Comview11 Visual Learning Tools in Business Management
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Presentation for the VCTA Comview 2011 on the use of Visual Learning Tools in VCE Business Management, both 'Old School' and new technology strategies.
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Comview11 Visual Learning Tools in Business Management
- 1. Session no: 2106 Using Visual Learning Tools in BM Amanda Ritter Toorak College
- 5. Same diagram - different colours?
- 7. Another diagram – this time with pictures…
- 8. Photos of real students and a cute toddler
- 11. ‘ Old School’
- 12. Logos
- 16. Systems approach Relationships Processes Throughputs Transformations Feedback INPUTS OUTPUTS vision mission Values/Objectives Resources: Time $ Skills Equipment HR Policies Product or service Satisfied Customers Targets Performace Indicators
- 17. Tables: Consumer Goods Product classification Groups Marketing strategies Convenience stores Staples Wide exposure – TV advertisements Impulse Prominent & colourful display – check out counters Emergency Product display positioning near checkout Shopping goods Clothes, shoes, furniture, household appliances, cars Broad range of strategies – sales people need to have good product knowledge and selling technique Speciality goods New cars (luxury), photographic equipment, computers Exclusive distribution rights and limited production allow for marketing to be specifically targeted. Unsought goods Smoke detectors, life insurance, encyclopaedias, prepaid funerals, financial planning Needs to be specific and advise benefits of product/services, personal selling and direct marketing important for product production
- 18. Tables: Product Life Cycle relationship to Marketing Mix Product life cycle Product Price Place Promotion Introduction New product Market penetration pricing low or high Limited number of outlets Informative advertising Growth Product improvement Price may now increase Increase number of outlets Persuasive advertising & brand loyalty Maturity Extension strategies Competitive pricing Large number of outlets Emphasis on ‘ brand ’ and differences Decline Sell off existing stock Discount or lower price Reduce number of outlets No active advertising / price reduction information
- 19. Goods vs Services Goods Services Tangible – can be touched Intangible Can be stored Cannot be stored Manufactured in factory without customer present Performed/delivered with customer present Eg. Toyota Motor Corporation Australia making engines for the VX50 Camry in Altona Eg. Australia Post sorting Melbourne residential mail at the Dandenong Letters Centre
- 20. Statistics
- 21. Mind Maps - good
- 22. Mind Maps - bad
- 24. Lotus Diagram
- 25. Simple mindmaps
- 26. Concept map Positive contributions of LSOs to the economy The total monetary value of output produced in a country in one year . $1.23 trillion Balance of Payments An annual record of Australian trade and financial transactions (export/import) with the rest of the world. BHP Billiton revenue US$48,193 million (2010)
- 29. New Technologies
- 30. Diagrams
- 31. 6 step process
- 33. Employment Cycle Resignation/Quit Retrenchment Redundancy Retiring Terminating/Firing Exit Interviews Financial Planning for Superannuation Counselling Retraining for new job Outplacement Recruitment Selection Staffing Needs Analysis Job Analysis Job Evaluation Job Description Selection Criteria Interview Referee Check Testing – biofeedback, IQ, EQ, psychological Induction Training Careers Pathway Counselling Motivating Mentoring Relationship Building Team Building Performance Management Employee Relations Contracts 360 ’ Review Negotiation with Unions Handling Conflict Succession Planning Establishment /Selection Maintenance Termination
- 35. Hierarchy RISK RESPONSIBILITY HORIZONTAL SPECIALISATION VERTICAL SPECIALISATION Shareholders Board of Directors CEO Senior Manager Middle Manager Frontline Manager /Supervisor Worker Worker Worker
- 36. Structures - Divisional Senior Management Asia Australia Whitegoods Hardware Marketing Accounting Marketing Accounting Human Resources Human Resources Workers Workers Workers Workers Workers Workers
- 40. Selection Process Job Offer or Rejection Letter
- 42. JP Kotter www. kotter international.com
- 43. Maslow www.lifehacker.com.au/.webloc Self Actualisation – fulfilment, developing true potential ((interesting jobs, creativity and self-development involved) Esteem – recognition of self and competence (responsible tasks, professional recognition, promotion) Social – belongingness (supportive management, opportunities for teamwork) Safety – security physical and emotional (job security, safe working conditions, freedom to unionise Basic Physical/physiological – food, water, air, shelter (sufficient pay for survival, satisfactory working conditions)
- 44. Diagrams – already constructed
- 46. Online Templates www. mindtools .com/
- 47. Online Templates
- 50. Human resource management is the management of human relationships within an organisation.
