|JISE is soliciting submissions to a special issue on Social Media: Computing Education Perspective in Diverse Educational Contexts. Submissions should be emailed directly to the special issue's guest editors by September 1, 2019. Any questions about potential subject matter should be addressed to the guest editors directly.|
|During the month of January 2019, just over 40% of the visitors to the JISE website were from the United States. The other top countries were China, France, Ukraine, United Arab Emirates, Germany, South Korea, India, and Indonesia.|
Teaching Tip: Gaining Real-World Experience in Information Security: A Roadmap for a
Janine L. Spears, Cleveland State University
Teaching Case: An Interdisciplinary Task-Based Activity for Teaching Internal Controls
Thomas E. Marshall, University of New Orleans
Dawna M. Drum, Western Washington University
Sherwood L. Lambert, University of West Florida
Steven A. Morris, Middle Tennessee State University
IT Career Counseling: Are Occupational Congruence and the Job Characteristics Model Effective at Predicting IT Job Satisfaction?
Darrell Carpenter, Longwood University
Diana K. Young, Trinity University
Alexander McLeod, Texas State University
Michele Maasberg, Louisiana Tech University
Applying an Extended Task-Technology Fit for Establishing Determinants of Mobile Learning: An Instant Messaging Initiative
Aaron Bere, RMIT University
Entry Level Technology Positions: No Degree Required
David Wierschem, Texas State University
Francis A. Méndez Mediavilla, Texas State University
Teaching Tip: A Teaching Module of Database-Centric Online Analytical Process for MBA Business Analytics Programs
Business schools are increasingly establishing MBA business analytics programs. This article discusses the importance of a sufficient body of knowledge about databases for MBA business analytics students. It presents the pedagogical design and the teaching method of a module of database-centric OLAP (online analytical process) for an MBA business analytics course when a standalone database course is infeasible for the MBA business analytics program. The teaching module includes key database concepts for business analytics, a tutorial on database-centric OLAP, and a database-centric OLAP exercise assignment. The teaching module demands about half-credit-hour workload and can be embedded in a three-credit-hour MBA business analytics course.
Shouhong Wang and Hai Wang
Developing Measurable Cross-Departmental Learning Objectives for Requirements Elicitation in an Information Systems Curriculum
The ability to elicit information systems requirements is a necessary learning objective for students in a contemporary information systems curriculum and is a skill vital to their careers. Common challenges in teaching this skill include both the lack of structure and guidance in information systems textbooks as well as the view that a student’s education consists of a disparate set of unrelated courses. These challenges are exacerbated by faculty who focus only on their taught courses, and by textbooks that often promote an isolated, passing glance at both the importance of and the idea behind requirements elicitation. In this paper, we describe a multi-year, faculty-led effort to create and refine learning activities that are aligned to requirements elicitation learning objectives both within and scaffolded across courses in a modern information systems curriculum. To achieve success in developing this marketable skill within information systems students, learning activities were integrated across the entire information systems major in a process we call Bloomification, where learning objectives, aligned learning activities, and courses are related and connected across the curriculum. This cross-departmental process is presented and lessons learned by the faculty are discussed.
Jeremy D. Ezell, Diane Lending, Thomas W. Dillon, Jeffrey May, Carol A. Hurney, and Keston H. Fulcher
The Role of Flow in Learning Distributed Computing and MapReduce Concepts using Hands-On Analogy
The expansion of technical concepts into everyday business practices suggests a need for effectively teaching about difficult subjects to non-technical users. This paper describes hands-on analogy, an innovative method for teaching technically difficult concepts using interactive experiential learning activities and a gamified exercise. We demonstrate our technique by investigating Hadoop Hands On, an exercise designed to teach MapReduce. Students experienced how MapReduce functions work conceptually by envisioning students as compute and tracking nodes in a Hadoop system, and playing cards as data processed to complete two tasks of varying complexity. A study of 56 students was conducted to validate the exercise and demonstrated the impact of triggered flow on perceived understanding. The main contributions of this work are 1) an alternative learning approach that communicates a technically difficult concept through analogy and 2) the demonstration of the role of flow in facilitating learning using this approach. We recommend using this approach to technically difficult concepts to non-technical students, who can more easily comprehend the benefits of distributed computing methods interactively in a way that complements the traditional lecture approach.
Colin Conrad, Michael Bliemel, and Hossam Ali-Hassan
Scaffolding Case Analysis Writing: A Collaboration between Information Systems and Writing Faculty
In this paper, we present a collaboration between writing professors and an information systems (IS) professor to scaffold case analysis writing at an American English-medium branch campus in the Middle East. We describe our process for revising the professor’s writing assignment to make his expectations more explicit, and for creating scaffolding materials that we delivered in classroom workshops to assist students’ pre-writing. We provide insights about the positive impact of the writing workshops on students’ writing from an end-of-semester interview with the professor, and from interviews with students about their perceptions of the workshops and the personalized feedback they received.
Silvia Pessoa, Maria Pia Gomez-Laich, Divakaran Liginlal, and Thomas D. Mitchell
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.
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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