Entries in "cheating"
November 14, 2006
challenging students, supporting students: reflecting on the HR simulation
Have you ever read the research of Mihaly Czikszentmihalyi? He's the director of the Quality of Life Research Center at the Drucker School of Management (and he must know that the spelling of his name overwhelms people, because his bio on that site is labeled about Mike.)
Csikszentmihalyi's research over the last few decades has examined the role of flow in human life. Flow is a state of consciousness in which our attention is fully invested in the task at hand, and when we are in flow, time seems to disappear or to stand still. When we are in flow is when we do our best, most creative work. Flow is a natural high.
I don't often think about it this way, but my purpose as a teacher is to create the context in which my students can engage in learning management in a such a way that they experience flow. When I can do this -- when I can balance the challenge that students experience when they encounter new concepts or practice new skills against the support that they receive from me, from each other, and from their learning context -- that is when students get turned on to management. If they have that experience often enough, then they will become intrinsically motivated to learn more, and to pursue mastery of the field of management.
Of course, it would help a lot of I had had this revelation in August, rather than in November. There are signs in many student blog entries that the balance of challenge and support is out of whack. This is especially true with regard to the HR simulation. (Click through to read more.)
(With thanks to the Mutual Improvement Blog, which linked to this post on self-awareness and staying engaged, which, in turn, linked to this Kathy Sierra entry on keeping users engaged, which reminded me of what I had learned long ago, and then forgotten, about the research on flow.)
July 18, 2005
internet soap operas and academic integrity
I have not been involved in new student orientation this year, for the first time in several years, and it feels strange to be denying myself the pleasure of advising incoming first-year undergraduates about course selections. So it is that I learned by reading my RSS feed of Planet Case that incoming students like Colin Slater are being introduced both to Blog@Case and to conversations about academic integrity by watching tv or movie excerpts (48 Hours for Colin, and Cheaters for one of the other new students who commented on Colin's post).
I came across Colin's post on Saturday, and when I came back to it this morning, it was after reading this old Wired article from May 1997 about the internet soap opera that was the early years of the WELL. The article is looooong, with hints of the essence of more recent internet phenomena like Meetup, Livejournal, and delicious, and it made me long for the same kind of rich insider history to be written about the Cleveland Freenet, which was a part of my online initiation back in the late 80s when I was a Case undergraduate. (There's a brief history of CFN here.) What I realized is that the history of another online community is being made as you read and comment -- the history of Blog@Case, which allows a management professor to welcome a new freshman to campus without even meeting him in person.
One of the premises of the early life of the WELL community is that electronic conversation flows better when the people engaging in the conversation online occasionally meet in person also. I hope that Colin and I will run into one another on campus sooner or later... we might discuss academic integrity, or what it takes to make a healthy blog community. Perhaps he'll share his opinion on Bruce Katz's statement (commenting on his firing of a prominent WELL employee) that "I do not believe that everyone knowing everything about everyone is a necessary condition for community." I expect that the incoming class of 2009 can teach older generations like mine a fair amount about the finer points of participating in the blogosphere and other online communities.
I am pleased to learn that we are introducing our newest students to the principles of academic integrity via a conversation, rather than a simple statement of expectations. This choice makes clear that there is more to academic integrity than avoiding plagiarism or cheating. It suggests that students are our partners in upholding a key value of our academic community -- the value of honoring the contributions that others make to our learning, by giving credit to them for the ideas they have authored, and not claiming authorship for ideas that are not our own. I hope that students will also learn that part of demonstrating academic integrity is refraining from expressing ideas as your own if you do not actually believe them. Holding onto a dissenting opinion and elaborating on it in a constructive way is part of how knowledge grows... saying what you think the teacher wants to hear just to get a good grade is not.