The University of Sydney Apple Australia Scholarship
2003

Project Description:

The project involved utilising Apple and related video equipment to videotape and show student plays in International Marketing and International and Global Marketing. The plays are the outcome of the innovative assessment task International Business Theatre, (IBT) which was pioneered and developed by this academic. IBT is used to facilitate learning about International Marketing. It involves forming student teams (theatre troupes) and randomly allocating a country to each team. Teams then research this country with respect to concepts, theories and practice related to International Marketing. The major output arising from IBT is that each team writes and produces a piece of drama or theatre if considered from the audience viewpoint. The Apple technology allows students to see their own performances, thereby not only learning by doing, but also capturing their performances enables them to reflect firsthand on the negative and positive aspects of their performance so that the intended learning outcomes become much more readily accessible to the students. Additionally using Apple technology the video are recorded on DVD and used as an aid in future classes as part of a drama workshop introducing the concept of IBT to students.

Educational Relevance:

IBT is an alternative assessment task influenced by the tradition of Theatre in Education T.I.E. (Jackson, 1980, O'Toole, 1976, 1992) T.I.E. allows students to view and learn from dramatic performance. It has been claimed that T.I.E. can make a contribution to cognitive, affective, imaginative and social development of learners (O'Toole, 1976). The use of educational drama in IBT allows students to recall theory from marketing subjects previously studied and to translate and apply information and ideas from subject content and research findings on particular countries for the purposes of dramatic enactment. The use of IBT also necessitates student thinking at the higher level and more difficult to reach intellectual activities such as analysis, synthesis and evaluation. It has been argued that IBT is an appropriate and innovative assessment technique for teaching International marketing at university (Pearce and Sutton-Brady, 2003)

The ability to videotape and replay the performances allowed students to reflect on their performances and learn more from seeing themselves in action. An additional positive outcome is that it allows students in the following semester to see what is expected of them in this assessment task and provide an invaluable tool for showcasing this innovative and educationally superior assessment task. It also helps in eliminating the fear factor for many students.

• Jackson, A.(1980) (ed.) Learning through Theatre, Manchester University Press.
• O'Toole, J. (1976) Theatre in Education, Hodder and Stoughton, London.
• O'Toole, J. (1992) The Process of Drama, Routledge, London.
• Pearce, G. and Sutton-Brady, C. (2003) International Business Theatre (IBT): an alternative evaluation method for enhancing student learning in International Marketing. Assessment and Evaluation in Higher Education, 28 1, 2003

IBT is a unique method of assessment developed and pioneered by this academic. No other institution in Australia (to my knowledge) uses this method of assessment in teaching International Marketing. It transforms students from typical assignment writers or seminar presenters into playwrights, directors, scenery makers, actors, lighting technicians, special effects supervisors, costume makers, wardrobe assistants and music programmers. It allows them to achieve an unsurpassed level of creativity while showcasing their knowledge of cultural, social and business interactions in an overseas country. Compared to more traditional forms of assessment, the three major differences are the way students present their findings, the way they become immersed in the task and the creativity demonstrated in scripting and performing the play.

Teaching and Development in the Faculty of Economics and Business

This project has a clear and definite fit with the teaching and development plan of the Faculty of Economics and Business, which states that "the Faculty prepares our graduates for professional and research careers and leadership roles at the national and international level. More importantly, we strive to prepare students for lifelong learning; to think critically about theories, concepts and assumption regarding their disciplines; to confidently communicate (orally and in writing) their knowledge; and to be prepared for global citizenship through a critical and open reflection on the cultural and ethical dimensions of the social, economic and political institutions in which they live and work". IBT requires critical thinking and by its nature it calls for reflection on not only the cultural and ethical dimensions of the social, economic and political institutions in which they live and work, but also those of other nations and business partners. IBT builds confidence in communication and gives students a passion for lifelong learning.

Outcomes

Use of the Apple technology clearly enhanced student learning, enabling plays to be videotaped and shown to the students. The project also showcased the use of Apple technology to other members of staff and encouraged them to use this technology, thereby promoting the use of Apple technology within the Faculty. The project is an ongoing one, continuing to promote the use of Apple technology to students. A seminar entitled "Theatre and Technology: Apple Macintosh in the classroom" is due for presentation in the Discipline of Marketing Research Seminar Series, Semester 2, 2005. The initial stage of the project concluded in semester 1 2004, once the first class presented IBT. However as this is an ongoing commitment there is no anticipated conclusion. The student feedback was enthusiastic and many commented on how it was easier to see why they had been awarded a specific grade when they could sit with the lecturer and review their performance.

The greatest outcome for me personally has been realising that utilising the most up-to-date technology does not have to be an overwhelming experience. I started this project with very little technical knowledge but thanks to the ease with which Apple Macintosh technology and software can be used I have learnt a considerable amount in a short space of time.

Promotion of the Macintosh in Education

The project showcases Apple Macintosh technology not only in the classroom situation but also to other members of the Faculty in the seminar series. This seminar will highlight the successful utilisation of Apple technology, highlighting its ease of use, portability and importance in enhancing student learning experiences.

The Scholarship provided allowed for the purchase of:

• Apple Macintosh PowerBook;
• external hard drive;
• CanonMV600i; which works wonderfully with
• iMovie;
• FireWire cable; and
• various additional accessories, e.g. video carry bag and spare battery.

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