LEARNING ENVIRONMENT FOR ORGANIZATIONS IT

MANAGEMENT SUPPORTED BY A SIMULATION GAME

Olga Lucía Giraldo, Olga Lucero Vega

Universidad de los Andes, Carrera 1 Este No 19 A 40, Bogotá, Colombia

Juan Erasmo Gómez

Universidad de los Andes, Carrera 1 Este No 19 A 40, Bogotá, Colombia

Keywords: Business process, Business Process Management - BPM, Business Process Management System - BPMS,

Business Process Modeling Notation - BPMN, Virtual learning environment, Serious games, IT

Management.

Abstract: There is growing evidence about organizational need of aligning business and IT (Gartner, Inc., 2009). This

alignment requires special IT managerial skills for understanding business and identifying core processes.

Results show that IT governance frameworks can improve the alignment of IT and business. Companies

aligning IT with the business and governing IT have higher profits than their competitors, experience

shorter time to market, attain better value from their IT investment, have better access to shared data, have

less risk of failure of mission-critical systems, have better top management satisfaction of IT -80%-, and

have lower IT costs- 25% (Ross, et al., 2006).

Nowadays students are trained on general managerial skills in management programs but knowledge about

IT governance and tool support is confined to the CxO level, and is not part of undergraduate education.

Moreover education of IT governance tools is not feasible for undergraduate students because it involves

working with real companies that are not willing to risk their IT investment, or their results on

undergraduate student projects.

The MIT Sloan School of Management Center for Information Systems Research –CISR proposed a

framework of IT Governance that begins by defining an Operating Model a company must implant. The key

dimensions of this model are the level of integration and standardization of business processes (Ross, et al.,

2006).

In this paper we present an ICT supported learning environment to train undergraduate students in IT

managerial skills and IT governance tools. With this environment so student can experience how their

decisions have an impact on the organizational life cycle and their effectiveness.

The main contribution of this work is proposing alternatives to surpass barriers for developing IT

managerial skills in IT undergraduate students. Starting with the time barrier, strategic IT decisions have

mostly long term impacts; trial and error decision making that is not possible for in real situations; and last,

but not least, students bringing into play decisions that expose business continuity without catastrophic

consequences.

1 INTRODUCTION

Developing organizational IT managerial skills in

undergraduate students is challenging. Particularly

for undergraduate IT students who are not aware of

the importance of these skills; they frequently are

confident about their technical skills and knowledge

but lack managerial skills. These skills are difficult

to instruct because they can only be deployed in real

environments. Case studies are the most used and

noteworthy tools to support training on these

subjects. Nowadays ICT supported learning has been

used to improve education of these types of skills

(Casallas, et al., 2008 pp. 648-658). Virtual learning

has many advantages that traditional classroom

lecturing lacks. Particularly using serious games and

Lucía Giraldo O., Lucero Vega O. and Erasmo Gómez J..

LEARNING ENVIRONMENT FOR ORGANIZATIONS IT MANAGEMENT SUPPORTED BY A SIMULATION GAME.

DOI: 10.5220/0003297700150024

In Proceedings of the 3rd International Conference on Computer Supported Education (CSEDU-2011), pages 15-24

ISBN: 978-989-8425-49-2

 2011 SCITEPRESS (Science and Technology Publications, Lda.)

virtual environments to train specialized skills can

provide several advantages (Sterman, 2009), (Intel

Corporation, 2009). For example simulating the

passage of time much quicker can help illustrate the

effect of actions and decisions on long-term

consequences; feedback about outcomes of present-

day decisions can be provided immediately;

understanding the long-term impact of decisions can

help students achieve their learning objectives.

Virtual learning environments allow students to

make erroneous decisions without having

catastrophic consequences (Atiq, et al., 2008).

Students might make the worst decisions possible,

understand the behavior of their organization as a

result, and even lead it to bankruptcy, without fear,

but nevertheless learning. They can try out any

decision, use resources, change goals, and learn.

Acting this way in real life exposes and risks the

continuity of any business (Kriz, 2003). Trial and

error is not a way to manage a business, but it is an

effective way to learn. Virtual learning spaces

consent, even more, stimulate exploring many

alternatives (Chua, 2005).

