CLEMSON UNIVERSITY'S COLLABORATIVE LEARNING ENVIRONMENT Developments in Business Simulation & Experiential Learning, Volume 27, 2000 CLEMSON UNIVERSITY’s COLLABORATIVE LEARNING ENVIRONMENT Carla Rathbone, Patricia Connor-Greene Nagraj Balakrishnan Janis Miller Michael Crino Clemson University ABSTRACT This presentation will focus on the develop- ment and operating characteristics of the Col- laborative Learning Environment (CLE), Clemson University’s delivery system for all academic computing. The CLE promotes ac- tive, student-centered learning and collabora- tion. It is easy to use and universally accessi- ble to more than 36,000 faculty, staff and stu- dents through a single userid and password. It provides a consistent suite of tools, services and class workspace for every course section taught. As a means of demonstrating the ver- satility of this environment we will also pro- vide two classroom applications of this com- puting environment by professors in the man- agement and psychology departments. INTRODUCTION What distinguishes the CLE as a superior learning environment are its unique features: 1) Universal accessibility through a single login (Clemson userid and password). Clemson’s “virtual” computing environ- ment allows students, by merely identify- ing themselves to the network, access to a personalized array of services no matter where they happen to be. The CLE can be accessed from both the network and the web allowing greater flexibility for asyn- chronous learning. 2) Automatic creation and administration of class workspace and tools each semester for every course section taught (approx. 3000 classes). The CLE is tightly integrated with our student database and course management system that processes information about class memberships and drop/adds for the automatic administration of every course. 3) Ability to group classes across the curriculum, for example a Spanish class and a Nursing class could share the same class workspace and resources, and create mixed-class teams for course projects. 4) Web tools that include web conferencing, web templates, an on-line syllabus builder, and web calendar. 5) Individual student folders for turning in date and time stamped homework assignments. 6) Library Reserves folder for on-line electronic copies of reserved reading materials for every class. The support structure for the CLE includes com- prehensive training programs and dedicated train- ing and development labs for faculty and students, as well as on-line documentation, tutorials and help systems for users at remote sites. The Col- laborative Learning Environment works in part- nership with the Office of Teaching Effectiveness and Innovation to evaluate and assess the techno- logical needs of faculty and students to enhance teaching and learning and to promote programs that integrate technology into the curriculum. A CLE Advisory Board of faculty representatives from every college, the Library, and the Office of 162 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 Off-campus, Distance and Continuing educa- tion guide the efforts to promote instructional technology that meets the needs of all stu- dents. Benefits of the CLE • Easy to use and class space automatically created and managed for every course sec- tion taught (approx. 3000 classes/semester) • Easy to access from the web and network - available to all users not just a privileged few • Provides a variety of ways for communi- cation • Automated class space frees up class time • Consistent interface for all classes - com- mon look and feel • Nothing new - uses existing applications • Single login for access to all resources - security built in • 500 Meg. Disk space per class section • Electronic library reserves • Addresses large classes, encourages col- laboration by faculty/student and stu- dent/student • Supports teaching across the curriculum • Students can share ideas, projects and learn to work as a team • Teaches students valuable computer skills to compete in marketplace • Supports delivery of distance education courses • Support structure - training programs, labs, partnerships Defined Services for Version 2: 1. Upload to web 2. On-line grading and testing 3. On-line survey/feedback form 4. On-line syllabus repository 5. Administrative applications (SIS,FAS) links 6. Discussion Board updates 7. Customization of user services 8. Web single sign-on 9. Automatic team creation option in administra- tor’s interface 10. Student names instead of userids or in addition to userids on folders from web 11. File naming conventions not restricted to 8.3 12. Built in help system 13. Real time chat Application 1: The management department recently decided to move its computer-based simulation of the shoe industry to the CLE. This effort has been a real success for both students and faculty. Not only has the management department preserved all the benefits that made the previous mainframe version of the simulation an effective role-playing envi- ronment for introductory management classes, it has improved the simulation experience by provid- ing a 24-hour on and off campus forum. CLE Team Space The instructional flexibility of the CLE Class Workspace ensures that time and place no longer restrict interactive student/student and stu- dent/instructor relationships in Clemson Univer- sity courses. In the case of