Some Easy ways to Evaluate Learning in AI Age

 We talk about AI as if it's a villain. But plagiarism has been around long before AI happened. So what does a professor do now, to make out what's original learning from a student in his class?

There are many ways, I would think.  Some of these could be

-a Viva or oral test instead of an assignment which if it is take home, will almost certainly involve the use of AI.

-argumentative questions which require some justification of a stand taken on a controversial subject/situation, even in a case study

-ask for original stuff that AI cannot produce. 

-ask students to write something in class- not just in an exam, but regularly. If the class is large, it could be a group assignment.

-assign an AI analysis exercise where they get info from AI and then critique it for what it leaves out, or what students can add to it. Can be done in class.

Innovation in pedagogy/evaluation is always possible, to check a student's learning. 

What I Learnt From IIMs

I mean as a teacher/faculty. And what IIMs can do better..

Classes are overcrowded (MBA) - 70 plus in a section, not conducive to learning. Why can't they have smaller classes, larger faculty size? The norm in the US university I was at, was around 40 in a PG class. UG was larger.

More faculty would also help get more original research and accreditations if that is a goal. More cases too, perhaps with contributions from Professors of Practice. 

Not enough Ph.D. candidates. Each faculty could potentially have 3-4, or one new candidate each year. We would help create manpower. Make efforts to get more quality candidates by spreading the word. 

I had an academic associate (in Indore) who helped with grading. A must for every faculty, to give her/him time for value-added work.

Not enough guest faculty from industry. At IMT and some other institutions, we had a better number of industry folks within the courses, coming to guest lecture.

Projects (live in the course directed by faculty) are going down. Seminar courses are rare, except in Ph.D. classes.

Flipped classrooms are almost nil, in most IIMs I was in.. shouldn't top institutes be doing more of innovation?

 

Not Just Presentations -Pedagogy

 Learning Methods are many, and a professor can invent or modify some existing ones too. Assignments that include a presentation are a good tool to build communication skills, but other objectives can be served by using other methods. A few I have used-

Blogging

Role Plays based on short cases

Just role plays to learn about Qualitative Research Techniques such as Focus Groups or Depth Interviews. Each of these requires a different skill-set. 

Questionnaire-building or modification to suit changing times. Can be a group exercise done in class.

Bidding to simulate auctions of different kinds, in Negotiations, or in Digital (Paid) Marketing 

Shooting a small video/reel to advertise a product/service

Captioning a post with attractive copy.

In addition, you can use exams as a learning tool by being creative in designing questions that test thinking ability or application orientation.

Jorhat Teachers' Meet

Our partners from NDRL School, Ms. Surabhi and Ms. Rani Khound, above. They speak to the press, below. 

 We did a unique program for school teachers of Jorhat, Assam. Around 50 teachers of various subjects participated enthusiastically. Our Dean Dr. Bhattacharyya and I were the resource-persons, and talked about how pedagogy needs to change with changing times. 

This was the program. Our partners from NDRL School, Ms. Surabhi and Ms. Rani Khound, below. It was held at the local Planetarium.

Above, the Dean with the participants, taking them through an exercise..

People and Workplaces

 My learning, if you will...

At any workplace, people are always good..at least a majority. It's the organisation that sometimes is unable to leverage their enthusiasm, through faulty policies, or systems, or wrong priorities.

I have worked in a large array of organisations, and learnt this over and over again. Saw a few bad leaders spoil things too. But of course, they were appointed by someone. By and large, I found very nice co-workers every place I worked. KIAMS was probably like a close-knit family with thirty students, a dozen staff and six faculty when we started PGDM in 1998.

Does this apply to students and the classroom? I think it does. A bulk of the students in a class are ready to be motivated, if you give them goals that are smart.. achievable, interesting, and perhaps fun. For instance, group work in class (or outside if designed right) can be all of these. 

So organisational design (or in a class, pedagogy) can play a big role in a set of people who will excel, or otherwise. Pay attention to what is the mood around you, and why.

