Felipe Amado Quintana Navarro“2.0 Teaching” (by Felipe Amado Quintana, Adjunct Professor at the IE Business School)

Being prepared for the new generation of students who have grown up in 2.0 tools is a challenge for teachers who must also know, manage and be constantly updated in these new and everchanging technologies. This knowledge enables teachers to achieve modern and dynamic sessions and make a greater impact on students.

This article aims to collect the concept: “2.0 teaching” to understand how the technology can become an ally in teaching. Former unidirectional teacher’s speech has been displaced by the trend towards interactive teaching using technology in the classroom to achieve more dynamic, visual and striking classes. Therefore, it is necessary to see the technology not as an obstacle or something to fear, but as an ally in the process of learning that can help us in the task of creating “memorable experiences” in the classroom. This requires teachers to be open-minded in order to know and live the experience of the technology and available tools. Therefore, I would like to introduce some of the 2.0 tools which I consider useful in teaching at a business school, for both “face to face” and “on line” programs:

– Mind Maps: contribute very positively in learning process thanks to dynamism and visual attractiveness.

There are several options such as adding/upload photos, videos, audio, links to internet, presentations, etc. Additionally you can develop a shareable mind map with students or teams, promoting the important social component of the learning process. Some example of 2.0 Mind maps tools are: Mindnode, Mindomo, Mindjet, Xmind, Coggle, Freemind or MindMeister. Mind maps can be used in several ways during a course program such as: introductions, summaries of sessions, final reports or even the individual syllabus of the subject might be done using Mind Map.

Take a look in the the article published in this blog: “use of mind maps to empower your sessions”, http://vdcav.blogs.ie.edu/2013/11/14/uso-de-mapas-mentales-para-enriquecer-las-sesiones/

mind map

Example of the use of mind maps in matter of operations management

and supply chain management (GMBA programs).

– Content curations: allow putting together contents from different sources on a specific topic in a very modern, dynamic and organized way. This kind of tool is very useful to filter and to organize contents. At the same time, comments can be written to add value and give guidelines to the curation. Content can be created in different formats (audio, video, links, articles, news, pictures, presentations, etc). Content Curations are very useful to study successful companies models or specific topics of a subject. These are some of the tools you can use to create content curations: Google drive, Feedly, Scoop.it, Pearltrees, Stumbleupon, or Etceter.

content curation

Word Clouds: offer visual representations of the relevant/key words of a text, website, or a topic giving a bigger font size to the words that appear most frequently. It is also possible to set the shape under which the words agglutinate. Word Clouds serve as a very practical tool to summarize the session. Students easily retain the essence of a subject by using this tool properly. Some examples of 2.0 tools to create clouds of words are: Wordle, Tagxedo, WordItOut, or Tagul.

word cloud

  Example of the use of tag cloud in matter of Operciones Globlales

and management of the supply chain in a GMBA + of IE Business School program.

– Videos and audios (Flip your class): create deeper connections and offer a personalized touch. We can record videos or audios for multi-purpose: openings, conclusions, guides, feedback to working groups, videos taken from the network, video interviews with experts, etc.

This is part of the lastest technology applied in teaching known as “Flip your class”. One of the benefits of using videos is that an “extended session” can be achieved before, during and after the session as complements to the traditional learning process. Many students also find that they are able to process video content easier than written format. There are many ways and tools to produce videos: conventional video camaras, professional video cameras at the IE Business School recording studio, smarts phones and tablets, or cams from the computer. These videos can be edited with programs like Windows Movie Maker, applications of mobile installation of videos such as iMovie and download to the network through private channels, youtube, or the campus (Adobe Connect). At the same time, audios can be recorded using smartphones and tablets or using internet tools like soundcloud, audacity, audioboo or wavosaur. In order to record messages for students, we have the online tool “Vocky”, which allows you to create animated characters within a wide range of possibilities and give you a unique and amusing touch that is certain to surprise student.

– Presentations: can improve the dynamism and add new dimensions to the traditional professor presentatopns, by employing new 2.0 tools like Prezi, Photopeach, Flixtime, Padlet instead the outdated Powerpoint. In addition we can share presentations online with tools like Slideshare, and even make presentations in shared mode with students based in different parts of the world. As we all know, what really matters is the message and not the means, but an attractive and dynamic presentation can drastically improve student engagement and knowledge retention.

