- Aim high!
- Learning from others
- How did you do?
Start off by deciding if you want to learn something this week, and identify what that might be
- Consult my Mega-Evaluation Rubric, find some interesting category to aim for, identify it, and at the conclusion of next week’s homework write up what you aimed for, what happened, and how well you did
Learning from others
Team Work for business is the larger issue here: I am trying to help you develop skills for a professional lifetime, and if you think you have had enough of it, please read some more in that link above!
To test the matter, in class next week, promptly at 9am and without further introduction from me, I’ll play match-maker and invite you to enter into an interesting conversation about the e-commerce assignment with your new partner, and especially, partners you’ve not engaged with thus far.
This will definitely be about developing your reading, writing, listening, learning and team work skills as I’ll ask you to identify the one thing that you’ve learned from your classmate and plan to implement, right there an then in class beginning about 9:20 — so please don’t be late!
- Actions speak louder than words: show what you’ve learned (don’t just claim)
- To show, you’ll likely need to make screenshots, diagrams, or some other form of illustration,a nd for that you might explore my advice on Images
- To make this completely interesting, explore how it is that your partner did things differently, and among the best ways to do this is to recognize how differently they are thinking on the way to learning how to see things like that do — as we discussed when looking at Abela’s Audience
Now that you’ve got down the basics of outlining, we can put it to intensive use.
- Find the issues. What is the real issue here: Data? Investment decisions? How to save Main Street from Wall Street? You are all business people: what is the e-commerce business issue here? The only way you are going to be able to answer this question is to figure out what the author thinks the issues are, because he is definitely writing for a large audience that knows as much as he does if not more, so you read him carefully. And then you look things up.
- Really use the Outline View. Now that you’ve figured out how to use outlines to make things look nice, learn how to use it to manage complexity, to help stretch your thinking, to learn how to ask more questions than making up answers, and to arrange claims, evidence, argument, acknowledgements, and warrants — to learn how to use this tool to do some serious research: examine carefully the files you’ll find in Dropbox/Outlining Examples, especially those in 05-06 where outlining is used to explore arguments and issues.
- Reporting. When reporting on your findings, report on what the larger business issue, then nail down this text’s particular way of dealing with it: don’t tell me “what is,” do tell me, using reporting verbs, what the author is trying to argue.
- Arguments Arguments are wonderful things, because maybe both people are partly right and their arguments are aimed at getting at what is really going on. And here’s the test of whether you understand an issue: when you have found a bunch of people who are fighting over it: your mission is to explain their argument (and not to convince me that you are some sort of authority, with opinions and all of that): you are here to learn research for business on the assigned (course module description) of e-commerce
Read chapter 3 (or 4 or 5 or 6 or whatever) until you actually learn something. For those of you who claim to know Excel, this ought to be interesting
- Don’t tell me what the text says as if you are burping. Do tell me when you’ve found something you did not know before, and make sure this is something important, complex, and which anybody who knows about Excel will find completely interesting.
- When you explain it, please don’t simply make a copy of the great work the text author did in making a table and putting data in it and running the calculation. To use last week’s homework, actually write out the formula and where, in the case of SUM, you explain each of the following elements: =, :, b3:b4, () …. explain how the thing actually works and not simply “here, teacher, I’ve merely copied it and for that I get a good grade”
How did you do?
- Using my Mega-Evaluation Rubric, identify the interesting category you aimed for and how high, write up what you aimed for, what happened, and how well you did