Business Simulations in Management Pedagogy: Role of Libraries in Enhancing Access to Business Simulations: A Case Study

2019 ◽  
Vol 9 (S1) ◽  
pp. 51-57
Author(s):  
P. Sreejaya
Keyword(s):  
Learning Environment ◽  
Management Education ◽  
Real Life ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Tools ◽  
Participatory Learning ◽  
Business Simulations

Looking at the contemporary educational practice, we come across a host of buzzwords such as immersive environments, participatory learning, experiential learning, experimental learning, etc. Due to the drastic development in the information and communication technology areas, various new educational methods have emerged such as e-learning and virtual learning environment. Education, especially, the higher education scenario has witnessed the boom of new pedagogical tools. Among this, ‘simulations’ is a new mode of teaching and learning in the management pedagogy that is gaining ground and appreciation. Simulations act as an essential educational tool in the virtual learning environment. There has been a significant increase in the use of business simulation games in the area of management education. Business simulations attempt to bring real-life business scenarios to life in the classroom to develop the desired capacities and skills of the students.The most important advantage of a simulation is that they help to establish a new learning relationship with the students and assigning new roles to them and build their capacities regarding participatory learning. This paper highlights the concept of simulation, and it also explores the role of simulation in management education. It discusses various business simulations available in the market. This article also shares the Indian Institute of Management Kozhikode library’s experience about the facilitation of simulations with a special reference to Harvard Business School Publishing Simulations, for its academic programmes during the past few years.

scholarly journals Reflexões sobre o papel do tutor na EAD

2019 ◽  
Vol 14 (31) ◽  
pp. 226-239
Author(s):  
Alvaro Martins Fernandes Júnior ◽  
Jorge Luiz Bernardi
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Construction Of Knowledge ◽  
Calidad De Vida ◽  
Educación A Distancia ◽  
Palabras Clave

RESUMO Considerando o cenário da Educação a Distância no Brasil e sua importância enquanto possibilidade de democratização da educação superior, este texto tece reflexões a respeito do papel do tutor nos ambientes virtuais de aprendizagem, usuais em cursos oferecidos nesta modalidade. O texto inicia com algumas ponderações filosóficas que revelam a influência que o conhecimento (ou sua falta), exerce sobre a humanidade, considerando-se que é pela construção de conhecimento que se favorece a superação de desigualdades e melhor qualidade de vida. Nesse sentido, apresenta-se a modalidade a distância como possibilidade de autonomia e emancipação social, sendo necessário pensar a respeito do papel do tutor neste horizonte. Finalmente o texto conceitua ambiente virtual de aprendizagem, preconizando alguns princípios relevantes na aprendizagem de adultos.   Palavras-chave: Educação a distância e tutoria. Tecnologia e educação. Ambiente Virtual de aprendizagem.   ABSTRACT Considering the scenario of Distance Education in Brazil and its importance as a possibility for the democratization of higher education, this text reflects on the role of the tutor in the virtual learning environments, usual in courses offered in this modality. The text begins with some philosophical considerations that reveal the influence that knowledge (or its lack), exerts on humanity, considering that it is by the construction of knowledge that favors the overcoming of inequalities and better quality of life. In this sense, the distance modality is presented as a possibility of autonomy and social emancipation, being necessary to think about the role of the tutor in this horizon. Finally, the text conceptualizes virtual learning environment, advocating some relevant principles in adult learning.   Key words: Distance education and tutoring. Technology and education. Virtual learning environment.   RESUMEN Considerando el escenario de la Educación a Distancia en Brasil y su importancia como posibilidad de democratización de la educación superior, este texto teje reflexiones acerca del papel del tutor en los ambientes virtuales de aprendizaje, usuales en cursos ofrecidos en esta modalidad. El texto comienza con algunas ponderaciones filosóficas que revelan la influencia que el conocimiento (o su falta), ejerce sobre la humanidad, considerando que es por la construcción de conocimiento que se favorece la superación de desigualdades y mejor calidad de vida. En ese sentido, se presenta la modalidad a distancia como posibilidad de autonomía y emancipación social, siendo necesario pensar acerca del papel del tutor en este horizonte. Finalmente el texto conceptualiza ambiente virtual de aprendizaje, preconizando algunos principios relevantes en el aprendizaje de adultos.   Palabras clave: Educación a distancia y tutoría. Tecnología y educación. Entorno virtual de aprendizaje. DOI: http://dx.doi.org/10.22169/revint.v14i31.1585

Making Content Available to Law Students Through a Virtual Learning Environment: Fountains of Knowledge or a Drop in the Ocean?

