+ Page 57 + --------------------------------------------------------------------------- ####### ######## ######## ########### ### ### ## ### ## # ### # Interpersonal Computing and ### ### ## ### ## ### Technology: ### ### ## ### ### An Electronic Journal for ### ######## ### ### the 21st Century ### ### ### ### ### ### ### ## ### ISSN: 1064-4326 ### ### ### ## ### Ocotber 1995 ####### ### ######## ### Volume 3, Number 4, pp. 57-65 --------------------------------------------------------------------------- Published by the Department of Education University of Maryland Baltimore County Additional support provided Georgetown University This article is archived as SCHORR IPCTV3N4 on LISTSERV@LISTSERV.GEORGETOWN.EDU ------------------------------------------------------------------------- THE QUICK RESPONSE CENTER: AN INTERACTIVE BUSINESS LEARNING ENVIRONMENT by Aaron Schorr INTRODUCTION With the introduction of new technologies, such as Electronic Data Interchange (EDI), Just-In-Time (JIT), and Quick Response (QR), American industry is moving from decentralized to distributed data environments (Byrne, 1993; Jacob, 1995). EDI has the capability to process data between a computer in one company with computers in any of their business partners. All of this is done by using a standard data format. For example, the generation of a purchase order that can be sent to another company s order entry system without human intervention is a common EDI application (Loucks, 1992, p. 18). As a result, businesses of all + Page 58 + sizes are being transformed into virtual companies (Davidow & Malone, 1992; Gargan, 1994). However, rapid technological change requires training (Magaziner & Clinton, 1992; O Neil, 1992). Our students and past graduates at the Fashion Institute were not being trained on how to be productive in a new interactive data environment. We had to develop the Quick Response Center to continue to be viable as an educational institution and industry training site. In addition to formal instruction, student and faculty user groups use the facility for interdisciplinary collaboration. Moreover, involvement with the Center has encouraged our advisory board of technologists, retailers, and manufacturers to broaden their perspectives for developing solutions to changing business communication problems (Barnes & Greller, 1994). INTERACTIVE LEARNING The development of an interactive rather than simulated learning environment is a unique feature of this facility. As the technologies evolve in LAN (local area networks), EDI (electronic data interchange), and WAN (wide area network), the Quick Response Center changes with it. It was determined in the inception of this project that it was essential to have a working model of an entire vertically integrated business enterprise--consumer, marketer, manufacturer, raw materials resources with technological linkages. This facility enables students to learn the knowledge and task based skills that they need to be productive and master their amoeba like workplaces of the future. For example, our QR Center includes all aspects of product development design, engineering, marketing, manufacturing, and logistics. Students, faculty and industry may casually visit each of these disciplines before examining any one aspect of the process in depth. The LAN features all commercial applications that can serve as a benchmark for industrial users, and as a hands-on training vehicle for students. As the focus of the College is on fashion and related industries, we have created a manufacturing facility within the QR Center that can produce dress pants, casual slacks, skirts, and other items. People using the center may then identify and follow the information and product processes to gain an appreciation of the business enterprise. + Page 59 + Evolution is a key concept in this facility. This principle leads us to the continuous learner. We have to provide an environment in which graduates and others whose expertise rise and fall with changes in business and technology can return and quickly learn how to adapt and remain productive even as they transition to a new career. We use a combination of media, lecture seminars provided by vendors and users, and hands-on experiences to provide this knowledge. A key ingredient to success is the elimination of academic barriers. For students, faculty, and workers to be successful in a networked world, they must have an understanding of how the other disciplines work and how they can interact with them. This approach is rather unique in the education environment as it encourages the mingling of active students with industry expert in a dynamic setting. Ability and learning assumptions are adjusted as both users observe and interact with each other in the Center. Multimedia tools, and network access to worldwide information processing provide the communications back bone for this endeavor. PRACTICAL USE The QR Center serves a variety of constituencies. Our primary audience is the credit earning full and part-time students. We are secondarily a training center for the industries that we serve, and a demonstration site for industry, faculty, and students. The depth of exposure and use of these technologies in the Center will range from awareness to experience depending on the needs of the individual visiting the Center. The Center has a 21 station Windows NT LAN that permits office, retail, and manufacturing modules to interact as they would in a WAN. Recently an AS400 secondary network was added. Connections are present to: Internet, Advantis, and Sterling for education and industry functions. Our Center does not have any