Lecture3: 2. First story - Apprenticeship simulation
Summary
TLDRThe 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
- π 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.
- π 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.
- π‘ 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.
- π₯ 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.
- π They created a fake website for the company, including details about its departments, employees, and economic situation, to make the simulated environment more realistic.
- π Information that was previously in the textual description was transformed into different forms such as interviews, links to real sites, and management meeting notes.
- π 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.
- π The transition from a text-based to a simulated apprenticeship approach was positively received by students and teachers, as evaluated through surveys and interviews.
- π 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.
- π 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.
Outlines
π Simulated Apprenticeship in Teaching Modeling
The paragraph introduces a teaching method known as simulated apprenticeship, utilized in various dsv courses focusing on modeling concepts such as business process and enterprise modeling. The method was initially developed over 10 years ago to address the challenge of teaching conceptual modeling in a database course. Traditionally, students were given textual descriptions to create conceptual models, but this approach was found lacking as it did not reflect real-world scenarios where complete textual descriptions are rarely available. Instead, real-world modeling requires gathering information through interaction and observation. The paragraph discusses the evolution of the teaching method to bridge this gap, including the use of Information Delivery (ID) and the creation of an artificial environment to simulate a company for students to explore and learn.
π₯ Creating a Simulated Learning Environment
This section details the process of creating a simulated learning environment to replicate the experience of gathering information in a real company. The team, led by the speaker, initially aimed to develop a computer-based simulation of an organization but faced challenges in finding a suitable environment. A breakthrough came when a team member, Stuart Kovansky, suggested recording interviews with stakeholders to simulate real interactions. The team adapted a course text description, creating interview scripts for various roles and recording the dialogues. They also utilized real websites and created fake sites to present company information, moving away from relying solely on text. The information was restructured into various forms such as interviews, links, and management meeting notes, ultimately removing the need for the original text.
π Simulated Apprenticeship: A New Approach to Learning
The paragraph explains the shift from simulating a company to simulating an apprenticeship situation, where students learn by observing and assisting a 'master' in real-world tasks. The team created a project site with all the necessary information presented in various forms, including interviews, links, and documents. This approach was tested in a first-year course on ID in urbanization, which introduced students to different modeling methods. The method was evaluated positively by both students and teachers, leading to its adoption in other courses. The paragraph also outlines the method for designing business cases for different purposes, which can be entirely artificial or based on a real organization with some modifications.
π Iterative Development of the Simulated Apprenticeship Method
The final paragraph reflects on the iterative process of developing and refining the simulated apprenticeship method. It started with an explicit problem and the initial attempt to design a generic simulation of a company. However, this approach was abandoned due to cost and complexity, leading to the creation of a specific artifact for a particular course. The team then evolved the approach to design a method that could be applied to various courses, focusing on how to present information and create project sites. The method was tested and validated through its implementation in several courses, marking a successful shift from a generic simulation to a practical, adaptable teaching method.
Mindmap
Keywords
π‘Simulated Apprenticeship
π‘Conceptual Modeling
π‘Enterprise Modeling
π‘Textual Description
π‘Information Gathering
π‘ID (Instructional Design)
π‘Stakeholder Interviews
π‘Fake Sites
π‘Management Decisions
π‘Project Site
π‘Artifact
Highlights
Introduction of the simulated apprenticeship method for teaching modeling in DSV courses.
The challenge of teaching conceptual modeling based on text descriptions in large classes.
The need for students to learn how to gather information from real-world scenarios, not just text.
The initial project idea to create a simulated company environment for students to explore.
The discovery of an existing case study used for company analysis and its adaptation for the project.
Stuart Kovansky's proposal to book a studio for creating interviews with stakeholders.
The decision to test the artifact in a first-year course for Beethoven on ID in urbanization.
The creation of interview scripts based on stakeholder issues mentioned in the course text.
The transformation of text descriptions into various forms such as interviews, links, and fake websites.
The development of a fake company website to present economic and departmental information.
The creation of Excel sheets and management meeting notes to simulate real company documents.
The successful testing of the simulated apprenticeship method in a real course setting.
Positive feedback from students and teachers on the new method of presenting business cases.
The evolution from simulating a company to simulating an apprenticeship situation for learning.
The development of a method for designing business cases with different levels of realism.
The introduction of the simulated apprenticeship method in several courses across the department.
The process of iterating from a general simulation idea to a specific course artifact and back to a general method.
The final outcome of the project and its impact on teaching modeling courses.