Simulation games present real situations that

show the value of technical and managerial skills

helping IT students understand the importance of

complementing their curriculum with managerial

skills. Training IT student in managerial IT skills is

challenging. Instructors need innovative and rich

tools to stimulate students so they become interested

in the subject. The goal is linking organizational

concepts and IT government elements to develop IT

managerial skills so students, who become

professional managers in the future, have a positive

impact business performance.

Our main objective is developing IT managerial

skills on undergraduate IT students from the very

beginning of the curriculum (Cameron, 2008). We

built a learning environment, supported by ICT to

develop underlying concepts of IT governance.

Specifically we focus on business processes

comprehension, modeling and optimization.

The work presented in this paper focuses on how

we developed this learning environment. In next

section we present the background, and the

theoretical framework that includes IT managerial

concepts, IT tools used in this work, virtual learning

environments, and the LIDIE methodology (Aldana,

et al., 2003). Afterward we present the learning

environment supported with ICT to train students in

business processes management. Finally we suggest

some future work and present our main conclusions.

2 BACKGROUND

Undergraduate IT programs must adapt curricula

that include managerial skills for XXI century IT

professionals (Brown, et al., 1999). It is also

mandatory using ICT tools to solve logistical

difficulties that hinder student progress. Particularly,

these tools are useful to help students apply

organizational concepts. By mastering these

concepts IT professional in their future work will be

able to focus on generating Business Value from IT-

BVIT.

An important element to generate BVIT is IT

governance. Ross, Weill & Robertson propose an IT

governance framework based on the operational

model –OM, the necessary level of business

processes standardization and integration for

delivering goods and services to customers (Ross, et

al., 2006). Cruz, Gómez & Giraldo designed a

serious game to simulate OM deployment (Cruz, et

al., 2010). Its focus is organizational effects of

applying a particularly OM, Diversification,

Coordination, Replication, or Unification, in a

particularly company (Ross, et al., 2006). For a

period of time the student becomes the CIO of this

company in a specific scenario; she has IT resources

and makes decisions related to the OM implanted in

the company spending IT resources and generating

incomes. The game simulates the passage of time;

year after year the student obtains results as a

consequence of her decisions. This way the student

learns how IT decisions -OM, have an impact on

organizational performance.

The results show that students understand this

concept, but do not grasp how processes behave in

real business, how to identify them, what are the

main differences from one business to another or

from an organization to the next one. We perceive

they need more support to understand the

cornerstone of OM: business processes.

3 THEORETICAL FRAMEWORK

Organizational analysis requires knowledge of its

environment and identification of its competitive

forces (Porter, 2008), its value chain and its business

processes (Porter, 2004). When this analysis is

supported by tools, such as Business Process

Management- BPM- tools, professional performance

is improved. Before presenting our work we now

introduce these concepts and tools.

CSEDU 2011 - 3rd International Conference on Computer Supported Education

3.1 IT Management

3.1.1 Competitive Forces

Porter’s five competitive forces analysis helps

strategist understand the structure and interactions

within an industry. The five forces are existing

competitors, buyers, suppliers, new entrants, and

substitute. Understanding competitive forces allows

a strategist to propose appropriate plans for

achieving company objectives (Porter, 2008).

3.1.2 Value Chain

The value chain describes activities of enterprise

processes, illustrating the way an enterprise

generates value to its clients (Porter, 2004). The

value chain has activities directly involved with

transforming raw materials into final products, and

others activities pervasive to the entire organization.

The former are called primary activities, the latter

support activities. Value chain activities not only

add value by themselves, but also by the way they

are articulated amongst each other. Identifying an

organization’s value chain helps improve profit by

allowing application of best practices to increase

efficiency, to reduce costs, or to increase production.

3.1.3 Business Processes

The international standard ISO-9001 defines a

process as "an activity that uses resources that is

managed to transform input in outputs" (ICONTEC,

2005 p. 6). Complementing this definition (Hammer,

1990) says that business process contains activities

with specific goals, it is carried out collaboratively

by workers with different specialties, often crossing

borders of functional areas, and is always triggered

by external agents or customers.

Business processes have goals, owners, inputs,

outputs, threads, decisions and activities. Goals are

the raison d’être of a process; processes are

developed to achieve them. Owners are the ones

accountable for the behavior of the process and

frequently the owner is the person more affected or

benefited by its results. Inputs are resources

necessary for executing process activities. Outputs

are results obtained from process execution. Threads

are parts of higher level processes. Decisions are

points in a process where its behavior changes

according to specific conditions, points where there

are several possible routes within the process.

