Discussion Model: Context Mapping
Design Pattern Tags : Constructive alignment, Early assessment
Discussion Model: Context Mapping December 2015
Discussion Model: Context Mapping allows students to examine the contextual domain of a problem, case or design. It can be used to construct or deconstruct a business case.
Rationale Discussion Model: Context Mapping enables students to visually construct/deconstruct information to understand the components and external forces influencing a business.
Learners/Context This activity is suitable for student groups from 1- 30. A class could be divide into small groups to each focus on a component or small groups could examine the whole context (all components) and compare results at the end of the session.
Alignment Pre-session
Decide on the case studies, taking into consideration the following set of 6 factors for business context maps:
Trends.
Political factors.
Economic climate.
Technology factors.
Customer needs.
Uncertainties.
Upload the case study into Bb and alert students to this reading for the following class activity.
Devise an A4 graphic organiser or template of the chosen model. (For an example of a context map see Related Resources.)mind map
Make the model available for students online in preparation for the tutorial class.
Ensure resources such as markers and sheets of chart paper and/or an A4 copy of the chart and post-it notes for concept mapping are available for students.
Divide the class into groups of 4-6 individuals.
In Session – class activity
Ensure all students have read the case studies.
Map one of the case studies to show students the mapping process.
Place students into their respective groups to focus on a single factor or the whole context of 6 factors.
Ask students to discuss a case study.
Allow 5 minutes for individuals in groups to brainstorm relevant information teased from the case study on separate individual post-it notes relating to the 6 factors.
Ask students to record the name of the enterprise, case or problem in a central panel of the chosen model.
Ask students to map their findings using the A4 graphic organiser or template of the chosen model or a mind map.
Ask students to place, and justify with evidence from the case, each piece of information in/against the most relevant factor of the model. This should involve a process of discussion and negotiation as information is decided to be relevant, redundant or lacking evidence.
Ask groups to discuss the relationship (direct and indirect) of the factors and the information they have gathered.
Ask group representative to present their findings back to the tutorial class and speak to the relationship of these factors in respective case.
Photograph final charts and place results online in the course Blackboard space as a summary of the class activity.
EXTENSION
Instructions/Processes Pre-session
Decide on the case studies, taking into consideration the following set of 6 factors for business context maps:
Trends.
Political factors.
Economic climate.
Technology factors.
Customer needs.
Uncertainties.
Upload the case study into Bb and alert students to this reading for the following class activity.
Devise an A4 graphic organiser or template of the chosen model. (For an example of a context map see Related Content.)mind map .
Make the model available for students online in preparation for the tutorial class.
Ensure resources such as markers and sheets of chart paper and/or an A4 copy of the chart and post-it notes for concept mapping are available for students.
Divide the class into groups of 4-6 individuals.
In Session – class activity
Ensure all students have read the case studies.
Map one of the case studies to show students the mapping process.
Place students into their respective groups to focus on a single factor or the whole context of 6 factors.
Ask students to discuss a case study.
Allow 5 minutes for individuals in groups to brainstorm relevant information teased from the case study on separate individual post-it notes relating to the 6 factors.
Ask students to record the name of the enterprise, case or problem in a central panel of the chosen model.
Ask students to map their findings using the A4 graphic organiser or template of the chosen model or a mind map.
Ask students to place, and justify with evidence from the case, each piece of information in/against the most relevant factor of the model. This should involve a process of discussion and negotiation as information is decided to be relevant, redundant or lacking evidence.
Ask groups to discuss the relationship (direct and indirect) of the factors and the information they have gathered.
Ask group representative to present their findings back to the tutorial class and speak to the relationship of these factors in respective case.
Photograph final charts and place results online in the course Blackboard space as a summary of the class activity.
EXTENSION
Conditions/Critical Success Factors Knowledge of Blackboard.
Resources/ Technology Related Content Related Patterns
