problem based learning and the virtual economy: a new approach to teaching ecommerce ameritech...

Problem based learning and the virtual economy: A new approach to teaching ecommerce

Ameritech Fellows Summer Program

Howard Rosenbaum [email protected]

School of Library and Information Science

Center for Social Informatics

Indiana University

06/28/01

Ameritech Fellows Summer Forum

Rosenbaum: PBL and the VE: A new approach…

I. Introduction

• The virtual economy and ecommerce

II. Pedagogical strategy

• Problem based learning

• Structure of the course

III. The student experience in the VE

• Store owners

• Shoppers

IV. Discussion

• Challenges and opportunities



I. Introduction

The virtual economy and ecommerce

Challenge: to design and develop an inquiry-based learning environment for teaching ecommerce

Objective: provide students with a challenging, novel, technology-focused, and learner-centered educational experience

They learn by “doing” ecommerce instead of listening to someone talk about how to do ecommerce

Technology: a working, robust, and web-based virtual economy (VE: Web, Cold Fusion, and Oracle)

Syllabus:http://www.slis.indiana.edu/hrosenba/www/L561/syll/syll6.html



http://ebiz.slis.indiana.edu/g/ve/login.cfm



I. Introduction






• Store owners

• Shoppers

IV. Discussion




II. Pedagogy

Problem based learning

VE: a distributed digital marketplace simulating a competitive environment for buying and selling

Teaching: developing, implementing, using and testing a curriculum based on “problem based learning”

Learning: confronting and resolving a series of problems related to starting up and managing an ebusiness

Activities: students start up, design, and operate e-businesses which compete in the VE

Shoppers use digital money to purchase information products and services



The pedagogical approach: problem-based learning and the development of a situated learning environment

In starting up, designing, and managing an ebusiness, students face an ill-structured problem

They work in small, self-directed teams and investigate issues involved in creating web-based ebusinesses

Students are responsible for determining what they need to learn to develop and manage their ebusinesses

They draw upon a range of disciplines to resolve the problems they face



There are real-world benchmarks against which student work can be evaluated

Sales, repeat customers, traffic reports, and customer feedback

Students apply what they learn to the basic problem as it evolves over time

This is “authentic learning” because “students publicly exhibit their learning, and there are often real life standards of quality” (Gordon 1998: 391)

Outcome: “higher levels of comprehension, more learning and knowledge-forming skills, more social skills” (Rheem, 1999)



Structure of the course and timeline for the VE

Week 1: Introduction: Developing a start-up company

Week 2-7: Design, build, and test the site

2: Present business plan, begin content development

3: Database population, evaluation of sites and development of initial prototype

4: Development of advertising and marketing plan

5: Final design; online ad auction

6,7: Presentation of customer service and supportstrategies, testing and redesign (if necessary)

Week 8-15: Operate the storefronts



I. Introduction






• Store owners

• Shoppers

IV. Discussion




The student experience in the VE:

Store owners:

Developed and implemented business plans

Designed working storefronts

Designed content pages (product descriptions, help pages, etc)

Used a template page to set up a product catalog, transaction procedures, and an order form

Developed content

Annotated bibliographies and collections of articles, web site reviews, newsletters, subscription services,

editing and consulting activities, and entertainment



They:

Created advertising and marketing strategies, banner ads for the portal page, sales, and other promotions

Participated in an ad auction

Set up customer service and loyalty programs

Developed policies to protect customer privacy, handle grievances, complaints, and technical support

Managed their businesses

Monitored store accounts, handled customer service and support, and maintained inventory

Added and removed content and redesigned sites



Synergia: information services Vegas Casino: entertainment

GetBusy: information, services DigiTeam: collaboration services

Succinct: subscription

SWOT.com: information GetBusy

Business Bistro: bundled information



Through their actions, store owners raised some fascinating ethical issues

They

Took advantage of the architecture of the VE

Looked at each others’ store directories

Read each other’s weekly reports

Searched for pricing information

One group downloaded at least one of another group’s articles and sold it as their own

When do business practices cross the line between competitive and unethical?



The student experience in the VE

Consumers

Had to develop familiarity with ecommerce

Used the VE extensively

Checked their accounts and purchase histories

Provided extensive feedback to store owners and the instructor

Committed fraud

Claimed files were corrupted or never delivered

Took advantage of closing strategies

Formed buying circles



I. Introduction






• Store owners

• Shoppers

IV. Discussion




IV. Discussion

Challenges and opportunities

Assessment of the project

Assessment is ongoing and have thus far involved three methods

Student feedback from team meetings throughout the semester

Student papers on ecommerce issues

Student reflective essays at the end of the course

Peer evaluations from participating faculty



Obstacles

There were technical and social obstacles to overcome

Technical: developing the VE

Hiring and working with student programmers

Troubleshooting while the VE was operational

Handling over 400 student-shoppers

Social

Working with the participating faculty in three countries

Managing the student teams



What I needed to learn

How to change my pedagogical approach to take full advantage of problem based learning

How to manage small groups by walking a fine line between intervention and imposition

How to talk and work with programmers and database designers

There were as many as five people working on the VE simultaneously this spring

The VE is a complex infrastructure



Assistance

I sought the assistance of faculty colleagues teaching ecommerce and related coursesAustralia: University of Canberra: Ric Jentzsch

University of Queensland: Sophie Cockcroft

UK University of Bath: Richard Vigden, Joe Nandhakumar University of Greenwich: Margaret Lennox

US The Citadel: Janette Moody Duquesne University: A. Graham Peace, William Spangler Kennesaw State University: Martha Meyers Lehigh University: Catherine Ridings

University of Oklahoma: Laku Chidambaram Georgia College and State University: Ric Bialac

I also sought the assistance of a talented groups of SLIS students, some on the payroll and some with independent studies



What I would change

I would use project management principles early on to set the technical development in motion

Hire developers who can make more than a one semester commitment

Begin negotiating with participating faculty a full semester in advance

I would develop online assessment tools as the class takes shape



Advice

Learn as much as you can about the technologies you want to use

Be prepared for the project to be all-consuming

Time management is necessary

Expected unexpected problems

Technical: problems with the system and the network

Social: problems with participants

Lost passwords

Lack of participation

Problems with store teams

Problems with hired and volunteer staff



Mentoring and dissemination

I worked intensively with the participating faculty

Dissemination has included:

The VE and course material on the web

http://ebiz.slis.indiana.edu/g/ve/login.cfm

http://www.slis.indiana.edu/hrosenba/www/L561/syll/syll6.html

An article

Rosenbaum, H. (2000) Teaching Electronic Commerce: Problem based learning in a Virtual Economy. Journal of Informatics Education and Research 2(2). 45-58.



Conference presentations

Supercomputing ‘00 (Dallas)

America’s Conference for Information Systems ‘00 (Long Beach)

EDiNeb: Technology and Innovation in Pedagogy ‘01 (Nice, France)

America’s Conference for Information Systems ‘01 (Boston)

American Society for Information Science and Technology ‘01 (Washington DC)

Second Association of Internet Researchers Conference ‘01 (Minneapolis)

problem based learning and the virtual economy: a new approach to teaching ecommerce ameritech...

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