Integration of Technology Theory and Business Analysis: A Pedagogical Framework for the Undergraduate MIS Course in Data Communications and Networking, The

Journal of Information Systems Education, Winter 2003 by Gendron, Michael, Jarmoszko, A T

4. COURSE STRUCTURE

As stated above, modules are used to break the course into easy-to-assimilate topics which makes an introduction to this highly technical area much less daunting. A brief description of each course section, summarizing its technical theoretical and business analysis material, along with a description of the assignment will be given here. The material is presented in two threads-one technical oriented and one business analysis oriented. NAAD techniques are used to emphasize and teach the business analysis threads. These can be seen in Table 5. Table 6 describes the materials provided in addition to the textbook.

4.1 Assignments

Throughout the semester, assignments are used to maintain student currency w ith the analytical aspects of the course. The assignments u sed are summarized in Table 5.

4.2 In-Class Activities

In-class activities include bidders' conferences and reinforcement of NAAD methods. The content and purpose of the bidders' conferences are described below. The NAAD techniques taught through lecture and reinforced through assignments are also discussed.

4.3 Module 1 - Course Introduction

Technical: Students come into this course with varying backgrounds. Some have had no networking experience but desire to gain an introduction; others have had substantial experience and want to validate their "in-the-field" training; some are taking this course only because it is required within the MIS curriculum. Because of this variability, this first module attempts to create a baseline of knowledge and to make sure that students have the same understanding of core concepts.

Business Analysis: The semester project allows students to utilize knowledge gained in prior courses and in this course. At the start of the course, students are provided information about the semester project, and project teams are formed. The groups are to act as consultants bidding on a network design contract for TSI and are to submit a network design proposal using NAAD. The proposal must adhere to a specific outline, which can be seen in Error! Reference source not found.. The sections of the outline are discussed in class as indicated in Table 5. Students are given the TSI RFP at the start of this module.

4.4 Module 2 - Standards

Technical: Most network hardware today is based on the TCP/IP-open systems interconnection (OSI) hybrid model (Panko, 2002). This model is introduced and discussed extensively in the DCN class. If students can understand this model and the functions of its five layers, they will be better able to understand network switching and routing. Because this material is complex and usually foreign even to students with networking experience, this module will take longer to cover than the other ones; therefore extra time is allotted.

Business Analysis: In preparation for the upcoming bidders' conference, the next assignment is for students to submit questions about TSI and its industry. Questions submitted by students are to involve planning, marketing, financial, and operations areas. Once students submit questions, a class session is used for the conference; the session is opened with a brief presentation by the instructor based on the questions submitted, then students are able to ask additional. Students are urged to take notes or record the bidders' conference since it moves very fast. The goal of the first bidders' conference is for students to learn about the business needs of TSI so that they can prepare Assignment 2.