2018 ◽  
Vol 18 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Lizz Edwards-Waller
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Law Students ◽  
Virtual Learning Environments ◽  
Decision Making Process

AbstractVirtual learning environments (VLEs) are successfully used by many institutions to provide content which supports and enhances taught courses. In this article, Lizz Edwards-Waller explores the role of the library in uploading articles, case notes and book excerpts to a VLE for law students, and discusses the need for librarians to collaborate with course leaders and administrators. The article also considers the decision-making process involved in determining which resources to make available and highlights some key copyright issues to be aware of.

scholarly journals Educação aberta e flexível: uso do Facebook como ambiente virtual de aprendizagem

2013 ◽  
Vol 13 (3) ◽  
pp. 403-414
Author(s):  
Adriana Alves Novais Souza ◽  
Henrique Nou Schneider
Keyword(s):  
Social Network ◽  
Learning Environment ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Network Resources ◽  
Dynamic Learning ◽  
Open Educational Practice

O trabalho em questão discute as possibilidades de uso da rede social Facebook como um Recurso Educacional Aberto, pela possibilidade de recursos semelhantes aos de um Ambiente Virtual de Aprendizagem. A utilização do Facebook sob essa perspectiva de aprendizagem pressupõe flexibilidade, aqui tratada como uma Prática Educacional Aberta, reafirmando a eficácia da Educação Aberta para o apoio, avaliação e consolidação de uma aprendizagem mais dinâmica. Desenvolveu-se uma prática em uma disciplina ministrada na graduação da Universidade Federal de Sergipe, explorando as possibilidades dos recursos da rede social em questão, levantando-se dados a partir da observação diária do ambiente, das interações entre os alunos, verificando-se uma alta frequência e adesão destes à proposta. A pesquisa avançará na fase seguinte, aplicando questionários e entrevistando os discentes, a fim de obter suas perspectivas diante da prática. Palavras-chave: Recurso Educacional Aberto (REA). Ambiente Virtual de Aprendizagem (AVA). Facebook.  ABSTRACT This paper discusses the possibilities of using the social network Facebook as an Open Educational Resource, because it has a possibility of resources similar to those of a Virtual Learning Environment. The use of Facebook in this learning perspective presupposes flexibility, here treated as an Open Educational Practice, reaffirming the effectiveness of Open Education to support, evaluation and consolidation of a more dynamic learning. It was developed a practice in a subject taught at an undergraduate course of the Federal University of Sergipe, exploring the possibilities of this social network resources, collecting data from the daily observation of the environment, from the interactions among students, verifying a high frequency and accession of the students to the proposal. The research will advance in the next phase, conducting surveys and interviewing the students, in order to get their perspectives on the practice. Keywords: Open Educational Resource (OER). Virtual Learning Environment (VLE). Facebook.

scholarly journals With the integration of learning apps, what are Moodle’s prospects?

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Emmanuel Mogaji
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Integration Of Learning ◽  
The University

The role of technology in enhancing teaching and learning cannot be over-emphasised. Often, tutors use innovative tools from the virtual learning environment (VLE) provided by the university. In this piece, I reflect on the prospects of VLE, as tutors and students have begun to find other tools more engaging and interactive.

scholarly journals Learning about Learners: System Learning in Virtual Learning Environment

2008 ◽  
Vol 3 (1) ◽  
pp. 33 ◽  
Author(s):  
Zhengxin Chen
Keyword(s):  
Learning Environment ◽  
Swarm Intelligence ◽  
Collective Intelligence ◽  
Virtual Learning ◽  
Human Learning ◽  
Virtual Learning Environment ◽  
Natural Computing ◽  
Important Impact ◽  
Infrastructural Support

Virtual learning is not just about a set of useful IT tools for learning. From an examination on where virtual learning stands in the overall learning spectrum, we point out the important impact of natural computing on virtual learning. We survey and analyze selected literature on important role of natural computing aspects, such as emergence (using swarm intelligence to achieve collective intelligence) and emotion, to virtual learning. In addition, in order to effectively incorporate these aspects into virtual learning, we propose using infrastructural support for virtual learning through system learning: The virtual learning environment not only provides facilities for learners, but also observes the behavior of learners and takes actions, so that its own performance can be improved (i.e., to better serve the learners). In this sense, system learning is concerned with learning about learners. Consequently, a virtual learning environment is a true human-machine symbiosis, paired by human learning and system learning.

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