- 53. Corporate Culture http://creativecommons.org.au/
- 55. Cartoons
- 60. The leader always sets the trail for others to follow
- 64. Technology OHS case study http://www.youtube.com/watch?v=s6uCPGc_2eU http://www.youtube.com/watch?v=KCYKxe3qa7A
- 66. Mgt Style - Participative
- 68. Stress management Look after health Exercise Quality of life – work/life balance Family first Exercise brain
- 69. Hertzberg
- 70. Podcasts/MP4
- 71. Mp4
- 72. Youtube
- 73. Alternatives for business layout: Kahootz/The Simms
- 85. Wikis Student explanation Classroom application wikispaces.com gettingtrickywithwikis.wikispaces.com tc11bm.wikispaces.com
Editor's Notes
- This session is focused on presenting information for students in a variety of ways to engage and develop better understanding and recall. First I will look at some ‘Old School’ strategies that have been around for ages – but hopefully you’ll pick up an idea or two. And then I’ll cover some more recent web based ways of presenting still the same information, but in a more contemporary technological way. I’m fully in favour of both ways of doing things and don’t think I throw old anything that works just for the sake of making use of the new Ipads – I’m just trying to give you a cross section. Throughout I will link strategies to specific uses in BM. At the end, or indeed anywhere throughout the presentation, I invite you to contribute your own strategies and we can make a whiteboard list to share what works. I am not an IT teacher and am not trained in this area, but will attempt to answer any questions you may have as we go so feel free to ask or let me know if I muck something up...OK?
- As teachers I’m sure you are well aware of the benefits of using visual learning tools. Of course these include: Catering for all learning styles Engaging and motivating students Transfering and transforming text based information Creating revision tools Developing an understanding of concepts Memory retention of information But hang on..would it have been better to cover this information in a diagram – would it make more sense to you?
- How about this one – is that helpful for you to understand the key concept? Is it too hard to remember…?
- What if I made it different colours – does that help?
- How about another shape – do you have a favourite shape?
- What about if I add pictures – would that be easier to remember? …
- Or photos?....would you then be able to remember the points I have spoken about? What if I add music? Will we then achieve success?
- The answer, of course, is that the brain remembers anything that stands out, first and last, funny things, things that hurt and information presented in a variety of ways. So that’s what we are here for today – for you to pick up some visual methods of presenting the content and developing student understanding that you haven’ t used before, or haven ’ t remembered, or that you haven ’ t bothered to use for a while.
- For fail safe visual learning tools I’ve found the best place to go and get some inspiration is the LOTE room. LOTE teachers seem to thrive on making cue cards and pictorial memory posters, scaffolded tasks with diagram components and the like. Toorak College also has a dedicated language centre for international students and the staff here are enormously helpful to me when I need a new idea – they always have one to share! Recently I was delighted to walk into the IELC classroom and find they had implemented my shop-in-abox shop model building activity – it was great to be able to give something back! In the technological area I am very fortunate to work with online technology guru Jenny Luca. Her blog Lucacept is full of good ideas and links to up to the minute online applications and just interesting or amusing web based stuff. I would strongly suggest you add this blog to your Google Reader or Twitter account so you can keep up to date with Jenny as she is immersed in 2.0 technology and is a practicing teacher who knows how to put it into practice. She’s also generous with her knowledge and attentive to online comments and if you had any questions I know she would be more than happy to help you out. There also lots of other education twitter feeds and blogs – the only problem is finding the time to read them – to help you narrow it down there’s just a few above. One of the great things about the web is you can often find other people have done the work for you could just go to top 100 education blogs and only search there and find enough inspiration to keep you going. Of course, a lot of the content is American, but the UK is steadily catching up. As you scan through these kinds of lists you’ll see names that reappear and start to get the feeling they might be an important voice – like Will Richardson. So then you can directly to that persons online presence and follow them. I’ve just included one purely Australian site there for good measure – but – guess what – they also referred to Will Richardson – so we can use the American experience to inform us. If you want to check someone’s credentials before you waste your time searching and reading them – you can go to Klout – this gives a rank listing of people writing and being mentioned on the web – if they are listed there there’s a good chance a lot of people think they are worth listening too. However, let’s go back to ‘Old School’ for a bit and just see if there are some ways of presenting information that may be new to you. I welcome any suggestions from you to share with the group along the way and will write them up as we go.
