ISEDJ

Abstract: The research sought to study potential efficiency in course design and execution using Constructive Alignment, and then classroom workflow grounded in EduScrum based on the Agile Project Framework of Scrum for graduate classes in managerial analytics. The research measured performance based on the Scrum concept of Velocity, defined as the rate of improvement in learning as measured by Constructive Alignment’s Learning Objectives achieved. Combining a data visualization and analytics software, Tableau, allowed intuitive, practical projects to take form accelerating theory into application as the classroom Teaching/Learning Activities simulated an actual agile project. Constructive alignment combines constructivism as the students learn meaning with their activities and the alignment to learning objectives for the class. The process of class design creates a list of activities for each class that lends itself to a standardized learning workflow. Scrum as a framework originated within software development in the early 2000s but has now become a managerial method of choice for projects in all industries and sectors. Scrum derives its’ name from rugby, and the team moving the ball down together in short sprints. In Scrum, the final product to be delivered is broken into increments of value that can be created by the team in short work periods, also called sprints. EduScrum mimics the same approach, using each class session to act as a sprint in which the students are assigned to self-managed teams of students and assigned a list of learning activities to achieve. The teacher/professor’s role shifts to coach moving from team to team and improving workflow, overcoming barriers, providing resources and ensuring each class maximizes value creation. Scrum and EduScrum rely on a reflective learning for all involved called a retrospective, in which students and professors assess how they can improve the velocity of learning for both quantity and quality. Assessments are embedded for individuals as part of Constructive Alignment but are connected to the Teaching/Learning Activities. Over 3 semesters, with 4 classes and 107 students the combination of Constructive Alignment, EduScrum and Tableau has resulted in the Course Learning Objectives to be achieved in 69% of the time on average for each semester allowing opportunity to explore additional areas of interest in data science.

Download this article: ISEDJ - V22 N2 Page 4.pdf

Recommended Citation: Boyne, M., (2024). Using Constructive Alignment, EduScrum and Tableau to Teach Managerial Analytics. Information Systems Education Journal 22(2) pp 4-12. https://doi.org/10.62273/RHBG7398