Activities are parts of a business process that do not

include decision-making. Modeling a process

includes identifying its activities, decisions, and

break in the order they are executed. Modeling a

process helps understand it, explain it, and identify

opportunities for its improvement.

3.2 IT Tools

Business Process Modeling (BPM) is a methodology

for improving process efficiency through it holistic

management by modeling, automating, integrating,

monitoring and optimizing it continuously. BPM

reduces costs and errors, ensures process behavior

and informs its status, and supports continuous

process improvement.

Business Process Management Systems (BPMS)

are systems that provide functionalities described

before, delivered as a single package, frequently by

a single provider.

Business Process Management Notation (BPMN)

is a graphic language that portrays the sequences of

activities, actors and rules involved in a business

process. There are many implementations, some of

which only depict the process, while others generate

applications directly from the process specification.

BPMN Level 1 is the most frequently used tool to

interact with business people. (Silver, 2010)

3.3 Virtual Learning Environment

Virtual learning environments –VLE- use ICT to

"ease interaction and arbitrate relationships amongst

people, knowledge, and the world" (Ospina, 2008).

Learning Management Systems –LMS- incorporate

ICT to articulate components of specific learning

scenarios with their own target population,

environmental elements and execution conditions.

Typical components of a VLE are virtual learning

objects –VLO, wikis, asynchronous forums and

simulation games. VLOs are structures that store

knowledge about a specific subject with an

educational purpose that are distributed and accessed

through the Internet (MEN, 2005). Wikis are

websites that allow editing contents by those that

access them. The best known example is Wikipedia,

www.wikipedia.com. Forums are virtual spaces that

allow asynchronous participation of people in

discussions and debates. Simulation games are

educational computer games simulating the real

world to develop skills by "learning to do" and

"learning to be". Two examples are the Beer Game

of MIT, for teaching principles and management of

supply chains (Sterman, 2009); and Intel IT

Manager III to develop skills to manage and

implement IT technologies in enterprises (Intel

Corporation, 2009).

LEARNING ENVIRONMENT FOR ORGANIZATIONS IT MANAGEMENT SUPPORTED BY A SIMULATION

GAME

3.4 Methodology

We decide to use the LIDIE methodology, Figure 1,

because it focuses on developing learning

environments supported by ICT, and it is linked to

Software Engineering Education (Galvis, 2000).

Figure 1: LIDIE Methodology (Galvis, 2000).

The LIDIE methodology defines six stages; its

application includes stages iteration for continuous

improvement. The analysis identifies educational

needs; the design stage focuses on satisfying these

needs; in the development stage we use ICT to

implant the designed solution. Finally the

evaluation, pilot and field test stages assess the

quality of the solution and infrastructure, and its

deployment

4 WORK DEVELOPMENT

We now present the application of the first three

stages of the LIDIE methodology to develop IT

managerial skills in undergraduate students.

4.1 Educational Analysis

To identify the main educational needs we examined

an IT organization undergraduate course; analyzed

student course evaluations and surveys; performed

teacher interviews; and studied the OM simulation

game (Cruz, et al., 2010).

The course we selected is an organizational

design using ICT course. Figure 2 shows its learning

sequence; case study is the preferred learning

technique. This course was selected because it

covers IT governance topics and helps develop

foundations to understand how generate value using

IT.

Figure 2: Current sequence learning.

We obtained student course evaluation and

surveys over four semesters from 2008 and 2009;

figure 3 shows student perception of significant

learning topics. According to the surveys, the least

significant learning topic for students is “Strategic

IT: Business alignment”.

Figure 3: Students perception of significant topics in

Organizational Design with ICT.

We interviewed former lecturers of the course

for these same periods. Their perception was similar

to student insights from the surveys: students are not

able to bridge IT strategic topics. Students do not

understand how the OM is the base for enterprise

architecture, nor they are able to recognize that

enterprise architecture is sustained using an IT

governance framework, and that IT governance is

entrenched via best practices, which helps achieve

strategic use of IT: Business alignment.