Transcripts
now we will start with the first story
it is a story of creating a method of
teaching and it is called a simulated
apprenticeship
and it is used in several dsv courses
where we teach some kind of
modeling it can be a concept of modeling
business process modeling Enterprise
modeling
and so on it is also partially used in
this course
so of course is not about modeling
the project was started more than 10
years ago
I joined this department and in 2012 and
I started teaching
the database course which had
a part of conceptual modeling
of reality so that we can build database
based on their model
and what I discovered is that
uh the only partially
teach our students to model
the
basic activities for
learning modeling was the project
the project described a business case it
was a text one two three pages and
students who are supposed to
model creative conceptual model based on
this text and this approach is used not
only in the database course database
course it is used in other courses as
well
so what happens when we use txtual
description it means that students can
translate text
into formal model in some form of
language
the main problem is that
this text doesn't exist
in practice
in practice you have people who are
working you have some documents
you can talk to people you can observe
how they work and so on and you need to
get the information yourself
so nobody will present you a good text
with description some description can
exist but they are not full so you need
to
find information
so what we taught
in many courses is
a formal part of language syntax
semantic and how you translate
text into model but how to get the
information we couldn't teach because
you need to practice it and
it's not possible in large classes
so the problem
existed in a number of courses in the
department it also exists in early
University it's a general problem
if you can't send your students to
practice to get information then they
don't learn how to get this information
so we started a project how to
uh
solve this problem
in the situation when we have large
classes and
naturally we were looking into
possibility of using ID for this purpose
and
the main idea in the beginning was to
create an artificial environment in
the computer which will represent a
company and students can go around and
learn how the company work
and it means we simulate an organization
and
we found one case where it was used
and it was used in
connection to the book
about
using
how to analyze company and they actually
created an environment where you can go
look at the company look
at different
[Music]
people and so on so this was the first
idea and I was trying to
find a good environment that will allow
me to create quickly simulate an
organization so the students and go and
investigated
I could find it so I was stuck we had a
group of a team working on this
project and I was
in the role of leaders so I was defining
what to do and I was stuck in it
until
uh
one of the member of our team came to us
and said it was Stuart kovansky he said
now I booked a
facility a studio where we can
create interviews with stakeholders
and from the beginning we already have
chosen a course
to test our artifact it was the first
year course for Beethoven it is called
ID in urbanization it has
it introduces several modeling methods
for the students and including
a goal modeling and process modeling and
so on
so we wanted to test our artifact in
this case and still suggested that we
record interviews
this course use the project is text
description of the case
and
in this description there were
some problems
um
mentioned by different stakeholders
CIO
and
other stakeholders so we took this part
of the text and created
scripts for interviews so
for each stakeholder roles we have two
person one person was interviewer and
the other person was a stakeholder
once's equations
so the
um
recorded this interviews and
removed some text from the description
and
so so as part of the text went to
interviews they were alive
but part was still there and the spot
concerned economic situation of the
company concern which systems they use
which systems they should use and so on
so we needed a way to remove this text
and present it in some other way and we
did it in different forms
here we have cell phones
[Music]
they may
links to
um software tools and vendors
which
were used or were supposed to used
the faked economic situation of the
company like
it could be presented on a site that
exists in Sweden and
can you can find any company and get
some information for example for the
last three years
so we face this information and and so
on and then the decisions from
management of the company in the
business case what they want to do and
we just create a
meetings notes from the management
meetings where they made decision and
put it as a document
so we could
move information from the text
to different
forms partly interviews it was recorded
and its video partly it was
linked to real site we created
a fake site for the companies so the
company was defined
in its website including which
departments they have and who works in
these departments they created Excel
sheets that they use and so on so in the
end we could remove
um
the whole text
and
we created a site I will show you an
example of this essential site where we
put all the information
in different forms
connected and put assignments on it
so it was all
uh created before the course start so in
1910 years ago we could test this
artifact
in reality we run the course
and then
the
evaluated it
um based on interviews with the students
how they like the presentation of the
case and we made
survey these teachers and this survey
included
teachers who were
teaching this course before and after we
introduce a new wave of presenting
business case and the result we are
positive
so we decided that this is a right way
to
[Music]
um
teacher
to teach
[Music]
modeling courses how to model and we
call it simulated apprenticeship because
the idea was that in apprenticeship
situation you have a master and you have
several
students that
help the master and learn at the same
time mostly is going
to a company and makes interview finds
documents and assigns some small parts
of work
to
students and they do it and they also
look how the master ask question which
documents he
select and how he analyze them
and
this is what we have got in our case
so they can
be present at interviews by Masters and
they were given links they were given
which type of information they need and
they were given assignments to create
different kind of models so it was not
simulating of a company as we
as I had at least sought in the
beginning it was simulating of an
apprenticeship situation
so after
we successfully finished our
test we created uh a method how to
design
a business case for different purposes
it describes
um
what kind of information can be
presented as interviews regular
interviews as links as
fake sites and so on it included also
variance the whole case can be totally
artificial so we create everything
artificially or it can have a prototype
a real organization we talk with real
people but
we change a bit their names and change
the name of the company and create
faked
websites for the company so it's
almost real but because you have a
prototype so we created a method and
based on this method we introduced
apprenticeship simulation in
several courses and some of you
maybe already
had this kind of courses were going to
have it in in in in the future
so let's go back to
our ideal picture
about the process and have a look
how this project went
so this started in this
explicate problem
and we explicated because they were in
our heads and we try to design artifacts
as simulation of company or organization
as it gets stuck here
and instead of Designing generic
artifacts it could be instantiated for a
specific course you went to
a case chosen for demonstration and
somehow created and artifact which was
only what is course
and we evaluated it
so this was abandoned
so we went from program
to defining very specific artifacts with
this course
and then Evolution whether
[Music]
it solves a problem or not after it was
evaluated being went back to designing
an artifact and design a completely
different artifact not simulation of
recognization but simulation of
apprenticeship it includes it's a method
in fact it's a method how to create a
project site
how to choose
to present different kind of information
so as you can see
they didn't follow this part
uh actually we abandoned it here because
we were stuck couldn't find
a way which is not very expensive to
simulate an organization we went to
great
um
specific artifact for specific course
and then went back to design the method
that we will work for
other courses and we tested
[Music]
this method for several courses
so this is
almost all about the first story
I will break here and I will just show
you a bit more on
this artifact in the specific size that
we have
5.0 / 5 (0 votes)