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Reimagining Instructional Design to Engage Finance Students

Title:

Reimagining Instructional Design to Engage Finance Students

Kung, Janice and Rivosecchi, Melissa (2016) Reimagining Instructional Design to Engage Finance Students. In: Concordia University Libraries’ 14th Annual Research Forum, April 29, 2016, Loyola Jesuit Hall and Conference Centre, Loyola Campus, Montreal, QC. (Unpublished)

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Abstract

This poster presentation offers a case study on how business librarians redesigned a specialized workshop at Concordia University by applying the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to comply with instructional design (ID) principles. The challenge of the workshop stemmed from the librarians’ inexperience with no prior knowledge of how it was managed in the past, the workshop’s lengthy duration (2.5 hours), and the audience. Participants were undergraduate and graduate students from the John Molson School of Business in the Kenneth Woods Portfolio Management Program and Van Berkom Investment Management Program. Both programs provide students with a unique opportunity to manage a real-life million-dollar investment portfolio from funds donated by alumni. The director of the programs requested librarians to facilitate a workshop to introduce financial resources that students must consult to make wise investment decisions. In an effort to incorporate ID principles in the new iteration, the librarians reviewed the content and found innovative and creative strategies to redesign the workshop. The new workshop applied proven ID strategies by engaging learners through gamification, group work and case-based scenario activities. In alignment with the ADDIE model, students completed evaluation forms to assess the overall performance, value and relevance of the workshop, which had not been common practice in the past. The case study includes advantages and drawbacks of the workshop and suggestions for improvement. Principles incorporated into the workshop design are transferable to academic workshops in other subject areas.

The supplementary material to the academic poster, "Reimagining Instructional Design to Engage Finance Students," presented at the Concordia University Libraries’ 14th Annual Research Forum held at Concordia University on April 29, 2016, is a handout. It provides detailed information on the three activities and sample questions administered during a specialized workshop to Finance students from the John Molson School of Business.

Divisions:Concordia University > Library
Item Type:Conference or Workshop Item (Poster)
Refereed:No
Authors:Kung, Janice and Rivosecchi, Melissa
Date:29 April 2016
Keywords:instructional design, library instruction, ADDIE model, gamification
ID Code:981245
Deposited By: MELISSA RIVOSECCHI
Deposited On:12 May 2016 19:35
Last Modified:18 Jan 2018 17:52

References:

Carr-Chellman, A. A. (2011). Instructional design for teachers: Improving classroom practice. New York, NY: Routledge.

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75-88.

Dickey, M. D. (2005). Engaging By Design: How Engagement Strategies in Popular Computer and Video Games Can Inform Instructional Design. Educational Technology Research & Development, 53(2), 67-83.

Guru, U. (2013). Gamification: The instructional designer's POV [Web log post]. Retrieved from http://blog.udutu.com/blog/bid/302278/Gamification-The-Instructional-Designer-s-POV

Kirkpatrick, D.L., & Kirkpatrick, J.L. (2006). Evaluating training programs (3rd ed.). San Francisco: CA. Berrett-Koehler Publishers, Inc.

Lange, J. (2015). MBA versus MBA challenge: Developing an engaging library orientation for incoming students. The Academic Business Librarianship Review, 1(1), 16-18.
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