Cruz developed the OM simulation game (Cruz,

et al., 2010). Our future works will focus on

executing a whole iteration of this game and

performing pilot and field tests. To play this game,

students must have basic organizational concepts,

but not all do. Therefore we turn our attention to

organizational analysis and business processes

mastering, considering that using ICT could solve

educational needs related to those concerns. This

objective drives the design phase (Barbera, et al.,

2005).

Educational

Analysis

Desing

DevelopmentEvaluation

PilotTest

Lecture

‐Motivation

‐ConceptExposition

‐Exemplification

Statement

‐CaseStudy

‐ Elaborativeinterrogatives

"CaseStudy"Class

Face‐to‐face

AutonomousMandatory

CollaborativeO

tional

FieldTest

CSEDU 2011 - 3rd International Conference on Computer Supported Education

Figure 4: Learning sequence for basic concepts.

4.2 Design

In the Design stage we focus on developing students

skills to set organization industry characteristics,

Porter's Forces actors, organizational value chain

processes, and business processes. We propose two

learning sequences, one for basic concepts and

another for business process. Both learning

sequences begin with the lecturer presenting rules

and support tools for the course, and achieving

commitment from students in virtual and face-to-

face spaces. The learning sequences are supported in

a Learning Management Systems- LMS.

4.2.1 Learning Sequence for Basic Concepts

Figure 4 shows the proposed learning sequence.

Details Students work in groups of three to five

students. The first step is the lecture, a face-to-face

moment. During class, the lecturer presents core

concepts, origin, importance, and application in a

case. We recommend lecturers support this activity

with elaborative interrogations and digital

presentations. Elaborative interrogations encourage

students to find more information about the

organization in the case and its industry to better

comprehend organizational concepts, industry

behavior, Porter's Forces, value chain, and business

processes (Hill, 1994).

The second step is the Statement, a virtual moment.

Using the LMS students have access to a case study,

elaborative interrogatives, a wiki for each group,

Virtual Learning Objects -VLO, and two forums.

The objective is for them to work on a case study

similar to the one presented during lectures.

Elaborative interrogatives motivate students to

analyze the organization and publish results in their

wiki. Elaborative interrogatives motivate students to

analyze the organization and publish results in their

wiki. Group wikis are private group spaces to

construct knowledge and publish results. VLOs are

private student space to reinforce learning. Forums

are meeting spaces for students to develop

discussions.

Group wikis, with a pre-defined structure,

include spaces that groups should use to store results

of organizational analysis. At the very beginning

wikis are empty, but have a template to guide their

organization. As the course progresses, students

must develop their wikis to include new topics.

VLO are grasping spaces about specific concepts

that have other smaller case studies and questions to

increase student understanding of specific aspects by

applying concepts. The students interact with the

VLO by recoding their answers to elaborative

interrogatives. As a result the VLO will present a

comparison between their answers and those made

by a team of experts. The students must analyze

differences and similarities. These VLO are similar

to the trainers of the Cupi2 project (Villalobos, et al.,

2009).

Each group also has two forums available: VLO

forum and wiki forum. Students can share their

concerns and questions in these spaces. The lecturer

or her assistant are invited to participate in forums,

but this is not mandatory.

The last step is the Case Study Class, the 2nd

face-to-face moment. The lecturer begins this class

addressing the concerns of students. Afterward she

argues the concepts related to the case study to

LEARNING ENVIRONMENT FOR ORGANIZATIONS IT MANAGEMENT SUPPORTED BY A SIMULATION

GAME

Figure 5: Learning Sequence for Business Process with the simulation game.

discuss, in plenary, their application. She must also

bring into discussion the results and ideas the groups

published in their wikis. Then lecturer must publish

in the course wiki selected group results, particularly

those closer or divergent from the proposed solution.

Then students can consult these solutions when

pertinent.

The lecturer evaluates student using the

documents published in the group wikis. In this way

students are externally motivated to review the case

before group discussions and participate in the

construction of the group wikis. As a collateral result

students develop collaborative work skills. We

expect the VLE to help increase student involvement

because their objective is to increase student

preparation and review of concepts and subjects

before class

4.2.2 Learning Sequence for Business

Process

One of the main objectives of IT management in

organizations is strategic alignment between

business and IT. During the analysis stage strategic

alignment was rated by students as the least

significant topic, Figure 3. For this reason we

decided to focus on improving education of process

skills management.

The main skills we want to develop are:

• Business Processes identification and

description.

• Process actors, activities and events

identification

• Process design with BPMN.