- As good teachers trying to access all types of learners and engage students, I know that you know about these kinds of tools and so I’m not going to focus on these – I just want to flag some ideas for you to pick and choose from and show you some ways I have put together useful visual aids for BM. This is not rocket science and so just to save you time, these diagrams are all available to you to copy and use if you wish. I can’t cover all of these techniques so I’ll just do a few. First logos…
- Logos – due to all the marketing they are exposed to everyday in every forum they use, TV, video games, facebook, movies etc - students are already experts in logos – let them play top their strength. You would already use logos for the marketing AOS in Unit 2, perhaps also in unit 1 when students could be planning their own enterprise for AOS2, but you can also use logos to start case study discussions in Unit 3 and 4, when introducing mergers and acquisitions and as memory joggers. There’s not many games that play straight into the Business Management course, but right now there’s an Australian logo board game selling (retails online $35) which could be a fun Friday afternoon treat or reward and, with a bit of imagination, some of the game materials could also be used in class in other ways. Students picking which logos belong to brands that have globalised or that are no longer Australian owned. It’s always interesting for students to find out that so many brand names are owned by one parent company – this game could even be used Unit 3 AOS1 when trying to get across the huge scale of an LSO. Grab them now though – they may not be around for long.
- Use students ability to recognise logos to help them recall regulatory bodies which otherwise are difficult for students to pin down. So give them the subheadings and associated symbols. And in Year 11 – get them to make and justify their own logos.
- Or for Quality – use logos to act as memory cues for students to distinguish between the types of quality.
- My introductory lessons are all about examining personal reasons for being there and setting goals for the year. The class formulate a vision and a mission statement and these posters stay up all year and we refer back to them frequently – with a concentrated review at half year. This really helps remind students why they are there and why it is worth their effort. My photo is backwards – so here’s the real thing!
- You may have looked at Operations from a Systems Approach – this diagram helps to explain the closed system – or you can focus just on the three key elements.
- Make sure you can distinguish between goods and services.
- Statistics can quickly convey messages to students and you don’ t have to put them together yourself.
- There are now lots of online suggestions for concept mapping note taking. Encourage colour, pictures and adjoining lines to show relationships between topics. Having student learn this note taking technique during chalk and talk style classes will benefit them for later lecture note taking.
- However, some of their first attempts may be less than useful as revision tools. These kinds of unreadable maps are OK practice skills but students need to work on speedily organising the information under sensible subheadings – such as AOS or key knowledge areas – you can help them with this by constructing a map on the board while a student is making an oral presentation. Show them how quickly this can be done. I find students are now taking photos on their phones or Ipads of my boardwork – this permanent record provides a little more pressure for me to not just scribble across the whiteboard and one colour – I do think more about how I present the board notes or diagrams.
- Lots of Business topics lend themselves to simple mindmaps. You’ll recognise this from U2 AOS2. Professional ones are simple to make using automatic smart art or chart functions in Office or online using an application like https://bubbl.us/ or http://popplet.com/…but I’m skipping ahead to the technological platforms. Let’s return to the traditional ways…
- Not sure where I got this from but I’ve used it a lot – so if the creator is here – thanks. It’s essentially a mind map and provides great information organisation in a simple but effective format.
- Simple diagrams like this can be printed out and put up in the classroom as you progress through topics.
- … or U4 AOS1 the economic contributions of LSOs. This could go on the board as the lesson starter with students adding explanatory notes as you explain or give examples. Have them insert definitions or real corporate examples or pictures at the time of introducing these concepts for easier later recall, such as GDP was estimated at $1.3 trillion for 2010. Ask them to find out what is missing and add it their diagram. Incidentally – we often have to discuss such large sums of money in Business Management – are students aware of what this much money looks like – can they even imagine it?...
- To help them some clever clogs has done the work for you – go to pagetutor.com and check out how big a million dollar pile actually is. Compare that with a trillion – a trillion dollars is a lot! OK this scaling may be way off – who knows? But does it matter. Students like to be able to think of these images later when talking about these enormous sums of money and it gives them an idea of the kinds of figures we are discussing.
- My students hamming it up while revising Unit 2 BM with memory cards and chatterboxes. They don’ t take long to make and students get points everytime they trip up someone else – highest points is crowned queen chatterbox – doesn ’ t sound like a big deal does it - but they go for it! There ’ s nothing wrong with the tried and true techniques – but now let ’ s get onto some more recent methodologies…
- New technologies – so we’ve now got all sorts of helpful tools to engage students and to allow you and them to easily and speedily publish professional looking pieces. Looking at them, explaining them, adding detail to them, making them and printing out and displaying, discussing and making links between them all assists in retention of the content. The more you play with this stuff the easier it all becomes because most have similar operating systems which mimic Microsoft – so if you know how to create a document or PowerPoint slide in Office then you know how to use a lot of these tools.
