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大阪国際大学 ビジネス学部 経営デザイン学科 田窪美葉 チーム作業 ( ビジネスゲーム ) への moodle の利用.

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Presentation on theme: "大阪国際大学 ビジネス学部 経営デザイン学科 田窪美葉 チーム作業 ( ビジネスゲーム ) への moodle の利用."— Presentation transcript:

1 大阪国際大学 ビジネス学部 経営デザイン学科 田窪美葉 チーム作業 ( ビジネスゲーム ) への moodle の利用

2 Background 2010/02/14 Moodle Moot Teaching management with business games for over 20 years in our university Our teaching methods about business games with Moodle What are the practical educational problems? How Moodle solve the problems (with its functions)?

3 An Overview and Features of the Business Game(1) 2010/02/14 Moodle Moot Developed by Japan Business Data Center Producing durable-goods and selling them through affiliated retailers cost reduction arrangement of affiliated retailers advertising expense promotion quality improvement employee training, reducing working overtime improvement of the financial situation

4 An Overview and Features of the Business Game(2) 2010/02/14 Moodle Moot Four distinctive roles in the game president, sales manager, production manager, and accounting manager Sales manager makes a sales plan including about areas and retailers. Production manager makes a production plan about equipments, workers, and materials. Accounting manager makes a profit planning and cash planning. They discuss the plans and president adjusts the plans in perspective of management policy.

5 An Overview and Features of the Business Game(3) 2010/02/14 Moodle Moot ~ 10teams (per 1 league) 6teams (2009) 2 ~ 3 teachers 90minites, full-year first semester…the rules and contents Second semester…adjusting the plans, analyzing the results, and making a presentation at Simulated Shareholders’ Meeting

6 The Flow of the Business Game 2010/02/14 Moodle Moot Deciding Management Policy Making Midterm Plan Making Short-term Plan Analyzing the Results Simulated Shareholders’ Meeting Microsoft Excel (Making a Plan/Inputting data) Microsoft PowerPoint (Presentation)

7 Practical Educational Problems(1) 2010/02/14 Moodle Moot Oh, No! They’re so many. You should study about sales, production, accounting, and management. We teach rules. Using Q & A

8 Practical Educational Problems(2) 2010/02/14 Moodle Moot We give some of numerical targets! By the way, How can I make the plan? We give an examination about a flow of decision making

9 Practical Educational Problems(3) 2010/02/14 Moodle Moot These are the results. I don’t analyze the results. What are these? we teach the structure of a statement of profit and loss, a balance sheet.

10 Practical Educational Problems(4) 2010/02/14 Moodle Moot What will happen if you change the figures? I can calculate management ratio with these figures. But I don’t know the meaning. We teach the meaning of management ratio, and how the contents affect.

11 Practical Educational Problems(5) 2010/02/14 Moodle Moot I forgot the technical words. What is this? You need to review.

12 Practical Educational Problems(6) 2010/02/14 Moodle Moot Why are the figures odd? I don’t understand. The figures look strange. Why do you set the figures? There are many students with various knowledge levels about the game, so they take a long time to draw up the plans. Draw up plans again.

13 To e-Learning System 2010/02/14 Moodle Moot In order to focus on discussion, we needed to omit the following things. studying technical terms learning to calculate variables understanding relation of the plans and variables At that time, we lent a computer per company. We decided to make the preparation that our students can work anywhere computers and internet exist.

14 Using “Moodle” for Doing Business Game 2010/02/14 Moodle Moot We made the course of business game and used the group mode so that each company was independent. Placing the materials about rules in the site Making quizzes about the game Using forums (group mode) Making a course among teachers

15 The Effect of “Moodle” for Doing Business Game 2010/02/14 Moodle Moot Providing the result data and the materials about analyzing and drawing up the next plans on the site as soon as the simulation finished. Posting the announcement Being able to have finished their materials when the class started. Teaching the students at different times. Checking our materials each other (in teachers site).

16 Using “Moodle” for foreign students 2010/02/14 Moodle Moot Translating materials into Korean Language (using translating software). Using quizzes and tasks, and checking their tasks.

17 Using “Moodle” for Preparing Simulated Shareholders’ Meeting 2010/02/14 Moodle Moot The course included their history, results, and so on. They could refer these data and take them into the presentation as necessary.


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