Journal of Information Systems Education (JISE)

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The latest news and important highlights regarding JISE

Volume 30 Issue 3, Summer 2019, is now published (see Current Issue section below). This issue contains six new articles: a teaching tip for using a hands-on Scrum project to teach the Scrum methodology, a teaching tip for a novel notation for planning complex SQL queries, and four manuscripts covering competition and self-efficacy in serious games, SQL query writing and query errors, hands-on laboratories within a university's outreach program, and the implementation of a data visualization class with a real-world proejct component. Enjoy!
JISE is pleased to announce that the Best Paper award for 2018 goes to "Scrum-Based Learning Environment: Fostering Self-Regulated Learning" by Tanya Linden. The winner of the Best Paper Finalist award is "Teaching Tip: Gaining Real-World Experience in Information Security: A Roadmap for a Service-Learning Course" by Janine L. Spears, and the winner of the Best Paper Honorable Mention award is "Fostering Cooperative Learning with Scrum in a Semi-Capstone Systems Analysis and Design Course" by Alejandra J. Magana, Ying Ying Seah, and Paul Thomas. Details about the award process and selection criteria can be found on the Best Papers page.

Current Issue

Volume 30 Issue 3, Summer 2019

141 Teaching Tip: Implementing Scrum Wholesale in the Classroom
Corey Baham, Oklahoma State University

160 Teaching Tip: A Notation for Planning SQL Queries
Toni Taipalus, University of Jyvaskyla

167 How Does Competition Help Future Learning in Serious Games? An Exploratory Study in Learning Search Engine Optimization
Philip T. Y. Lee, The University of Hong Kong
Richard W. C. Lui, The Hong Kong Polytechnic University
Michael Chau, The University of Hong Kong

178 Query Structure and Data Model Mapping Errors in Information Retrieval Tasks
Gretchen I. Casterella, University of North Carolina-Wilmington
Leo Vijayasarathy, Colorado State University

191 Four Strategies for Driving a University Pre-College Computing Outreach Program
Jeffrey P. Landry, University of South Alabama
Harvey L. Barnett, University of South Alabama
Debra L. Chapman, , University of South Alabama
Rosalind McCullough, University of Alabama in Huntsville

202 Design and Implementation of a Data Visualization Course with a Real-World Project Component in an Undergraduate Information Systems Curriculum
Svetlozar Nestorov, Loyola University Chicago
Nenad Jukić, Loyola University Chicago
Sippo Rossi, Aalto University

Forthcoming Papers

(hover over paper title to see the abstract)

Teaching Tip: Applying Team-based Learning in Online Introductory Information Systems Courses Abstract
Over the last two decades, the academy has experienced a renaissance of diversity in pedagogical techniques with the introduction of experiential learning, active learning, flipping the classroom, and more recently – team-based learning (TBL). TBL adopts a two-stage process that incorporates individual learning with team collaboration. While frequently implemented in a face-to-face classroom, TBL has received limited attention in the online learning environment where geographically distributed, asynchronous learning poses challenges to its fundamental design. In particular, coordination costs and sequential inter-dependencies within the learning experience create unique challenges to online environments where students use limited communication channels compared to the traditional, face-to-face environments. This teaching tip discusses the authors’ experiences translating the principles of TBL and its learning sequence to an online introductory information systems course. We present instructor observations and qualitative feedback from students as the approach was implemented, including a model that outlines key activities in its implementation. We then conclude with a series of teaching suggestions to fellow academics seeking to adapt TBL to the online environment in their courses.

Samuel H. Goh, Paul M. Di Gangi, and Ken Gunnells
Teaching Tip: BPIsim: A Hands-On Simulation to Teach Cash-to-Cash Manufacturing Operating Cycle Processes, in a Purchasing, Operations, and Supply Chain Management Context Abstract
This paper presents a hands-on simulation that is conducted in an introductory integrated supply chain management course, using enterprise resource planning concepts associated with the Cash-to-Cash Manufacturing Operating Cycle. More specifically, this paper simulates the activities in the procure-to-pay, plan-to-produce, and order-to-cash business processes to provide participants the opportunity to learn integration of key business processes, in a purchasing, operations, and supply chain management context. The hands-on simulation is called Business Process Integration Simulation, or BPIsim. Participants collaborate on a 5 member supply chain team comprised of an end-user, a distributor/dealer, a manufacturer (OEM), and two suppliers. While partaking in the simulation, participants actively experience the exchange of tangible resources (e.g., preprinted documents, prop cash money, packaging, and component, raw, semi-finished, finished and trading goods inventories, etc.) and construct tangible product for the benefit of the customer. When the simulation is complete, the participants will have learned, first-hand, major ERP concepts and the five major activities associated with plan, source, make, deliver, and return management processes that are prominently highlighted in the seminal Supply Chain Operations Reference (SCOR) Model. Quantitative and qualitative data, obtained from the participants, indicate that the hands-on simulation is not only intuitive, engaging, and fun, but also a highly-effective experiential learning activity, to improve understanding of key business processes that span across five key supply chain members.