the simulation project, the potential to set up team network space in a matter of seconds has streamlined the simulation process. The team setup works perfectly for the virtual shoe store, allowing faculty and students to focus on the management side, not the computer administrative side. How does it work? Students share Excel spreadsheets in their CLE team folders, where they can work either synchro- nously or asynchronously on price, promotion, and production and inventory management figures. They can experiment with a range of decisions and market assumptions until they see resulting finan- cials that they find acceptable. Once the student team members reach consensus, they enter the fi- nal data into a special form also located in their team folders. This form is designed to save the 163 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 team’s decisions in the shared team space un- til the professor collects it (using an auto- mated sweeping program), runs the simula- tion, and distributes the results to the stu- dents’ team folders. Within minutes, students can access their results through the campus local area networking system (NAL) or through the CLE Web interface. Not only does the CLE team space make it easier for faculty and students to communi- cate regarding simulated business decisions it enables a level of customization not easily accomplished in the previous simulation ad- ministration. Individual professors can now set the parameters for the types of information students will work with in a given semester. This ensures that the simulation experience is always challenging for students. And amaz- ingly all these academic benefits actually re- quire less time and effort on the part of both faculty and students in the management de- partment. The web interface has made it possible for students attending Clemson University study abroad programs in Europe and Asia to com- pete with student teams on campus. This semester has also seen business owners com- peting with student groups. The business owners use a web interface to enter their deci- sions and receive their results. This added dimension to the formerly student only com- petition has been met with considerable en- thusiasm by our students. Application 2: The CLE class workspace resolved several difficulties in a problem-based service learn- ing (PBSL) project used in Abnormal Psy- chology classes at Clemson University. The PBSL project was designed to enhance stu- dents' information-seeking and problem- solving skills regarding psychiatric diagnoses and treatments. This PBSL project has two goals: 1) to help students become educated consumers of psychological services through hands-on experience in locating and evaluating relevant information and treatment, and 2) to pro- vide a service to the community through the crea- tion of a resource guide to mental health services. Project description: Students work together in teams of 4-5 students. Each team randomly draws a card that specifies a situation (e.g., “your 20 year old sister was re- cently diagnosed with bipolar disorder”). Because the project is designed to simulate a real-life situa- tion, assignments are random, and each team works on a different disorder. The PBSL project spans the entire semester. The five parts include: 1) an overview of the disorder, including common treatments and their risks/benefits, 2) an anno- tated bibliography of relevant journal articles, books, and internet sites that would be helpful in coping with this disorder, 3) an evaluation of community treatment resources, including hospi- tals, clinics, and self-help groups, 4) recommen- dations for additional resources needed (books, articles, community treatment facilities, and 5) a bound resource manual, consisting of parts 1-4, which can be used by those in the community who are seeking information concerning that specific psychiatric disorder and its treatment. Project Difficulties The primary project difficulties reported by stu- dents involved coordination of team effort (sched- uling meetings), lack of individual accountability, and wasted paper. In the initial semester that we used this project, each of the five PBSL parts were completed as a team, which allowed the uneven distribution of effort among team members that often plagues group projects. In the second semes- ter, each team member wrote an individual contri- bution to share with all team members; these were then edited by each team member and compiled into a group product. This approach was much more successful in fostering meaningful work by all group members and encouraging team mem- bers to work collaboratively. However, two major challenges remained: 1) an enormous amount of paper was required for each student to edit multi- 164 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 ple drafts of their teammates contributions (photocopy cost and paper waste), and 2) communication within the groups was diffi- cult given students' busy schedules outside of class (meetings were difficult to arrange). CLE Solutions: Team Space The PBSL project is now in its sixth consecu- tive semester of use, and has been modified each semester to encourage both individual accountability and better team communica- tion. The CLE enabled classes to be grouped into teams that can communicate via com- puter and edit text on line, which