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Study visit to Hasselt University on 24-28 of August, 2009

Hasselt University
Rachel.moreau@uhasselt.be Jeanne.schreurs@uhasselt.be

Supervised and guided self-instruction is the learning concept we are applying in our university.
In this learning concept of supervised and guided self-instruction, the learning process of a course, planned by the professor, consists of teacher-central activities that are organized as classroom activities and as self-paced activities under supervision of the professor. The self paced learning activity can be organised by the learner individually or he or she can join a team of colleague-learners to assimilate the content of the course. In some courses the learner has to read and study the textbook. In some other cases the self-instruction is organised as an e-learning activity. The professor structures the basic course content as course modules covering a number of topics and delivers it as electronic content modules. These e-learning modules are presented in an attractive way and are composed of text, graphics, sound, images or video fragments. In most cases, this type of self-instruction is limited to the learning of the basic theory of the learning topics. The professor organizes a limited number of lectures to give the students a good overview of the course topics and to explain some complex issues more in detail. The total number of these contact hours are limited to less than 30% of the students learning time. The biggest part of the learning process, consists of a mix of different learning activities initiated by the professor in the frame of an assignment or a project. From a conceptual content viewpoint, the most effective way of learning is to confront the students with business case studies and to participate in business projects. Especially in the master year(s) of the study, the learning activities are taking the form of real projects from business practice. Business problems will be solved by the teams of students and business professionals are cooperating as project leaders. Professor and assistents are supporting the students who can ask for help and for advice. The end product is always a paper to be written by the team. This projectbased work is learningâteam centered. We believe in it because the students are learning in co-operative groups and have demonstrated an ability to generate higher-level reasoning strategies, greater diversity of ideas, more critical thinking and increased creative responses. An important second order benefit is the fact that it fosters the growth of effective teamwork, the development of interpersonal communication and listening skills. It is believed that the proposed approach encourages the student to find additional information, to share with other students and to expand own knowledge. Discussions are organized as a classroom session or can be induced by the instructor, during the course. The student can be partly responsible for the course content too. The students co-operate with the teacher in creating some parts of the course text based on an individual study of books and periodicals in the course domain. Students can add some personal information documents to the course to share with colleagues.

The application of this educational concept in our courses Business informatics
Application 1: course e-business strategy During classroom sessions the students will be introduced in selected e-business topics. In a student team project one of the course themes will be analysed more in detail. This year the focus is on e-marketing and more special on e-trade and is organised in collaboration with KBC bank.. Student teams assignment: Student-teams have to write a paper about the selected theme. KBC introduced them in the practice of the theme. (ICT seminar e-sales). Afterwards individual students have to find additional literature about the topic and formulate a question. In a discussion session all questions will be discussed under supervision of experts of KBC. Students team will write a paper and have to present it for KBC management and share by this way their knowledge with other student teams. Content of the paper: 1. Report about the e-sales situation in KBC: Follow the SWOT approach: Strenghts, weaknesses, opportunities and threats 2. Describe some main influencing factors and their influence and structure it as follows: Ã Global economy in Europe and in new economies (China) Ã New ICT developments and challenges (internet) Ã Financial crisis in Europe, USA 3. generate creative ideas on how a bank can enter and will evolve in this e-business time/ world, taking into consideration the influences and structure it as follows: Ã mission and strategic objectives of e-business Ã organisation with people and processes aspects. Ã information systems aspects 4. specific team question Each team has to answer on a specific team question. for team2: The use of netbanking has been increased in the last years. We have evolved to an era where banks have changed their business model to a balanced one in between the âbricksâ one and the âclicksâ one. Some banks are entirely based on the internet. Work out this phenomenon. Describe the âclickâ application used by the new online customer.

schedule of studyactivities week 1 2 3 4 5 6 7 8 9 10 11 date 29/09 06/10 07/10 13/10 20/10 21/10 27/10 3/11 4/11 2/12 Contact hours/ activities lecture lecture Project KBC, Leuven 15h: ICT seminar e-sales by Stijn Noppe + orientation in the project lecture lecture Project KBC, Leuven 15h: discussion about the topic e-trading based on questions set up in advance by the student teams lecture lecture Project KBC, Leuven 15h : formulation of the team assignment

Project KBC, UHasselt 14h: end presentation

Application 2: course strategic information management During classroom sessions the students will be introduced in selected strategic topics of information management. This year focus is special on corporate performance management (CPM) and the project is devoted to that topic. Each student team has to analyse a subtopic. sub-topics: 1.Corporate performance management and improving the performance of the organisation Corporate performance management can be defined as a process for improving the performance of organisations based on performance metrics; PM will deliver management and team of employees of all levels the capacity to strive to the improvement of the performance of the organisation in order to support the organisational strategy. Good case-examples have to be delivered too. 2.The role of information in controlling the organisational performance. Performance metrics and key performance indicators 3.Performance management infrastructure. CPM can be seen as a methodology to manage pastn actual and future business performance, by co-ordinating the following three functions: business intelligence, performance monktoring and by pro-active enterprise performance planning

4.Performance monitoring thanks to using a Balanced Score Card (BSC). Relation with dashboard? 5.What are the requirements of a good BSC system. Evaluate 3 commercial systems Project activities 1. a study of topic. The team will search for references in literature and plans the structure of the paper 2. meeting with me: All individual students of the team will present one reference document they found around the subtopic. The team will also present the structure of the paper that will be produced and the allocation of tasks to the teammembers. The meeting has to be organised within 3 weeks. The team will invite me. Send me the papers in advance. 3. guestcourse: performance management in practice. (A consultant brings his experience about corporate performance management in SME practice.) 4. A visit to a supplier of performance management systems and balanced scorecard systems. (Cognos) 5. Write a team-paper: 4 pages per teammember. (to be delivered by e-mail on the day of the exam) References: You can search on the internet for white papers from specialised companies (A very good website: www.balanced scorecard.org) You can use your textbook and also the references you can find. I expect you will search for information in propfessional journals: datanews, informatie, â¦. I expect you will search in scientific journals. You can find several ( information) management journals online, via our library.

Application 3: sharing information of international student conference between students participating and those not participating. All individual students have to formulate a solution for the following problem: If a company has decided to evolve to a transnational company, how does it define its new ICT architecture? In the frame of the course ICT management we organised an international student conference with the companies KBC and IBM in Budapest. Some students participÃ¢ted and the other stayed in Uhasselt. The students have to share the knowledge in teams and all students have to write an individual paper. The student teams ( mix of participants and non-participants) are now p^reparing a multimedia presentation including the videos (we recorde during the sessions in Budapest), the ppt's and their personal comments (voice) on it. By this way students are sharing the knowledge. We are using the system: authorpoint. I like to see such an e-learning application based on the student project text prepared in advance and the conference info itself.

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