- So this is how a conscientious student used to put together process diagrams…
- And this is how they can look now – in half the time – and it looks good and they feel good and they are motivated by ownership of the work. SADIM Set objectives Analyse current situation SWOT Develop alternatives Implement Monitor and evaluate or Know the process D efine O utline D ecide D evelop S elect E valuate
- Other appropriate diagram topics could be – the business environments…
- The employment cycle…
- The individual phases – this one is establishment…
- Standard hierarchy
- Structures - divisional
- matrix
- Lewin’s Forcefield diagram for U4AOS2
- Specific processes like recruitment
- Or selection. You can also quickly download images to represent to student what they DONT want potential employers to find when applying for a position.
- I can’ t remember whether I made this or not – but it ’ s just entering text into a smartart format makes diagrams that look like this – get students to make their own.
- But don’ t just stop there – get them to go to the KotterInternational website and grab a picture of the man himself, have them ‘ meet ’ the penguin characters on the site and try work out whether they are helpful or a hinderence to change – get them to save the link so they have a quick reference later if they need to go over the steps – why use second hand information when you can get the theory from it ’ s original source. You could probably contact this guy or at least his office if you tried by commenting on the site – why not?
- Get students to put together a mash up of relevant diagrams and then link to case study examples – such as Google’s Sydney Office.
- Or just shamelessly steal graphics: Google Images has loads of already constructed business diagrams you can use – some less serious than others – but that’s OK – whatever suits your class and helps them take in the content – whatever works.
- This is a general business management site but it has lots of topics relevant for our course and many appropriate graphics.
- Online templates to fill in your own text can be found all over the place because we use standard business management tools that are also used in business – consequently many cost – but this site has them for free.
- Or grab a sample diagram form Google, print out a fish head and let students construct their own diagram to illustrate a significant change issue. Even senior students still love a bit of actual cutting and pasting.
- Some diagrams you can get are intricate and very demonstrative – this is the dispersion of taxcollected in the US - the size of each circle here indicates how much of the budget went on that area – check out defence - education gets about a quarter of the defence budget.
- Graphic Organisers can be found easily on the web – use them to make posters – this is my favourite – the business plan burger for Year 11 U1AOS2. This free website also allows you to make quiz video games where you blow up if you get the answer wrong – don’ t waste time here though!
- Class tools also makes animated quizzes – or what about getting students to text the responses to a powerpoint quiz to you? I grab the excursions school phone for this.
- Or have students create their own interactive posters with funky looking patterns, fonts and backgrounds at http://www.glogster.com/. They can put in video and animations – the only drawback with this site is the posters are supposed to be viewed online and don’ t print well.
- Common business concepts are covered well and it is simple to copy and paste – although to role model ethics it is a good idea to credit the author of any image you use – or go to creative commons for images free to replicate.
- Cartoons are also easy to find on Google Images. Students could then make their own.
- Demonstrative cartoons are readily available. These are helpful for communication in U2AOS1. I know its not a cartoon but I had to grab this fail image – good for signage and labelling?...all just taken from Google Images.
- Sign generator.org – fabulous for making professional looking images with the test students want – like for any marketing strategy projects or the like.
- Like this
- Google Images also provides a wealth of already constructed graphics to illustrate the concepts we have to cover – put together whatever you think will interest your particular students.
- Still images for operations layouts and the way manufacturing organisations function.
- Students can search and organise images to tell a story or explain a concept without any words.
- For virtual video tours try manufacturing. stanford .edu/ - or get students to find their own. Even episodes of dirty jobs can illustrate an operations system – although watch out – the soap factory and animal rendering are particularly gruesome – I warn students before I play them or let them search for them. Youtube has timelapse illustrations of the making of an airplane and many other manufacturing processes. I also use virtual tours of hotels and hospitals to illustrate the operations of a service firm.
- Use examples from students’ everyday life. Show the advertisements on Youtube to introduce topics – students know TV adds well and once they relate real world examples to the course content they then have that hook. You do have to watch them first though as some people with too much time on their hands get a kick out of corrupting videos or putting in nasty surprises – so so preview. Also look at how many people have viewed the video – that is a good indicator of whether it is authentic and/or useful. LSOs post case studies online themselves to publish their official corporate culture and demonstrate CSR. Woolworths has an OHS demonstration example at http://www.youtube.com/watch?v=s6uCPGc_2eU
- Photos may well jog student memories better than drawn graphics – and if you can amuse them with weird birds off the internet they are much more likely to remember the term.
