Students learn foundational knowledge of the subject to maintain their knowledge base.
Role playing, digital story-telling, watching movies.
Students apply learned knowledge through first-hand experiences.
Field trips, simulations, games, virtual worlds exploration, invited speakers.
Students reflect on what is learned and how it is learned.
Write to learn, group reflections, self-reflections, conversations with instructor and peers.
Students integrate knowledge and experiences through connections with critical, practical, and creative thinking.
Case studies, team debates, judges participation.
Evaluate teaching effectiveness on learning experience and learning outcomes.
Assessment as learning, non-traditional methods including non-graded feedback, peer evaluation, experience-based grading.
The M.A.R.I.A. Strategy for Significant Learning in Semester Systems (illustrated above) is created specifically for semester systems by adapting some core components of the significant learning concept and by incorporating innovative instructional design methodologies. There are five key segments (Maintain, Apply, Reflect, Integrate, Assess), each of which is designated to a significant learning stage and represents one week of learning. The 15 weeks (14 weeks plus 1 finals week) follow the five learning stages sequentially, forming three “laps,” a fictitious representation of running tracks. Students proceed with each lap going through the five key segments (Maintain Foundational Knowledge, Apply Knowledge through Experiences, Reflect on What is Learned and How it is Learned, Integrate through Connections, and Assess Outcomes) and the laps are repeated three times (week 1-5, 6-10, 11-15). As students move from lap 1 to 2 and to 3, the amount and intensity of knowledge grow, as well as the requirements on their capabilities to integrate the learned knowledge and skills to apply such knowledge in learning activities. Move your mouse over each segment to see more.
I am extremely thankful to CTL staff members Jeff Hiles for developing the web animiation and Frank Carone for creating the initial graphics. My gratitude is also extended to Chris Roberts, whose workshops and courses have inspired the creation of my M.A.R.I.A. pedagogy. In addition, I thank Matthew Harmon, a business student, for his outstanding performance in the video and the video production team of CaTS for their great work of filming and post production.
MIS 788 (7000): Information Systems Strategy
MIS 792 (7600): Customer Relationship Management & Business Intelligence
MIS 799 (7900): Information Systems Captone Project
[ master of business administration ]
MBA 770: Information Technology & Business Transformation | Fall 2006 - Spring 2012
[ undergraduate management information systems ]
MIS 4950: Information Systems Project Management & Development
MIS 4400: Information Strategy, Management, and Acquisition
MIS 3250: Analysis and Design of Information Systems
MIS 4800: Special Topics - Global Information Society, in conjunction with theJapan Ambassador Program, Summber B, 2012
Wright State University's 2012-2013 Teaching Innovation Grant
State of Ohio's 2011 Ohio Faculty Innovator Award
Award of Outstanding Faculty, Master of I.S. Program, Wright State University, 2010
Award of Outstanding Faculty, Master of I.S. Program, Wright State University, 2009
National Award of Innovative Excellence in Teaching, Learning, and Technology, 2008
SOCHE (Southwestern Ohio Council for Higher Education) Teaching Excellence Award, 2008