Using technical artefacts in the development of a sociotechnical curriculum for business education

Leonard, J, Hardy, C and Raduescu, C 2013, 'Using technical artefacts in the development of a sociotechnical curriculum for business education', in Hepu Deng and Craig Standing (ed.) ACIS 2013: Information systems: Transforming the Future: Proceedings of the 24th Australasian Conference on Information Systems, Melbourne, Australia, 4-6 December, 2013, pp. 1-11.


Document type: Conference Paper
Collection: Conference Papers

Attached Files
Name Description MIMEType Size
acis2013_132.pdf Published Version application/pdf 487.13KB
Title Using technical artefacts in the development of a sociotechnical curriculum for business education
Author(s) Leonard, J
Hardy, C
Raduescu, C
Year 2013
Conference name 24th Australasian Conference on Information Systems (ACIS)
Conference location Melbourne, Australia
Conference dates 4-6 December, 2013
Proceedings title ACIS 2013: Information systems: Transforming the Future: Proceedings of the 24th Australasian Conference on Information Systems
Editor(s) Hepu Deng and Craig Standing
Publisher RMIT University
Place of publication Melbourne, Australia
Start page 1
End page 11
Abstract The information systems discipline is founded on the interplay between technical artefacts and their social and organisational contexts. Conveying this interplay is challenging in the classroom because the artefact is separated from its context, vendor material may limit teaching approaches, and students may perceive the benefits of an IS course in terms of technical training. This paper discusses these challenges with reference to three IS subjects, each using complex technological artefacts to convey learning outcomes. It opens a dialogue on design approaches to meet these challenges and enhance students’ understanding of the importance of a sociotechnical approach to their studies. These approaches take account of context, the expectations of external groups, the nature of the subject, and the characteristics of learners and teachers. The concepts of boundary crossing, boundary objects, and synergistic pedagogies, are suggested as ways of moving towards a comprehensive and integrated sociotechnical approach to business education
Subjects Information and Computing Sciences not elsewhere classified
Keyword(s) Sociotechnical approaches
learning designs
boundary objects
synergistic pedagogies
Copyright notice © 2013. The Authors
Versions
Version Filter Type
Access Statistics: 199 Abstract Views, 130 File Downloads  -  Detailed Statistics
Created: Mon, 17 Nov 2014, 12:54:19 EST by Keely Chapman
© 2014 RMIT Research Repository • Powered by Fez SoftwareContact us