Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education
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ORIGINAL PAPER
Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education Nikki James 1
&
Andrea Humez 1 & Philipp Laufenberg 2
# The Author(s) 2020
Abstract Team projects allow students to apply their technical skills to a real-world context and build twenty-first century competencies, including teamwork, project management and communication skills. However, the complex challenges that such experiential learning projects present for students and faculty can limit the scale of implementation. This article argues that Virtual Business Projects (VBP), a model of team-based experiential learning where teams of students complete a virtual business project for an industry sponsor, can mitigate these problems by leveraging instructional technology and learning analytics. The VBP model is deployed in multiple universities, which have provided more than 2500 Virtual Business Projects since 2015. We will discuss how innovative technology, embedded in thoughtful learning design, supports experiential learning by taking advantage of features such as customizable scaffolding, automated reflection and feedback loops, and learning analytics. Keywords Experiential learning . Instructional design . Team based projects . Industry engagement . Higher education
Introduction The 4th industrial revolution, an era of human and machine augmentation (Bonciu 2017), presents complex challenges for educational institutions charged with preparing students for success. Recent studies suggest that the core competencies people need to be successful in this era are different from those needed for success in the 3rd industrial revolution, and that students are not adequately equipped with these skills before entering the workforce (Djankov and Saliola 2019; Wolff and Booth 2016). Employers are calling for a shift in what is taught and how it is taught, suggesting a transition towards pedagogies that immerse students in active and effortful work (Andrade 2016).
* Nikki James [email protected]; [email protected] Andrea Humez [email protected] Philipp Laufenberg [email protected] 1
Northeastern University, Huntington Avenue – BV20, Boston, MA 02115, USA
2
Practera, Level 7, 11 York St, Sydney, NSW 2000, Australia
In 2015, the World Economic Forum (WEF) developed a twenty-first Century Skills framework that identified foundational literacies, competencies, and character qualities required for a successful career as we transition into the 4th industrial revolution (World Economic Forum 2015). In parallel, literature has emerged analyzing how different pedagogical practices like service-learning, work-integrated learning, and project-based learning support the development of these WEF twenty-first Century Skills (Ahuna et al. 2014; Morgan 2016; Snape 2017; Tasso et al. 2017). Team consulting projects are one such pedagogical practice employed in capstone courses in higher education (Case and Hoot 2019; Mattarocci and Ball 2018; Reidenberg and Long 2017). These capstones a
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