• Process optimization concepts.

To train students in the first three skills we

defined a learning sequence similar to the sequence

proposed for basic concept, Figure 4. To develop

process optimization skills, we propose including it

in the Cruz simulation game (Cruz, et al., 2010).

The learning sequence, Figure 5, begins with a

class where lecturer introduces business processes

concepts. Afterward the student must solve a

problem from a case study- define a statement about

an organization and how it does its job- using the

VLE. Students must identify and describe the main

organizational business processes. In the next step

the lecturer defines and describes a process. The

students must identify its components and depict

them using BPMN as shown in Figure 6.

Students will find a VLO and a forum supporting

their learning activities; after they answer teacher’

question the VLO displays a business processes

defined by experts. We suggest the lecturer uses a

widely known business process such as "internet

shopping", "credit study", or "billing". Students are

familiar with these kinds of processes, and are

usually included in the knowledge base of BPM

tools (Vision Software, 2010). Development and

deployment of these VLOs is similar to those

proposed in previous sections.

Actually Cruz simulation game focuses on

organizational impact of operational model- OM.

The game elements are staff, infrastructures and

software, and change; its costs and benefits

determine the impact of OM in organizational

performance. During the game students choose the

appropriate OM, so they must determine the

CSEDU 2011 - 3rd International Conference on Computer Supported Education

Figure 6: Purchases v1.0 (Vision Software, 2010).

necessary level of business processes standardization

and integration. Then they require abilities to

identify, describe, design, and optimize processes.

We propose that the game manage business

process and feedback about processes optimization;

the game would simulate changes students propose

and shows their impact. This includes simulating the

execution of the process over long periods of time

and generating indicators. We propose the

wholesaler industry as a game scenario (Rubio,

2009) because it is a global and enough documented

example. Main activities in the wholesaler/retail are

designing product and process, buying, making,

selling, and managing a business (MIT, 2003).

Wholesaler industry is a good selection for a serious

game: arguments, knowledge and pedagogic element

are easily built using in this example (Aldrich,

2009).

For designing the business process, Bizagi

(Vision Software, 2010) provides a design tool with

a business process repository and examples such as

the purchase process documented, Figure 6, and we

decide using it, as a pedagogic element in our

simulation game (Aldrich, 2009). When changed,

the simulation game will present students this

process and will ask them accomplish a strategic

objective, and present metrics described later.

Students must propose process improvements and

the simulation game shows the results of this

improvement.

Improving a process requires an investment. The

student must keep in mind the benefits expected of

this investment, i.e. the return of the project, so they

can compare it with other possible investments. For

example, the student analyses an inefficient purchase

process; each time an order is authorized, the

Purchasing Department must request quotes from

suppliers and wait for their responses to select the

best proposal and then complete the Order. The

game presents strategies pointed by the business,

available resources, Porter’s forces and value chain

and current metrics of this process. If the student

understands the organizational analysis, she can

choose to implement an automatic request for

purchase, eliminating the quotes step each time an

order is authorized. This automatic request needs a

supplier registration, qualifications and pre-approved

prices. Her initiative must be inspired in the

narrative of suppliers’ force of the Porter’s Forces

provided by the game. The simulation will show her

that process executed in this way reduce time. If she

does not understand the Porter’s Forces she could

erroneously think that doing online purchase request

would improve the process. Contrary to her

expectations, the simulation shows that process

resulted in worst indicators because adding online

implementation costs, without improvement in time,

has a negative impact on her organization.To

incorporate in the simulation game a business

process performance measurement, we propose to

use (Mogollon, et al., 2004) formula to calculate the

ROI of a process improvement:

ROI= CurrentProcessCost-NewProcessCost+OtherBenefits

Cost to Implement the Project

Formula 1: ROI for a process (Mogollon, et al., 2004).

Current Process Cost, New Process Cost and

Cost to Implement the Project are calculated

according indicators already in use in the simulation

game. The Other Benefits must be calculated adding

tangible and intangible benefits. The former refers to

benefits for which monetary value can be easily

assigned; the latter refers to those which monetary

value is difficult to assign. From (Mogollon, et al.,

LEARNING ENVIRONMENT FOR ORGANIZATIONS IT MANAGEMENT SUPPORTED BY A SIMULATION

GAME

2004) we use, for tangibles: sales increase,

production increase and reduction of operating cost;

and for intangibles: managerial know-how and

improved employee morale. These cost calculation

rules must be presented to students so they can

understand the simulation process results.

