The material is about urban legends in the business area including mistranslations, hidden persuaders, product inventions, finance legends and many other topics. This teaches students that in the business field there are legends passed around that may or may not have some substance to them. Includes background to the legends, research into how they came about and other perspectives that need to be taken into account.
This module has a comprehensive rating scheme (glossary of terms) that is simplified by colored bullets . Features include links to related material, images/graphics.
Type of Material:
Type of material is case studies i.e. illustrates the problem through legends that arise in the business field using real-life examples that are explored in depth. Also a collection of subject-specific materials; as it is a collection of web sites. This is reference material that could be used in a class discussion.
It would encompass a very small portion of a lecture. The writing style is brief and enjoyable.
Identify Major Learning Goals:
Learning goals are few. It could probably be used to show how to examine secondary data, which is an invaluable resource. From a communication perspective, propositions are proposed on how these miscalculations may have occurred.
Target Student Population:
The target is undergraduate students in an introductory marketing, business communications, marketing research, international, or consumer behavior class.
Prerequisite Knowledge or Skills:
No prerequisite academic concepts and skills are needed - students as consumers will have heard of some of these legends. Computer and information competence skills minimal ability to use links.
Evaluation and Observation
The site links to company websites useful e.g. to Pocari Sweat, OscoDrug. Students could contribute material through email contact. There is a wealth of research and various perspectives on information.
Copyright material e.g. Pepsi, Mitsubishi logos is included. Examples given might not be understood by an international audience outside an agegroup e.g. Leave It to Beaver. The banner advertising could be distracting. It oes not differentiate in translations e.g. Chinese - Cantonese or Mandarin Age group aimed at talks of past as if readers are that age and age-group e.g hanging around arcades. There is a great deal of text that might be a weakness in sustaining interest.
Potential Effectiveness as a Teaching Tool
(1) an explanation or description of the problems of business decision making within national and international contexts. (2) a demonstration or exploration of the problems faced by business decision makers, (3) a practice problem by setting the cases for analysis through discussion or assignment. (4) The material facilitates learning particularly in the area of critical thinking and decision making. (5) The concepts, are presented with clarity, focus, and organization. (6) It creates intrigue for students to read through various examples to see how
decision makers approached the problems. (7) Provide examples to illustrate concepts and demonstrates relationships between concepts of marketing.
*Learners will only be able to effectively achieve the learning goals if prepared to read a great deal. *Skills to understand the material are not presented with focus. *Amount of text might not engage the learner. *Does not appeal to multiple learning styles and only engages through text with a few images i.e. is not interactive.
Ease of Use for Both Students and Faculty
*Easy for students and faculty to interact with the learning material. *Information presented in ways that are familiar to students and easy to navigate. * Self-contained and no instructions are necessary if students are familiar with websites. *Presentation clearly designed with no distracting design elements (e.g., color, animation, too much on a page). *Terms, as in the ratings, are defined. *Related parts of the site clearly related, while parts that offer different content areas, or audiences are clearly separated.
*Flexibility or versatility of use depends on how a teacher wishes to use the material e.g. to initiate discussion, set an assignment.