Table of Contents
1.0 Learning outcomes
2.0 Learning activities
3.0 Assessment Strategy
3.1 Assessment task enhances student learning
The course named Masters of Business (Enterprise Resource Planning Systems) aims to produce professionals who can work in the industry within Enterprise Resource Planning Systems (ERP). Within this course, a unit named Enterprise Planning Systems, BCO6603 has been addressed in the earlier discussion paper (Gani 2020) about a teaching challenge in the curriculum. The teaching challenge identified by Gani (2020) was the lack of growing the students’ knowledge in ERP systems rather than this unit was very much an SAP (Systems Applications and Products) software-oriented unit. The increase in approach and creating learning effectiveness in students would create learning for questions whether ERP means SAP.
Experiential model designed to build acumen for critical thinking in the real life scenario. These questions showed the lack of knowledge the curriculum is providing to students in regards to ERP. The design of the curriculum should inform, in the early part of the unit, that SAP is one of many software that can used to achieve an ERP business environment. This assessment constitutes the use of a report to aid ERP development in system sync at corporate practice (Barkley 2016). The evaluative criteria discuss BCO 6603 for graduate capabilities for the development of an ERP system for structural feedback for blueprint development in the VU agenda and conformity. This report analysis meets the course outline to develop student adaptability in the corporate work culture. The key objective is to increase research and critical analysis of the topic.
The importance of having students understand more on ERP systems rather than SAP software means students are capable of working with various ERP vendor solutions rather than only with the SAP software. This in turn means preparing our students to be working in the industry with any ERP applications supporting business processes in diverse industries, where ERP is commonly used, such as Manufacturing, Supply Chain Management, Wholesale distribution, and many more. To address this challenge in the curriculum, Gani (2020) redesigned the learning activities with assessment tasks based on block design principles, to align with the course learning outcome (CLO), the unit learning outcome (ULO) and graduate capabilities
The purpose of this report is to deliver a portfolio for a fully developed suite of aligned (1) learning outcomes, (2) learning activities, (3) authentic assessment task, and (4) rubric for this assessment task.
This BOC6603 is coursework in the postgraduate program to develop skills for research and development. Based on the challenge identified in the earlier discussion paper (Gani 2020) the unit of BCO 6603 aims to increase students’ knowledge about ERP in its curriculum, to reflect real-life work practices within Enterprise Resource Planning Systems, rather than just focusing on SAP software. At a curriculum design level, to target the learning objectives, learning activities were modified taking into consideration the block design principles. These learning activities are carried out from session 1 to session 11 which will be conducted for 3 hours for 3 days per week.
The fundamental issue of assessment is inclusive of designing learning activities and direct assessment tasks to simulate critical thinking for solving real-life problems and experiment at the experiential model, on the other hand, directs in each session and a real-life experience and to apply on, to solve complex (real-life) problems. In turn, by teaching students to be self-directed learners, the outcomes are can create confident and creative lifelong learners (Carriveau 2016). The experiential model will assist in developing a constructive experience for students through backward design for running ERP in business. The purpose of these learning activities is also to act as scaffolding towards completing a summative assessment at the end of session 9. This is done by adopting these outlined steps: -
In each session, the relevant case study will be de-briefed. Associated ERP simulation games and group role-play exercises will be undertaken, about different business processes that will be utilized in the summative assessment due to session 9 (see Appendix 3).
In each of this session, students are strongly encouraged to take notes of these simulation games/ groups to role-play exercises based on a list of questions provided, in turn, answers will be articulated to the class by the group leader. Healthy discussions are expected and to receive peer feedback from classmates and constructive feedback from the teacher.
Using the list of questions/answers and feedback provided for each simulation /group role-play exercises from session 1 to 7, students are gradually guided towards the summative assessment tasks to be completed at the end of session 9.Sessions practical evaluation by simulation exercise.
