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Information systems educators face a number of challenges in the current environment, including dealing with declining enrolments, preparing students for the changes in the profession and updating curriculum to integrate new ideas and technologies. These challenges make sharing IS education-related knowledge and practices especially critical. Therefore, it is critical that leading conference, such as AMCIS, include a strong information systems education track. As the official AIS special interest group on education, SIGED is uniquely positioned to organize an information systems education track.
This track provides an opportunity for information systems educators and researchers to exchange ideas, techniques, and applications through a combination of workshops, panels and paper presentations. Parallel to the Conference theme, the focus is on innovation and quality advances in IS and MIS instruction and curriculum. Different submission topics are welcome, ranging from papers aimed at improving the teaching of specific courses to “big picture” papers intended to address broad topics. Submissions using information systems technology to advance education in other disciplines are also welcome.
The mini-track Teaching and learning Enterprise Systems has a focus on the challenges and opportunities educators face when teaching Enterprise systems. The design, implementation and use of an enterprise system (ES) are a complex task; after all an ES is an example of a large integrated system spanning organizational boundaries. The mini-track are welcoming papers describing or exploring approaches to teaching the design, implementation or use of ES that enhances students learning.
Simulations and games have existed even before the introduction of computers. However, the potentials and drawbacks of using them in education are still not fully understood. The research performed in the field is also complex, the complexities being related to simulations/game/gamification activity design or the complex social and cultural context in which they are used. The purpose of this mini track is to advance research, and to provide a forum that will allow a deeper understanding and knowledge sharing about the relevant issues, opportunities and solutions pertaining to the the usage of simulations, educational games and gamification. It provides an opportunity for educators and researchers engaged to exchange ideas about their experiences and outcomes obtained from integrating serious games, simulations, and gamification in educational settings.
Online and blended education may well hold keys to opening educational doors for a vast and under-served global population, an ever-growing number of institutions offer online education via fully online or blended programs. The proportion of academic leaders who consider online learning a critical long term strategy has increased from 48.8% in 2002 to 70.8% in 2014, and only 28% say their faculty members accept and see the “value and legitimacy of online education.” We invite papers that shed insights into all aspects of online education. Empirical, theoretical, or position papers are welcome. Topics of interests include, but are not limited to: online learning models and pedagogy; technological advancements that support online education; student, faculty and societal perceptions of online education; evaluation and assessment of student achievement in online contexts; best practices; and issues and challenges, e.g., retention, plagiarism, performance evaluation, management, curriculum design accreditation, scalability, service and learning material customization.
The General IS Education Mini-track hosts high quality research papers on IS Curriculum and Education topics that have not been covered in other SIGED mini-tracks. The mini-track encourages submissions that particularly focus on innovation and quality advances in IS/MIS Education. Teaching cases as well as different types of submissions including empirical, theoretical, qualitative and quantitative research papers are welcome. Potential topics of interest include, but are not limited to: virtual learning environments; online/hybrid teaching, MOOCs, and flipped classrooms; continuous improvement in IS education; pedagogical and curricular innovations in IS education and their impact; student engagement in IS education; mobile education; use of social media in IS education; emerging technologies and IS education; ethical and social issues related to IS education; the importance of IS education in functional areas; improving IS/MIS enrolments; underrepresentation of women and minorities in IS/MIS majors.
In today’s technology- and data-centric global world, the role of the IS educator is both exciting and challenging. We are helping students to be prepared to deal with competitive pressures, global issues, and complex problems. These challenges coupled with ever-changing technologies, evolution of systems, generational differences, and gaps between curriculum outcomes and industry requirements, make this a challenging time to be an IS educator or an administrator responsible for IS education. This mini-track provides an opportunity for conference attendees to explore a variety of innovative topics for tackling these challenges and contributing to the successful development of IS professionals.
Rassule Hadidi, University of Illinois Springfield, firstname.lastname@example.org
Information and Telecommunication Technologies (ITT) continue to play a significant role in facilitating collaboration among individuals and organizations around the globe. In particular, the use of collaborative systems for teaching and learning between faculty and students and among students has increased considerably. The focus of this mini-track is to explore theoretical and practical ways to incorporate and improve teaching and learning in general, online and blended learning in particular, by focusing on the application of these collaborative systems to facilitate and foster collaborative learning and teaching. Possible topics include but are not limited to: adoption & diffusion; task-technology-fit Models for collaborative learning; support/training structures; individual & organizational barriers; usability; user satisfaction; distributed collaborative systems; theoretical collaborative learning models; collaborative tools and technologies; collaborative learning resources effects of use; effectiveness and efficiency measurements of learning technologies; collaborative learning structures and techniques; collaborative learning strategies; effective online and blended course design; interaction techniques in collaborative learning; and outcome metrics and lessons learned management of systems.
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