– WebMix:offers a space in the internet where you can store the links to the main websites grouped an organized by each user. Useful not only for teachers, students can also share them with anybody who wishes to go deeper into the subject or into specific topics. One of the most useful tools for creating webmix is Symbaloo. It is an easy and quick access to the websites, avoiding long searches and typing, or even going to favourite bar. Webmix can be set as home page in your computer providing direct access to your favourite site in only a few quik clicks.

Social networks: add an important social layer to the “traditional” on line classroom. The potential of Twitter and its dimension, is well known and we can also take advantage of it in the educational environment. Twitter can be very usefull to develop skills in simplicity, summarization (the Tweets are maximum 140 characters length) and innovation. Some of the ways it can be used are: maintaining an on line space (#) for the class where share news, develop a “discussion board” on twitter instead of using “conventional” platform of the IE campus. Some IE professors have alredy obtained excellent reults. Facebook can be used to create an informal space to share things outside the classroom. It is recommended to use social network exclusively with your professional profile, and not mixed with the personal profile to separate the role of the teacher and students. Perhaps Facebook is more recommended to use after the end of your subject to promote social networking and to keep in touch with your students.

– Interactive surveys: are tools that allow gathering real-time data from students about opinions, preferences, experiences, etc. which increase interactivity with students in order to focus on decision making. Another possible use is in discussions with several strategic alternatives. Surveys can be made using the campus on line tool in Videoconference called “poll”. In face-to-face sessions and forums you can use these 2.0 tools online: survey monkey, zoomerang, surveygizmo, Google forms, etc.

– Gamification and simulators: gamification is a methodology that uses “the games” in the classroom as part of the learning process. It can be employed in different and creative while balancing gaming and learning with “role plays” or “questions and answers” games or any kind of competition between team work, etc. It is a powerful catalyst when teaching because the process is more attractive and enjoyable. Within this gamification we can find numerous simulators and interactive business cases wherein students take the role of a Manager in the making decision process and it lets them to analyze the consequences of decisions.The goal is to avoid monotony.

– Chat with students or working groups: is another way to explore the social component in the learning process by offering students the chance to interact with the teacher through groups and chats (Whatsapp, Line, chat of the email such as gmail, etc.). Direct contact with professor is appreciated. However, it is necessary and recommended to stablish a contact schedule in order to avoid overexposure and also respect the role of the teacher and the students. As you can see there are endless possibilities offered by technology in the learning process made possible the amount of 2.0 tools and applications out there. This wide range of options enable you to apply the concept: “2.0 teaching” and the extended classroom. The main goal is to create an appropiate learning environment. Dynamism and creativity are required to create memorable experiences in the classroom and at the same time help students to use the adquired knowledge and apply technology in their professional environment. However, it is important to understand which 2.0 tools are the most suitable for each program without “oversaturating” students, which could potentially have an adverse effect, leading to “technological stress”. It is also not desirable to focus activities exclusively on the use of technology, but instead, employ the tools that are best suited for the specific moment during each activity in the course. You should also provide students with the necessary guides and the time to become familiar with each tool such as: examples, tutorial videos or instructions. Be certain to select simple tools as they will result in a better use of technology in the classroom. Experience gained over time by employing these tools as well as incorporating success case examples from other teachers can help us obtain “best in class” results.

“Teaching 2.0” requires professors to stay tuned in and updated on the newest technological tools in order to apply them in the classroom in a coherent way. At Instituto de Empresa, the Department of Adjunct Associate Professors and the Department of Learning Innovation combine forces to aid professors in this important process; faculty members are offered numerous training activities such as workshops, seminars and webinars as well as spaces on the Internet where teachers can be updated, share experiences and determine “best practices” with other colleagues. This contributes to the enrichment of our faculty which is a main factor in the success of IE Business School.

3 thoughts on ““2.0. Teaching” – Felipe Quintana (Adjunct Professor at IE Business School)

  1. Luis Cachay

    Genial y muy útil. I would add the simple and plain puzzle or crosswords games that become a challenge for students and keep their attention, and also lego serious play. Thanks

  2. Carla Quiroga

    I fully agree, technology must be an ally in reaching our goals in the teaching-learning process.
    How about hard sciences, which of the methodologies mentioned above would it be the most convenient to use?

  3. Williams

    Felipe, Thanks by the article, nice to meet you. I’m Engineer and probably many teachers in this area are using tools related to 2.0 teaching. Could you tell us experiences in the systematic application of 2.0 Teaching in core engineering and exact science subjects?
    Thanks so much.

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