interviews, links to real sites, and management meeting notes.
• 📈 The method was tested in a first-year course on 'ID in Urbanization', which included teaching various modeling methods like goal modeling and process modeling.
• 📝 The transition from a text-based to a simulated apprenticeship approach was positively received by students and teachers, as evaluated through surveys and interviews.
• 🔄 The project evolved from a generic simulation of a company to a specific simulation of an apprenticeship situation, which was more effective for teaching modeling courses.
• 📋 A method for designing business cases for different courses was developed, allowing for a mix of artificial and real-world elements to be used in teaching scenarios.

Q & A

What is the simulated apprenticeship method?

The simulated apprenticeship method is a teaching approach used in several courses, particularly for modeling, where students learn to extract information and create models based on real-world scenarios instead of just textual descriptions.

Why was the traditional text-based approach insufficient for teaching modeling?

The traditional text-based approach was insufficient because it did not replicate real-world conditions where students would need to interact with people, documents, and observe work processes to gather information for modeling.

What was the main problem identified with the text-based teaching method?

The main problem was that students were not learning how to gather information themselves, as in practice, they would need to find information from various sources like people, documents, and observations, rather than relying on complete textual descriptions.

How did the team attempt to solve the problem of large class sizes and lack of practical experience?

The team started a project to create an artificial environment in the computer that would represent a company, allowing students to explore and learn how it works, simulating the process of gathering information for modeling.

What was the initial idea for the simulated environment?

The initial idea was to create an environment where students could go around and learn how a company works, simulating an organization to provide a more realistic learning experience.

Who was the team member that suggested recording interviews with stakeholders?

Stuart Kovansky was the team member who suggested recording interviews with stakeholders as part of the simulated apprenticeship method.

How did the team transform the textual business case into a more interactive format?

The team transformed the textual business case into interviews, linked real sites, created a fake company website, and used Excel sheets to present information in different forms, removing the need for the original text.

What was the feedback from students and teachers after implementing the simulated apprenticeship method?

The feedback was positive, with students and teachers appreciating the new way of presenting the business case, which included the simulated apprenticeship method.

How does the simulated apprenticeship method differ from the initial simulation of a company?

The simulated apprenticeship method focuses on simulating the process of learning through observation and practice, rather than just simulating a company. It involves students in the process of gathering information and creating models as if they were apprentices working with a master.

What was the final outcome of the project and how was it implemented in courses?

The final outcome was the creation of a method for designing business cases that could be presented in various interactive forms. This method was then implemented in several courses, providing a more effective way to teach modeling and information gathering skills.