- Get students to make their own photographic tools. Tell them to record an MP3 grab – lets do it together – put it to a suitable tune. Put a song to the photo. What song do you think I could have used here? If students hate that song all the better – they’ll remember your slide then!
- Get them to use an image, take a photo, involve other teachers and allocate a sound to demonstrate a term. It’s all so quick and easy now and student are well equipped to make these tools, even just with their phones.
- It doesn’ t take much effort to make slides like this – students can print them out and have them as posters around their room, on the outside of the shower, on the back of the toilet door – anywhere they will see them often – gradually the information will seep into their brain.
- Students can get these materials easily – but why not go further…
- You can get an academic video explaining a motivation theory – or just some random person who feels they need to tell us all about it form their bedroom…whatever as long as the information given is correct…
- Here’s Mr Hertzberg himself – isn’ t that the best place to start? And you know BBC2 can be trusted not to insert something stupid like a vampire sucking blood in the middle of the video.
- Youtube is a plethora of propaganda and marketing – but you can still use these clips to present alternative viewpoints or to demonstrate current consumer technologies.
- Don’ t forget business simulation games like The Simms for operations in Unit 3, or using paint/draw or Kahootz to design a shop layout in Units 1 or 2. When they get into it – students can come up with some very impressive examples to demonstrate their understanding of the concepts.
- When compiling case studies - this is a super helpful general website you should all look at – it is packed with current Australian case studies and it has the only online Australian dictionary for this subject I can find – there are lost of British and American ones but some of their terminology is different.
- Things change pretty quickly on the web but this one remains popular – it easily bookmarks, highlights, inserts sticky notes and stores searched information – keeping it all together and creating the bibliography as student search.
- Delicious is also a bookmarking tool but you can also look at what other people have been searching – making it quick to determine whether a site if worth the effort of you searching for it – rather than just scrolling down Google.
- A relatively new information curation application is http://livebinders.com/. Belinda Pearson put a livebinder out recently for Qantas – articles and videos all together in one place – how fantastic. Get students to make their own as their main case study for the change topic and add to it periodically over the year. Get them to load them so others can benefit – it’s a generous act but the kind of thing that the online community is coming to expect – collaboration and sharing.
- Another recent addition that is taking off is http://storify.com/. This is the application the news industry are using to track a story. It pulls in everything on a topic from loads of social media sites and online sources and puts it all together - very handy!
- http://www.evernote.com/
- Scoop it also pulls in any content form other sites but then arranges it in a professional looking magasine format. Not all functions are free.
- Iphone and Ipad applications – you can find lists of useful apps online before you go to purchase them. Students enjoy playing the business simulation games for fun – but they are really not as powerful as the simms or the rollercoaster or hospital tycoon games series’. There are budgeting applications which students can actually use for their real personal budgets or input forecasted amounts to simulate a business budget. Information organisation and storage apps are useful like NotesPlus – but the best idea is to download digital dropbox to sinc all your computing devices and store all your documents to the cloud.
- There’s heaps of business simulation games – you can build hotels, rollercoasters and shopping centres, operate a pizza shop, hairdresser or florist, and loads more. Lots are free for limited functionality but you have to pay for the more complex functions – not sure we can ask students to download apps which cost them money but if you are lucky enough to have a class set at your school you could get them loaded with these $1-3 simulations and have students compete. Testing with my students has indicated they don’ t think there ’ much educational value in these games.
- Students can find suggested exam techniques and revision strategies online – again these could be more official sites or they could be other students in their bedrooms who are also supposed to be studying but are making the video instead – some are quite amusing.
- Wiki’s and Nings are areas provided where you can sign up members, create profile pages much like Facebook, have online discussions, load content, chat and network with other like minded people. They are simple to set up for your class or year level. I have a Ning open to anyone in Victoria to share VCE BM resources. However, just a warning, it does take time to set these up if you load a lot of materials. I have over 40 teachers registered on my site and not one has loaded a single document to share with others – so don’ t expect too many contributions. Students, on the other hand, are excited to publish their work and you can load their materials and credit them – this makes them searchable and is great for their positive digital footprint. If you are becoming a member of a collaborate network the key is to collaborate – sharing is what makes brings these networks to life.
- Students can access a ning if they have internet capabilities.
- If you are looking for more, or different, or new – you only have to go one place – C4LPT has rated the top 100 tools for the past five years and you can easily catch up without aimlessly navigating the web. A short description of what each application does is included and I recommend you check it out. Thanks for listening and I wish you all the best of luck engaging your students with visual learning tools.