Mangalore and Nitte

Visited Mangalore after a very long time. The occasion was a conference on Learning and Teaching at Nitte's Justice KS Hegde Institute of Management. A bonus was meeting Lionel, an old friend from my IIMK days. An IIMB senior, Sankaran, happens to be the director of the Nitte Institute which hosted the conference. Mangalore is a quaint town, and reminded me of Calicut with its narrow bylanes and steep ups and downs everywhere. I presented a paper on Blogging as a learning tool in my classes on Digital Marketing.

Managing a B School-Teaching, Learning

Learning, Teaching, Etc.

The objective of any curriculum is to ensure that students learn what we expect them to, and what is good for them. Sometimes, we lose sight of this important objective, and confuse learning with simply delivering measured loads of information to the students-usually, too much of it.The distinction between learning and teaching is very important. Many institutions miss out on this partially or completely. The result is an overburdened student who sleepwalks through a lot of courses and learns little in the process. This is further made worse by large class sizes, in which individual students do not feel ownership, or feel uncared for. They lose interest, and learning is a casualty.

The remedy for this situation is in the hands of faculty members and the pedagogy they use for teaching AND in exams. Teaching must involve students. Just using the case study method is not enough, but it can be a start. It is certainly better than a simple lecture for most courses. But case method also needs fresh ideas in using it effectively. All schools and faculty are not capable of handling it in the fashion that Harvard B school or IIM Ahmedabad does. And there are lacunae in the blind worship of anyone-even Harvard.

Context

Firstly, we need to ground students in the reality of Indian business, by making them aware of how things work (or don’t) in India. Small projects where students are required to interact with the outside world in some way, can do this very effectively. At least, a portion of the course must help by taking people out of the classroom and into the street, or office of the employee, the customer, the distributor, the CEO or the manager of a function. Or, they must be brought in if meeting them in their den is not feasible (higher level managers, for example, can be brought in as speakers). Using cases written in the Indian context can be another way to do this.

Going Beyond Just Listening

Students can actually do some good research if guided by the faculty teaching the course. I have had students write small cases for me, in Services Marketing and in Marketing Research courses, in IIM Kozhikode and Kirloskar Institute of Advanced Management Studies. Select cases written by them under my guidance have been published (with student credits as authors of these) in my books on those subjects. This can be done in quite a few subjects, if we plan for it. Occasionally, conference papers or even journal papers can be co-authored with a good student in your course. It goes to the institution’s credit if publication is achieved during the tenure of the student. At IIM Indore, I have tried writing joint papers with students, and it’s worked. We also plan to bring out a book of cases on Digital Marketing with cases authored by former students from different institutes (maybe some current students too!).

Fun ways to learn include activities such as role play, group discussion (I illustrate Focus Group Discussions by doing one in class), videography (in a communications or negotiations or Industrial relations course), assignments to download and summarise articles from the net, teaching through simulation packages (we have used Capstone, Markstrat or cheaper Indian equivalents regularly at IMT group and do so at Indore as well), and so on. Frequent questions asked to students in class are a very good monotony-buster and should be used by every faculty member teaching any course.

Joy of Learning

Quest for perfection is a kill-joy in many cases, and as a teacher, one key thing to remember is that if you kill the student’s joy, there is no learning. Learning happens when you allow people to make mistakes. For example, a person learning a new software would learn more if he made a few mistakes, rather than if he did not. Later in life, it is important for a student to learn how to deal with things that go wrong, rather than be under the wrong impression that they will always be right!

Exams

Exams are also under-utilised forms of pedagogy in my view. I have experimented with exams of various types, from open book to multiple choice, to cases, and everything in between. Long cases that are tough to read otherwise, can form good exam papers. Applied quantitative analysis is a good test of understanding in Marketing Research or similar courses. Some take-home exams at IIMB in my student days were quite tough, and forced me to think a lot.

A viva can also be a good test of the depth of learning. One or two pointed questions is all it takes to find out how much a student has learnt. However, this takes enormous time to conduct if the size of the class is large. But the positive payoff for the faculty member is less time spent on grading written answers, which is actually more time-consuming. Group vivas can be considered, with individuals in the group being asked a question each. Passing on unanswered questions to other group members can incentivise good students to score well.