programmers. The premise of this facility is that small to medium sized business enterprises should be able to work and compete in the marketplace with plug and play solutions. Any assistance that we receive should be available to the commercial user. When we discover problems with linking software and/or networks, that information is passed on to the various vendors at regularly scheduled advisory meetings. + Page 60 + Hardware and software suppliers, textile, apparel manufacturers, and retailers provide guidance as to mission, changes in the business world, and employment requirements. The advisory board provides a forum for the exchange of ideas on technical conflicts between systems, end-users, technology problems, etc. Advisory meetings bring to light issues that may or may not be in the standards committees of various organizations such as Inter-Industry Communications Voluntary Standard (VICS), National Institute of Standards (NIST), Uniform Code Council (UCC), National Retail Federation (NRF), etc. The members then discuss the issues and make a recommendation as to how to solve the problems. We disseminate the recommendations to others who would be interested in the problem. For example, if it is a communications protocol question that might impact others, then we attempt to determine the appropriate forum for deliberation as we develop a temporary work-around for the Center. This type of interaction has encouraged firms to join in supporting the Center, and end users to join our advisory group. Our advisory group currently includes: Symbol Technologies, Monarch Marking Systems, Gerber Garment Technology, Consolidated Edison, Accounting Wiz, Merchant Data Solutions, Sterling Software, QuickResponse Services, Lucas-Bear, Saks, Bloomingdale s, Frederick Atkins, Caldor, Jamesway, Winer Industries who are actively engaged in the analysis of our systems and their evolution into the future. We hold user group meeting at the Center to be able to assess the status of the implementation of these technologies and determine where the educational needs of the industries are for owners and employees. With the infusion of technology into the full array of business activity, computer literacy and competency becomes a major issue. With this technology resources, tasks, workgroups, and time take on new definitions that require a reexamination of teaching and learning. What is the role of the educator and the student in this new environment? This Center provides a resource for faculty to develop and test new instructional methodologies based on workgroups and integration of global resources. + Page 61 + Students in our institution understand that new technology and information navigation is essential for their economic well being. Those that will be successful are now coming in to use the Center as a hands on information library. After completing basic research on a particular topic, students can reinforce their knowledge with practical hands on experiences. Presently we service over 1000 of our full time day students, and look to extend access to our part time students in the near future. However, technophobia is alive and well in America. Participation by industrial leaders, faculty, and students in a technology driven center is a barrier that has not yet fallen. We are making strides through collaborative efforts, tutorials, demonstrations, discussion groups, and classes to overcome the fear, but it is impacting the integration of our activity into the mainstream of consciousness. ENCOURAGING THE USE OF THE NATIONAL INFORMATION INFRASTRUCTURE (NII) The first step in the education process is awareness. The Center provides a central site for people from all disciplines to come and see high tech business communication concepts in action. This encourages curiosity, followed by interaction. The methods used include: seminars, lectures, workshops, inclusion in credit bearing classes as projects and assignments, and use of the facility as a hands-on information library for independent access by students, faculty, and industry. To use the NII effectively, we have to make sure that people first know how to access information with a computer. We need to examine the means in which they will access the superhighway. Man users haven t a clue where to find data files on their standalone systems. How can we presume that they are prepared to navigate a network that is not to this point user-friendly? The current system is full of acronyms, confusing protocols, and complex guides that are + Page 62 + inhibitors. Currently, the gap is growing between the techno illiterates and literates which will grow into a larger chasm if better training, navigation methodology, and means of access are not expanded (Geoghegan, 1994). Currently, the disconnection between school and the workplace hurts students entering the job market. For over 50 years, FIT has been in the business of providing training for careers in the fashion industry. FIT serves students by combining rigorous technical training with core liberal arts programs. But it serves industry too, by providing students trained not just for entry level jobs but for a workplace that demands high skills and the ability to adapt to the rapid changes wrought by new manufacturing technologies and global competition (McKenna, 1993, p. 8). The majority of FIT s students are hands-on learners. Traditionally, this student has been directed towards vocational education with limited access to new technologies. Students working in the QR Center with LAN, WAN, Internet other pathways can use these new tools to develop computer competency skills. By experiencing technology through