Vincent G. Whitelock
Teaching Tip: Active Learning Using Debates in an IT Strategy Course Abstract
Professionals working in technology fields face continuing challenges, not only to remain current with the latest technologies but also to understand the complex problems their company and IT organization faces. These challenges constantly change as technology evolves and are dependent on organizational factors. Lectures and discussions of case studies can help students understand the decisions made in a specific case, but students must also learn to apply what they learn from specific cases to more general situations. This paper discusses the use of debates to foster active learning in an IT strategy course. In the debate activities, students research the debate topic, identify key points supporting both sides of the topic, present their research in a debate format, and develop material to help others address the topic in other situations. These activities allow students to develop skills for discovering knowledge, thinking and acting strategically, understanding context, and extemporaneous speaking. This study shows that students found debates in an IT strategy course were a valuable way to learn about course concepts, had connections to activities they expected to engage in as IT professionals, and were enjoyable.

David M. Woods
Exploring Which Agile Principles Students Internalize When Using a Kanban Process Methodology Abstract
This paper reports on a case study of the Agile Kanban project methodology, which while growing in popularity, has had far less analysis on its usefulness in the classroom as compared to other frameworks such as Agile Scrum. Our study provides insight into why the Kanban methodology was useful by mapping student comments about the methodology to the twelve principles laid down in the agile manifesto. Our analysis identified two key agile principles that help to explain the value of Kanban. Specifically, we found that the students most focused on self-organizing teams and reflection at regular intervals, and that these two principles led to improved team communication and coordination. Our findings are useful for those looking to use or define a process management methodology for student teams as well as others exploring the more general challenge of incorporating agile into the classroom.

Jeffrey Saltz and Robert Heckman
Data Analytics in Higher Education: An Integrated View Abstract
Data analytics in higher education provide unique opportunities to examine, understand, and model pedagogical processes. Consequently, the methodologies and processes underpinning data analytics in higher education have led to distinguishing highly correlative terms such as: Learning Analytics (LA), Academic Analytics (AA) and Educational Data Mining (EDM) where the outcome of one may become the input of another. The purpose of this paper is to offer IS educators and researchers an overview of the current status of the research and theoretical perspectives on educational data analytics. The paper proposes a set of unified definitions and an integrated framework for data analytics in higher education. By considering the framework, researchers may discover new contexts as well as areas of inquiry. As a Gestalt-like exercise, the framework (whole) and the articulation of data analytics (parts) may be useful for educational stakeholders in decision-making at the level of individual students, classes of students, the curriculum, schools and educational systems.

Andy Nguyen, Lesley Gardner, and Don Sheridan
Experiences in Using a Multiparadigm and Multiprogramming Approach to Teach an Information Systems Course on Introduction to Programming Abstract
In the current literature, there is limited evidence of the effects of teaching programming languages using two different paradigms concurrently. In this paper, we present our experience in using a multiparadigm and multiprogramming approach for an Introduction to Programming course. The multiparadigm element consisted of teaching the imperative and functional paradigms, while the multiprogramming element involved the Scheme and Python programming languages. For the multiparadigm part, the lectures were oriented to compare the similarities and differences between the functional and imperative approaches. For the multiprogramming part, we chose syntactically simple software tools that have a robust set of prebuilt functions and available libraries. After our experiments, we found that the students were strongly biased towards memorizing the syntax of these languages, jeopardizing their ability to learn to think algorithmically and logically in order to solve the given problems. We believe that teaching students using multiparadigm and multiprogramming techniques could be discouraging, especially for those students with no programming experience. In this research study, we present the results of applying this approach, together with the achievements, failures, and trends of the students who were taught with this multipath system.

Juan Gutiérrez-Cárdenas

About JISE

ISSN#: 1055-3096 (print)
ISSN#: 2574-3872 (online)

The Journal of Information Systems Education (JISE) is a peer reviewed journal published quarterly that focuses on IS education, pedagogy, and curriculum including (but not limited to) model curriculum, course projects/cases, course materials, curriculum design & implementation, outcomes assessment, distance education challenges, capstone learning projects, and technology selection & impact.

The mission of JISE is to be the premier journal on information systems (IS) education. To support that mission, JISE emphasizes quality and relevance in the papers that it publishes. In addition, JISE recognizes the international influences on IS education and seeks international input in all aspects of the journal, including authorship, reviewing, and Editorial Board membership.

JISE operates as a Diamond Open Access journal. This means that there are no subscription fees, no submission/processing fees, and no publication fees. All papers published in JISE have undergone rigorous peer review. This includes an initial editor screening and double-blind refereeing by three or more expert reviewers. Additional details are available regarding the submission process and the types of articles.

EDSIGCON

The EDSIG Conference on Information Systems and Computing Education (EDSIGCON) is a peer-reviewed conference for academic professionals and institutions of higher learning focused on Information Systems education including (but not limited to) model curriculum, assessment, distance education challenges, capstone and service learning projects, and information systems research geared toward educators. EDSIGCON 2018 in Norfolk, VA, was a great success! EDSIGCON 2019 will be held in Cleveland, OH, from November 6 - 9, 2019. Check out edsigcon.org for full details regarding the call for participation, the venue, key dates, and more.

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Copyright © Information Systems and Computing Academic Professionals (ISCAP). Permission to make digital or hard copies of all or part of this journal for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial use. All copies must bear this notice and full citation. Permission from the Editor is required to post to servers, redistribute to lists, or utilize in a for-profit or commercial use. Permission requests should be sent to the Editor at editor@jise.org.

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