Mentoring the next generation of leaders
Douglas Alan Landau, Idaho State University, United States
Idaho State University . Awarded
Instructional Technology is not an added feature to enhance the teaching methods of the last four hundred years, rather it is the expression of a learner led revolution in pedagogy. Contrary to the majority of the literature, this research study demonstrates that the learner sees themselves as a consumer who is not satisfied with only two flavors of ice cream nor are they prepared to ‘buy’ only what is prepackaged in education.
This study has developed a unique model that merges theory with a practical application to meet the test of Praxis. The creation of a Modified Case Study Simulation takes a widely identified ‘Best Practice’ and harnesses it to an interactive make your own adventure storyline where the learner is the protagonist. The data reveals that the learner is drawn into the ‘story’ and on some level and to some degree may suspend reality to function in this interactive world and as such flourish in the experience. The successful completion of the simulation carries with it the noteworthiness of having completed the challenge in this interactive world the learner self-created. However, this learning vehicle is not open ended like the traditional case but instead is heavily value laden with the rudiments of democracy and is design ultimately for the enhancement of civic society.
To test this model the researcher used a mix of strategies. First, a panel of experts in research design, statistical analysis, consumer behavior and website design pre-screened a series of questions to measure its effectiveness. Then three sample populations were generated to use the model and then answer a series of questions. The respondents were a contrast of experienced mid-career MPA students on an urban New York City campus and traditional graduate MPA students on a suburban campus ninety miles north. The experienced managers were then divided into two populations and one was given a traditional classroom lecture and the second encouraged to use the simulation via a website. The traditional students used an identical website but with a different URL. All then answered the same comprehension questions while the online respondents answered a series of questions relative to the model. Their answers were analyzed using comparison tests, content analysis and a focus group. The data supports the hypothesis that this is an acceptable learning methodology and that Praxis can be achieved.
Landau, D.A. Mentoring the next generation of leaders. Ph.D. thesis, Idaho State University.
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