multimodal processes (a wide range of physical, perceptual, and cognitive skills), rather than limiting the learning system to reading, writing and arithmetic, students can attain the ability to be creative and comprehend how to use new learning skills. (Gross, 1974) Thus, students develop a feeling of accomplishment that reduces frustration and avoidance. Moreover, student feedback helps the Center conceptualize better interfaces and tools to overcome the negative aspects of human-computer interactions, and replace them with more positive results. As the key to the information door is opened, students need to develop new skill sets. However, learning all these new skills can be overwhelming for the novice computer user or techno illiterate student. (Phillips, 1994). As a result, care has been taken in the QR Center to keep users from being overwhelmed by the information that is suddenly available. This Center allows us to step these students through a systematic approach and gain confidence in themselves as they + Page 63 + prepare to experience continuous learning in the QR interactive classroom. Our task is to prepare them to open the door, and feel comfortable their new environment. The QR Center and its connection to the NII provides a nurturing environment in which the traditionally deprived person will have the opportunity to access, experiment, and ultimately learn to use the tools for personal or commercial goals. Our goal is bridging the gap between the techno illiterates and literates with this unique training facility by facilitating collaboration with peers, educators, developers, and employers. CONCLUSION The QR Center is attempting to bridge the gap between techno illiterates and literates by bringing together students, faculty, users, and industry to teach and learn together. However, this is a unique facility that can not be easily duplicated. Consequently, we would like to expand into distance learning so that the teaching and learning experiences developed here can be shared with educators, students, and industry personnel. By broadening our geographic communications network, we plan to create a community of users. This community will provide feedback which will foster better understanding between students, educators and industry to bridge the technology learning gap. Moreover, we want to encourage the development and improvement of EDI, JIT, and QR technologies as they expand into the 21st Century. + Page 64 + Works Cited Barnes, S. & Greller, L. (1994, April). Computer-mediated communication in the organization. _Communication Education_, Vol. 43, No. 2, pp. 129-142. Byrne, J.A. (1993, December 20). The horizontal corporation. _BusinessWeek_, pp. 76-81. Davidow, W.H & Malone, M.S. (1992). _The virtual corporation_. New York: Harper Collins Publishers. Gargan, E.A. (1994, July 17). Virtual companies leave the manufacturing to others. _The New York Times_, p. F5. Geoghegan, W.H. (1994). What ever happened to instructional technology?. _Proceedings of the 22nd Annual Conference of the International Business Schools Computing Association, July 17-22_. Gross, L. (1974). Modes of communication and the acquisition of symbolic competence. In D.R. Olson (Ed.), _Media and symbols: The forms of expression, communication, and education_. Chicago: University of Chicago Press. Jacob, R. (1995, April 3). The struggle to create an organization for the 21st century. _Fortune_, pp. 90-99. Loucks, T.G. (1992, February). Getting stared in EDI. _EDI World_, pp. 18- 21. Magaziner, I. & Clinton, H.R. (1992, March). Will America choose high skills or low wages? _Educational Leadership_, pp. 10-14. + Page 65 + McKenna, B. (1993, November). From school to work: Tech prep provides a model for Clinton s latest school reform initiative. _On Campus_, pp. 8- 9. O'Neil, J. (1992, March). Preparing for the changing workplace. _ Educational Leadership_, pp. 6-9. Phillips, G. M. (1994, April). A nightmare scenario: Literacy & technology. _Interpersonal Computing and Technology: An Electronic Journal for the 21st Century_, pp. 51-73. (archived as PHILLIPS IPCTV2N2) Aaron Schorr, Associate Professor Manufacturing Management Department, Quick Response Coordinator Quick Response Center ------- About the Author: Aaron Schorr has been integrating computer technology into the curricula at the Fashion Institute of Technology for the past seven years. Prior to developing the QR Center, he was the Coordinator of Academic Computing. In that role, he assisted departments throughout the college in their efforts to utilize computers in the classroom. In addition to his academic work, Aaron has been a guest lecturer at numerous industry conferences. Next summer he will be inaugurating the QR Institute, a week long intensive study combining lectures, classroom demos, and field trips to observe best practices. Fashion Institute of Technology, SUNY Seventh Avenue at 27th Street, Room CC15 New York, New York 10001 Phone: (212) 760-7410 Fax: (212) 7607593 Email: aschorr661@aol.com + Page 52 + ------------------------------------------------------------------------ Interpersonal Computing and Technology: An Electronic Journal for the 21st Century Copyright 1995 University of Maryland Baltimore County. Copyright of individual articles in this publication is retained by the individual authors. Copyright of the compilation as a whole is held by the University of Maryland Baltimore County. It is asked that any republication of this article state that the article was first published in IPCT-J. Contributions to IPCT-J can be submitted by electronic mail in APA style to: Susan Barnes, Editor IPCT-J SBB3007@IS2.NYU.EDU