CHALKBOARDS TO CHIPBOARDS FOR TEACHERS AND CONSULTANTS Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 CHALKBOARDS TO CHIPBOARDS FOR TEACHERS AND CONSULTANTS William M. Surver, Clemson University Walter P. Smith, Energy Technology Services International Michael D. Crino, Clemson University H. C. Corner, DuPont-Forum Partnership John K. Butler, Jr., Clemson University ABSTRACT Those of us with years of practice in chalkboard technology need both convincing and training in modern techniques, If we are to use them in our craft. We need to be convinced that the new methods can somehow make us more effective and / or efficient. If convinced, we need to learn how to use these methods. INTRODUCTION Something there is that doesn’t like the new. We cling to our chalkboards and flip charts with astonishing tenacity. With these tools, we can elicit Ideas and record them spontaneously and interactively as they arise. In addition, the old methods provide convenient ways to review material. For example, at the end of a learning session, it can be helpful to have the ideas summarized on newsprint taped to the walls so that everyone can review and mentally integrate all the ideas. As we speed toward cyberspace, the future shock becomes increasingly intense. Along with this accelerating change, we seem to be moving toward a divided world with an ever- widening chasm between technophiles and technophobes. There aren’t many people in between these extremes. The information revolution promises a future with people going deeper and deeper into their computers. Some of the questions raised by this trend include can we keep up? Should we? Can our students maintain the pace? One respected educator recently stated that real learning doesn’t occur unless the students hate it! Will multimedia presentations in classrooms make learning too easy and too much fun for students? Is enjoyment of a show inversely related to long-term retention? For example, do you remember the topics presented on 60 Minutes last week? The purposes of this symposium are: 1. To explore advantages and disadvantages of high-tech multimedia teaching tools. 2. To compare and contrast various high-tech teaching tools as they are used in industrial and university settings. 3. To show how we can use high-tech tools without sacrificing spontaneity and flexibility. 4. To suggest ways to motivate and maintain audience involvement while using high-tech tools. 5. To present high-tech methods of extending what we stand for at ABSEL: optimizing the combination of seeing, hearing, and doing for purposes of learning. 6. To continue ABSEL’s commitment to mutual sharing with practitioners. 7. To pursue ABSEL’s strategy of reaching out to non- business fields. We’re going to strive for high audience interaction and involvement. This should not be difficult, considering ABSEL members. 196 Table of Contents Volume 23, 1996 Modeling Advertising Effectiveness Simulation as an Aid to Learning: How Does Participation Influence the Process? Administering Business Simulations in Transitioning Economies: The Introduction of Simulation Gaming to Estonia Business Simulation Games: Current Usage Levels. A Ten Year Update The Relationship Between Interpersonal and Task Cohesiveness and Performance in a Business Simulation Game The Design of an ITS-Based Simulation: A New Epistemology for Learning Correlates of Learning in Simulations How Do We Know where we're going if we don't know where we have been: A Review of Business Simulation Research Making Cash Flow Come Alive and Sensible in the Classroom Enhancing Simulation Learning through Objectives and Decision Support Systems An Analysis of Deliberate and Emergent Strategies Relative to Porter's Generic Differentiator and Cost Leader: A Bias and Variance Modeling Approach Introducing Ethical Dilemmas into Computer-Based Simulation Exercises to Teach Business Ethics CEO Strategic Locus of Control Effects on Game Performance and Playing Behavior The Relational Database As a Link between Operations and Cost Accounting Goal Setting over Time in Simulations Computerized Business Simulations: A Workshop Exploring the Tutor's Role, Task & Needs Strategic Analysis of the Product Portfolio with the COMPLETE PPA Package: A Strategic Market Planning Tool Draft Standards and Registration Procedure for Assessment Instruments Perspectives on a New Generation of Business Games An Economic Multiple Regression Case In Experiential Learning Changing Institutional Norms and Behavior, Not Culture: Experiential Learning Comes to Myanmar Strategic Management and the Case Method: Survey and Evaluation Individual Differences in Internet Attitude and Use Long Live the Plan - or Should It? Examining the Impact of Detailed Strategic Plans on Organizational Performance Do Your Students Really Read the Manual? A Computerized Contextual Tool As A Surrogate for the Traditional Student Manual Pilot Analyses of Self-Peer Evaluations in an Experiential-Exercise Human Resources Management Course Leader Behavior Feedback: A Learning Exercise Dilemma-Dilemma: An Exercise for Teaching Significance Of Communication Computer Mediated Conferencing: Technology and Classroom Learning Multimedia in the Workplace: Who is really using it and where is it Headed? Using Experiential Exercises for Collecting Research Data: Integrating Teaching and Research Interactive Distance Learning as a Tool in a College's Theory and Practice The President's Decision: An Experiential Exercise in Decision Making Integrating Computer Literacy Skills in the Undergraduate Curriculum: The Advanced Accounting Experiment Imperatives for the Transfer of Experience-Based Training Deciding How to Decide The Internet as a Pedagogical Tool Internet Scavenger Hunt Two Management Exercises Based on Committee Work Multimedia in the Year 2000: How Will It Affect Our Lives? Bootstrap Benefit Segmentation: Finally A Way to Teach Benefit Segmentation without Primary Data or Those Fancy Statistical Methods Multimedia and Learning: Is There A Connection? A Changing Business Policy Collaborative Learning Through Real-Life Assignments in Accounting Classes The Necessity Of Incorporating Local Cultural Aspects Into International Business Experiential Exercises Utilizing Cultural and International Landmark Constructs to Assess Business Student's International Awareness Legal Issues related to the Use of Application Blanks: An Experiential Exercise The Family in the Classroom: An Experiential Exercise for Teaching Issues Related To Expatriate Assignments Using Internet Resources to Enhance Teaching of Information Systems Courses: A Demonstration Proposal Chalkboards to Chipboards for Teachers and Consultants How Do We Measure The Learning In Experiential Learning and How Do We Best Simulate It?