Implementation of organizational inquiry and theatre as a new teaching format for REBO
The objective of the project is to prepare the design of the course, document experiences, and gather learnings that can be used to evaluate the potential of the new course format and create a template that can be used in other courses provided at LEG/REBO with an eye on making in-class moments more immersive, interactive and creative.
Background information
Due to recent disruptive shocks of traditional teaching methods by the growing availability of online education sources and artificial intelligence tools (like ChatGPT, Midjourney, Bloomy.ai), physical teaching formats and approaches are under fire. The ambition of this project is to prepare, implement, and evaluate a new teaching format that stimulates in-class learning moments towards higher levels of learning following Bloom’s taxonomy (analyze – evaluate – create) and that experiments with replacing traditional individual/team deliverables (writing reports or team presentations with slides) with new team deliverables (organizational theatre and inquiry).
Aims
This project aims to support the preparation, implementation and evaluation a new teaching format that enables immersion of students in real-life organizational contexts (organizational inquiry) and create learning effects through critical interpretations and representation of organizational issues (theatre-based).
Project description
Instead of relying on traditional report writing or team PowerPoint presentations (which are being disrupted by GenAI), the intended new teaching format aims to challenge groups of students in a team effort predominantly taking place inside the classroom, with lecturers acting as coaches and facilitators. The teaching format is divided into a two-step process:
I. Conduct an organizational inquiry (analysis) of a particular real-life organization, collecting and analyzing data to identify organizational issues and dynamics.
II. Create an organizational theatre play that addresses and reflects on critical organizational issues, built up through a guided series of tutorial workshops.
Following this two-phase process, students are expected to build an organizational portfolio that combines group-based output with individual assignments and reflections. Besides learning related to organizational inquiry and theatre (analyze – evaluate – create), the new format also envisions a second underlying level of ‘learning-by-doing,’ realized by having students form a ‘small-scale organization’ to accomplish the organizational inquiry and theatre play.
Results
This project is designed to support the preparation, implementation, and evaluation of a new teaching format that integrates organizational analysis with organizational theatre workshops. The goal is to provide an interactive, coaching-oriented learning experience that enhances higher-level learning for students, following Bloom’s taxonomy (analyze – evaluate – create).
The project aims to produce several practical deliverables, which can be scaled to other educational contexts:
- A First Edition of the Course: This initial version, implemented in ECB3OD, will be rigorously evaluated for its process, user experience, and effectiveness in achieving learning outcomes.
- Extensive Course Assessment: An in-depth evaluation based on insights from student learning experiences and teacher feedback, in collaboration with EMP.
- Templates for Higher-Level Learning: Developed templates for facilitating higher-level learning moments and organizing teamwork, applicable in other courses that involve organizational inquiry, theatre, or extensive teamwork.
- Community-of-Practice Group: Formation of a collaborative group to work on a Comenius program proposal, aimed at creating teaching formats that blend applied arts in education with generative AI tools and applications.
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