NEWAGE lEARNING: NUANCE OR NONSENSE Developments in Business Simulation & Experiential Learning, Volume 27, 2000 NEW AGE LEARNING: NUANCE OR NONSENSE John K. Butler, Jr., Clemson University Barbara J. Howard, SUNY Geneseo Nancy H. Leonard, Lewis-Clark State College Peter M. Markulis, SUNY Geneseo Sandra W. Morgan, University of Hartford Daniel R. Strang, SUNY Geneseo ABSTRACT This session will be a roundtable discussion that will critically assess several of the new pedagogical paradigms. The authors will focus the discussion on the applicability of these paradigms to the instruction of courses in schools of business. Several contemporary teaching techniques will be considered. In each case the presenter will briefly describe the technique, cite recent literature that purports to support its use, and provide personal anecdotal evidence. This should foster a lively "ABSELesque" discussion in which other panelists and members of the audience will be encouraged to provide their own evidence that support the efficacy or lack thereof, for each technique. WORKSHOP Anyone who reads the literature on the changes and new innovations in learning theory can not help but wonder, which of the changes are positive and have value for schools of business. It seems that we are being presented with a virtually limitless list of new approaches and venues for instruction (e.g., non-linear learning, cooperative learning, web-based learning, team- based learning, etc.). Since the roundtable will ultimately rely on the collective knowledge and experience of the panel's six educators as well as a number of interested participants from the audience, it is not possible to anticipate with great precision in which direction the panel discussion will flow. To illustrate the anticipated format for one of the pedagogical techniques that has received recent attention, it may be helpful to walk through the process. A review of the literature reveals the emergence of a new pedagogical paradigm predicated on the concept of non-linear learning. Does this paradigm have a place in contemporary business education? To address this question, one needs to have at least a rudimentary knowledge of the meaning of non-linear learning and some knowledge of learning theory. In addition, educators should consider the implications of non-learning for the teaching environment. This workshop, if successful, will address the first of these two issues and, hopefully, if nothing else, challenge the audience to consider the second issue. Two recent occurrences in education, (1) the ready availability of PC's to virtually all business students and (2) the availability of "authorware" software to faculty, provided an environment which will ultimately force educators to ponder the significance of non- linear learning. Non-linear learning, as opposed to linear learning, is predicated on the proposition that students will learn something when they are damn well good and ready. How preposterous!!! What if a student wanted to figure out, what are the key factors that affect a firm's ability to generate a profit before Dr. XYZ had gotten to that issue in his/her syllabus? The notion of "just in time" inventory management may very well have implications for our students. Our students may very well approach education from a "just in time" perspective. For example, students may wish to learn about the impact of the marketing mix on sales potential and the implications of various approaches to inventory before an instructor is prepared to address those 203 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 issues in a course, if in fact, they are ever to be considered. Contemporary educators have coined the term “teachable moments” in recognition of these opportunities in which the student is especially receptive. It seems reasonable that students will strive to learn exactly that information that they find crucial at that point and as a consequence they will not process or not process well other information. Students may want to know only what they desire to know. To the extent that this describes a situation that may be present, the lecturer employing the traditional well-rehearsed and well-oiled presentations is not likely to be pedagogically effective. The issues are far reaching and will be explored at length in the panel discussion. Although the results are not pre-ordained and definitely not predictable, the panelists will address many of the contemporary issues relating to the new pedagogical paradigms available to school of business instructors with considerable expertise and panache. 204 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