Before this paper describes the summative assessment in question, one must understand how these modified learning activities, as discussed by Gani (2020), is designed to address the challenge identified. The current curriculum is delimiting our students understanding of ERP concepts from a holistic point of view, these reformed learning activities using block principles ensures the basic understanding of an ERP setting is established in session 1 of the block mode and gradually builds on, extending the concept of ERP into varied case-scenario context (see Appendix 1). Unlike the current curriculum where lectures on SAP and its history and SAP market penetration are discussed.
The reformed learning activities are dedicated to students using experiential activities via game simulation, to enhance decision making by navigating through and using ERP systems, to reflect real-life work practices. This clearly shows the activities are meant to enhance knowledge of ERP systems, which addresses in turn the challenge identified in the current curriculum where students thought ERP was SAP. Learning activities through formative assessments will use block mode. Formative assessment use various method for evaluation to comprehend students need and academic progress for the unit (Duss, 2020).
In session 2, the learning activities as shown in Appendix 1, the composite groups will work for unit learnings of the previous session. To answer textbooks can be used and work in a group setting and the group leader presents the answers to the teacher. This clearly shows the teacher is trying to understand how students are learning so far during session 1 and 2 class time, that way the teacher can monitor student progress to assess students’ strengths /weaknesses and to address where the students are struggling and address problems immediately, this allows the teacher to improve teaching and students to improve their learning. The transformation design will be effective in comparison to an SAP focused training for empirical software for the life cycle for vendor reliability (McCluskey et al 2019). The overall score through written concepts and group assignments will increase competitiveness to ensure students have accumulated knowledge through lectures organized. The designed strategy use AQF level outcome (Cleary and Samarawickrema 2014).
For BCO 6603, summative assessments will also be used, in the form of undertaking assessment tasks. Hansen (2011) suggests more inductive learning for unit-based outcome The task are assigned for a holistic and thorough approach in the development and foster learning for unit system grading for students (Appendix 3). The assessment task 2 requires students to provide a sustainable solution through course reading by targeting AQF level 9 for summative assignments and grade evaluation for student's rubric (Table 5, Appendix 2). This values critical learning in students. The rubric is designed for the target level by the university (see Appendix 4). The alignment of the detailed project is in fairness through student tests on transparency and evaluator's expectations for the clear descriptive outcome (Nicol 2007).
The student design principle is to be presented for the review part in Session 9. The task aligns with CLO 1 to CLO5, as shown in Appendix 3, this assessment task provides a holistic approach. If the opportunity to arise to reform the unit learning objectives, ULO5 will be entirely removed as it is not relevant to this unit as it tackles on ERP implementations and this unit BCO6603 is not meant to teach on ERP implementations as this is covered by another core module unit BCO 5651. Assessment Task in Appendix 3 is meant to replace Assessment 3 in Appendix 2.
The proposed adaptation is based on reflective current practice in the reformed curriculum for teaching and alignment in building constructive structure for practical output for student knowledge assessment. This assessment now covers more ULOs compared to the previous assessment which only targeted two ULOs, which is good progress. According to Block design principles, design and assessments must meet respective AQF levels, which in this case for unit BCO6603 it will be AQF level 9 and to meet graduate capabilities. This assessment tasks as shown in Appendix 3, detail words such as investigate, analyse, justify, and critically reflect, in the tasks that align well with the learning outcome verbs to be used learning outcome (Cleary & Samarawickrema 2014).
These assessment task as shown in Appendix 3, covers highlights of graduate capabilities and course outcome and structural learning followed. The proposed learning on reform curriculum use block design for classification in the reengineering of ERP system portfolio in learning. The proposed learning activities adopt to reflect professional practice based on the current market needs. Using backward design to undertake a reformed curriculum, clearly shows its close relation to constructive alignment, a design for teaching
3.1 Assessment Task Enhances Student Learning
This assessment aims for in-depth engagement, it unleashes strategies to achieve anticipated benefits. It uses a specialist business plan for data warehousing, customer financial reporting for a software system. It focuses on self-assessment and learning style to work on a case study. The simulation will be designed for business practice to provide authenticity (Victoria University 2020). Self-form groups create topic discussions other than coursework and focus on gossip. It addresses independence and resource capability to quantify work. Feedback and input by illustrator will create a norm for co-development among peers. The time frame designed will assist n re-developing academic skills. The assessment participating in simulation for relevant knowledge in the real-life problem.
