Let’s Tell a Story Together

Abstract

Aim/Purpose: The teaching solution presented in this paper was implemented to overcome the common problems encountered by authors during years of practice of applied business studies teaching. Background: In our school, we have deep multicultural environments where both teachers and students are coming from different countries and cultures. The typical problems encountered with students include: not reading the case studies, language problems, different backgrounds and cultures, a different understanding of leadership in teamwork related to various management traditions, lack of student participation, and engagement in teamwork. Methodology : The above problems were solved on the basis of the novelty use of several tools usually used separately: a combination of case studies with visualization and current representation of knowledge related to the case study. The visualization context is provided by “rich picture” (as a part of SSM methodology) to create a shared understanding among students. Another ingredient of the proposed solution is based on Pacific storytelling tradition and the Pacific methodology of solving problems. Contribution: It was suggested the new delivery model strengthening advantages of case studies. Findings: Studies and surveys made from 2009 to the present are promising. There is a visible improvement in students’ grades and observed changes in students’ behavior toward more active in-class participation. Recommendations for Practitioners: This paper focuses on implementation and technical aspects of the presented method. However, the application of the presented method needs robust and time-consuming preparation of the teacher before the class. Recommendation for Researchers: The current results show that the proposed method has the potential to improve students’ experience in applied business courses. The project is ongoing and will undergo progressive changes while collecting new experiences. The method may be applied to other types of courses. By focusing on the storytelling and rich picture, we avoid technological bias when we teach business problem-solving. We focus instead on teaching students the social-organizational interactions influencing the problem solution. Impact on Society: Implementing of cultural sensitivity into the teaching process. Making teaching process more attractive for multicultural students. Future Research: Reducing teacher overload when using the method presented by the development of computerized tools. This is undergoing through utilizing Unreal Engine. Also, it is planned to enhance our team by artists and designers related to computer games.

Interactive 3D Representation of Business Case Studies in the Classroom

“…The method of teaching case studies described in this and in the series of previous papers (Kelsey & Zaliwski, 2014;2017a;2017b;Zaliwski & Kelsey, 2015a, 2015b, 2016) is used successfully since the year 2010. However, preparation of materials and class sessions requires an enormous amount of time.…”

“…The visualization should show present consensus and stimulate further team discussion, everything in the context of cultural sensitivity embedded into the teaching process. The idea and creation of the mentioned cultural context were described in the paper (Kelsey & Zaliwski, 2017b). …”

“…The visualization made by the editor should reflect the current discussion state and stimulate further discussion, everything in the context of cultural sensitivity embedded into the teaching process. In other words, around the editor will be built all of the social and cultural constructs presented in our previous paper (Kelsey & Zaliwski, 2017b). To be able to perform the core role the graphical editor supporting the above processes must follow the following requirements:…”

“…The core of the proposed method was described in detail in the paper (Kelsey & Zaliwski, 2017b). Briefly, the method is based on creating a safe learning space where students may feel comfortable using their own cultural tradition, culturally related metaphors, analogies, short stories, and terms as building blocks in the process of co-operative learning.…”

The Effect of Experiential Learning Model in Elementary School

“…Some students also still cannot understand the plan and problem solving so that each question the teacher must provide procedures on how to solve the problem, students cannot understand the material plan and are not independent when solving problems first to solve story problems. Students are not able to master the purpose of the questions that are the story and have not been able to change the story questions into mathematical solutions (Große, 2014;Kelsey & Zaliwski, 2017).…”