eliminates the problems of paper waste, printing cost, and scheduling out-of-class group meetings. All team members now post their work on a shared computer workspace. Furthermore, this past semester, a new component was added to the project. Each team now creates a web site, which allows for much wider distri- bution of their team’s final product, providing greater benefit to the community. Another Application: CLE Class Share Space The CLE class share space provides an oppor- tunity for students to do class presentations without using class time. In an honors semi- nar on the Social Construction of Madness, each student does a case analysis of a re- nowned creative individual with a psycho- logical disorder. Students create a PowerPoint presentation to share their findings with the rest of the class. They save these presenta- tions on the CLE class share space. The pres- entations are then assigned readings for sev- eral class sessions. Using the CLE share space in this way preserves class time to be used for in-depth discussion after the students have all reviewed the presentations. 165 Table of Contents Volume 27, 2000 Internet International: A Simulation Exercise for Understanding Technological Innovation and customer Service In a Rapidly Growing Internet Server Company Simulations and Learning: Dialog and Directions Endnote Activity: A Tool for Integration of Course Content and Communication Skill Practice Incorporating Video as a Teaching Strategy in Interpersonal Communication Vision Quest: An Alternative Approach to Industry Analysis for MBA Courses in Strategic Strategic Management: An Evaluation of the Use of Three Learning Methods Trainer, Mentor, Educator: What Role for the College Business Instructor in the Next Century? Using the Internet and Shareware to Facilitate Computer Simulation in Distance Learning Classes Visual Modeling of Business Simulations Teaching about Information with Management Games A Self-Evaluation Based on the Discussion and Decision in Experts' Business Gaming The Restaurant Game Using Journals to Enhance Computer Simulation Based Learning Exercises to Facilitate Better Student Writing in the Undergraduate Strategy Class Identifying, Resolving, and Managing Common Ethical Dilemmas in the Workplace: An Experiential Approach Integrating the Digital Revolution into the Classroom The Wheel of Learning: An Integrative Business Curriculum Experiment The Changing Nature of Simulation Research: A Brief ABSEL History Perspectives on Simulation & Gaming's Review Process Experiential Learning Across Disciplines: Mixing International Business and Accounting Simulating Governmental Effects on Economic Development Internationalizing the Introduction to Business Course Using an International Text and Domestic Simulation with a Twist Using Stock Value as the Performance Measure in a Business Simulation Game Introducing Cross-Elasticities in Demand Algorithms Validating a Model of Currency Valuation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Politics Exercise: Preparing Financial Reports Using the Group Categorizing Technique Effect of Trust and Cultural Beliefs on Negotiation Processes: Data from an Experiential Role Play Experiential Learning Gets Stamp of Approval From the Boyer Commission Talent Search 2000 - An Experiential Activity to Help Strengthen Skills in Employee Recruitment and Selection Clemson University's Collaborative Learning Environment Initial Data on a Test Bank Assessing Total Enterprise Simulation Learning Changing the Assessment Paradigm: Using Student Portfolios To Assess Learning from Simulations How We Learn and Why We Don't: The Cognitive Profile Model: A Workshop in Teaching to Reach Your Students Knowing Thyself: A Portfolio Approach to Student Self-Assessment Collaborative Learning and Web-Based Instruction in a Cognitive Apprenticeship Model Teamwork Attributes in a Classroom Simulation Virtual Teams: Meeting the Next Challenge for Experiential Education New Age Learning: Nuance or Nonsense Developing Charisma: An Experiential Exercise in Leadership Problems and Solutions in Going Web-based with an Agribusiness Simulation Creating a Comprehensive Web-Enhanced Classroom Your Class is in Session, Now What? The Challenges of Teaching On-line An Application of Process Control Charts for Attributes as a Form of Classroom Assessment for Experiential Learning Work Goals and Life Aspirations: Do You Have What it Takes to be an Entrepreneur An Exercise to Develop Initiative: Possible Dream? The Ball Point Pen Assembly Company Management Game Review System Development Total Enterprise Simulations and Optimizing the Decision Set: Assessing Student Learning Across Decision Periods Facilitating Learning in the New Millennium with the Complete Online Decision Entry, System (CODES) The Marketing Management Experience The Right Venue for Your Simulation One More Time: Overall Dominance in Total Enterprise Simulation Performance A Profile of ABSEL Conference Attendees Learning Readiness: An Underappreciated Yet Vital Dimension in Experiential Learning Active Learning in a Professional Undergraduate Curriculum The Problem Is - They Think Differently! Cultures Integration in Mergers and Acquisitions: Putting Managers Together in a Business Simulation The Global Business Game: A Strategic Management and International Business Simulation