These quantitative rating results will be used in the final examination mark for student evaluation. A structured approach is essential to measure the knowledge for common enterprise systems and challenges associate with its implementation. The assessment is designed for promoting active learning through unit alignment in the knowledge parameter for a holistic view. The rubric table will of task assessment outline in embedding knowledge through group assignments and individual projects. The grading will done based on continuous performance assessment along with the above-mentioned criteria.
ERP has the use of ICT for architectural, document, and workflow management for developing student's acumen towards consultant ready outlook (Duss 2020). Applied use of ERP process unit will be implemented based on CLOs and curriculum designed by Victoria University. The knowledge constructs reorientation of learning through conceptual experience and model adaptability for graduate capabilities and adaptability for students as 21st - century citizen.
Holistic based approach purpose assessment through simulation games (see Appendix 1: Learning activities) (Appendix 4 Rubrics). Assessment is essential for the development of problem-solving skills and developing feedback. The program at Victoria University through the implementation of block design will impact in examining the relationship between configurations of enterprise module through demonstration in autonomous judgment. The report has put forward an experimental strategy for summative task transition as a formative assessment. The experiential curriculum defers the pre-existing learning outcomes of the unit to re-establish reflective content for the AQF level for course mapping .
The learning outcome will undertake research and contemporary enterprise system use. The implementation strategy primarily revolves around the block design principles were clearly learning activities has clear beginnings with de-brief of ILO and conclusions ( see Appendix 1), through experiential activities (simulation games) that enhances active learning, clear peer feedback is expected and used in the development of the assessment tasks as shown in Appendix 3 building in collaboration and feedback, clear assessment tasks with rubrics, with the predictable timetable ( 3hours per day with 3 days per week) and finally curriculum /assessment design meets AQF, in this case AQF level 9 .
The development of an accurate strategy helps in developing a web -based cross -platform that can provide them a platform to engage in critical thinking and task assigned are in the management system for the overall development of reasonable use by effective learning in the assessment for cohesive learning and equal focus on ERP implantation. The learning activities focus on both group work and individual work for communicating practical and theoretical level knowledge for decision making and research on enterprise system
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Carriveau, R.S .2016. Connecting the dots: Developing student learning outcomes and outcome based -assessment. Stylus publishing
Cleary, K. & Samarawickrema, G. 2014. Learning outcome verbs for AQF levels 4 -10.Victoria University
Duss, K.2020.Formative assessmnet and feedback tool : Design and evaluation of a web based application to foster student performance.Springer nature
Gani, Z. 2020.A conceptual curriculum framework using block design principals to mitigate a lack of relevance and currency in the Enterprise Resource Planning Systems (BCO6603) curriculum. Australia, Unpublished discussion paper: Victoria University.
Hansen, EJ.2011.Idea based learning: A course design process to promote conceptual understanding in the backward design, (chapter 2), pp. 11-25, Stylus Publishing, LLC.
McCluskey, T., Weldon, J., Smallridge, A. 2019.Rebuilding the first -year experience , one block at a time A practice report, Student Success 10(1), DOI:10.5204/ssj.v10i1.1048
Nicol, D. (2007).E-assessment by design: using a multiple-choice test to good effect .Journal of further and higher education. Vol 31 (1), pp-53-64
Victoria University .2020.Course outline [online].Available at https://www.vu.edu.au/courses/master-of-business-enterprise-resource-planning-systems-bmes. Accessed on [May 22, 2020]
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