Piloting Sakai & OSP for a Non-Traditional MBA Program Sara Hill Carey Business School Johns Hopkins University

A Non-traditional Format No “courses” “Modular” format Multiple instructors How do we facilitate communication & assess student learning?

Cohort Learning Three-year program Life sciences professionals Program design models product development cycle of a life sciences organization

Sakai for Communication J Forum for -Discussion -Private messaging -Member listing Announcements archive

Member Listing

Facilitating Learning Through Documentation Students gain “confidence in their competence” Students have opportunities for -progress self-checks -critical reflection -peer learning

Reporting on Learning Track students progress towards program outcomes and provide evidence of learning -students (matrices) -faculty (matrices and reports) -department chairs (reports) -accreditation (matrices and reports)

Program Design Understanding by Design by Wiggins & McTighe Identify program learning outcomes Determine acceptable evidence of learning Plan learning experiences

Matrix Design Enduring Understandings Knowledge Skills Students determine which artifacts indicate progress toward these outcomes

Learning Theory Learning is the constant; time is the variable Shift from teaching to learning Authentic assessment Constructivist approach Learning as a Way of Being: Strategies for Survival in a World of Permanent White Water by Peter Vaill

Matrix Scaffolding Cell status feature is not used All cells remain open through the duration of the program Evaluators are fellow students and faculty Evaluation is formative rather than summative Students post and reflect on artifacts at the conclusion of each module

Enduring Understandings

Knowledge Successful students will know

Skills Successful students will be able to

Lessons Learned Start small Involve faculty Integrate reflection into the curriculum Schedule reflection intervals Involve peers in evaluation/feedback

Questions?