4.3 Development and Evaluation

During development stage we implemented the basic

concepts sequence learning on the Moodle LMS

environment (Dougiamas, 1991). This project is

available with user est001/isis1401* from

http://backus.uniandes.edu.co/~ol.vegam/ moodle.

We selected as example a construction company.

We developed a Concept VLO with interrogations to

help students reinforce concept comprehension

related to value chain and competitive forces. The

Group Wiki of this learning sequence has the

structure and elements presented in Figure 7.

Figure 7: Wiki Structure.

Evaluation of the VLE was done including

education quality, usability and viability using the

evaluation guidelines proposed in (Galvis, 2000).

For educational issues the results showed that

learning objectives are adequately covered by the

learning environment sequence implemented; that

learning strategies are pertinent; and that students

sometimes choose not to use VLO. During

evaluation we realized that we can gather

information about student behavior regarding

difficulties and achievements. This information

would be useful for the lecturer to guide her lessons.

Concerning usability results showed that our

VLE is easy to use, instructions are clear, roles

(student, lecturer, and assistant) are clearly

differentiable, and maintenance is easy. Viability

was assessed using the VLE in an undergraduate

class laboratory, results were satisfactory.

The implementation was evaluated by peers who

were selected to evaluate proposals for learning

environments supported by ICT, in a project

competition. They used the LMS platform as a

student and give us comments, suggestions and

questions. Their opinions were that the interfaces are

attractive and the implementation is consistent with

the proposed design. Several pairs made questions

about time elapsed between virtual and face to face

moments, because it seen that students must do a lot

of work from one to another moment. This should

require more time than was used in the traditional

classroom.

5 FUTURE WORK

Currently pilot evaluations and field testing has not

been done. We must complete the examples on the

basic concept learning sequence, and develop the

business process learning sequence. The former

requires TIGER rubric specification to assess the

wiki groups of organizational analysis (Galvis,

2007). The business process learning sequence must

be developed. The biggest challenge is to adapt the

simulation game incorporating the proposed

business process issue. We must use experience in

the field of serious game generation (Casallas, et al.,

2008 pp. 648-658). We must also decide on how to

use the results of the simulation game as part of

student evaluation.

Other future work includes recollecting results of

our work, to provide students with a summarized

exercise. Each semester students develop a project.

We recommend that students choose a target

enterprise from a list offered by the lecturer or an

enterprise of particular interest to them. In both

cases the enterprise must be a successful business,

preferably with local presence, and for which

extensive information is available.

Additionally we must gather information from

the VLE about student concerns for the lecturer and

help him use this feedback to.

Finally, we want other IT undergraduate schools

and IT management programs to use our VLE in

their courses; therefore other future work is adapting

the environment to these target users.

6 CONCLUSIONS

IT management is critical to achieve improved

results in any business. Development of IT

Company’s name and logo

Description & history

• Organization chart

• Geographic Localization

• Mission, Vision

• Strategic objectives

• Porter’s forces

o Diagram

o Competitors

o New competitor

o Customers

o Providers

o Substitutes

CSEDU 2011 - 3rd International Conference on Computer Supported Education

managerial skills in undergraduate IT students is

mandatory to create a management force capable of

achieving this. Using a traditional learning

environment it is very difficult to achieve this

learning objective. Students nowadays are digital

natives; our initiative is an opportunity to take

advantage of this.

We have presented an integrated learning

environment that uses LMS, VLO, forums, wikis

and a simulation game to support the development

of IT managerial skills in undergraduate IT students.

The LMS incorporates ICT in a natural and

controlled way. Each ICT has a specific educational

objective; VLO reinforce basic organizational and

business process management concepts; thematic

forums provide a meeting place for students to

express concerns, successes and to share their

learning experiences; Wikis make possible

collaborative work; the simulation game develops

managerial skills to optimize business processes.

A collateral benefit of LMS implementation is

the gathering information about student behavior of

their autonomous work. With this information we

can identify challenges and achievements of

students.

The incorporation of ICT tools in learning

environment proposed in this work is aligned with

developments in the real world. Students using our

learning environment will be better skilled to exploit

these tools in their future work and help

organizations improve their usage of these tools.

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