The purpose of this practice paper is to show faculty how and where to use ChatGPT to support planning an event in an event management class. This project is based on the high impact pedagogical practice of experiential learning. The use of ChatGPT, or similar chatbot style, artificial intelligence can be applied to many experiential learning projects in sport management. The application of this paper focuses specifically on using ChatGPT to plan and execute an event within a 16-week event management class. The use of ChatGPT has many benefits for faculty and students alike, especially for text-based tasks. This paper focuses primarily on using ChatGPT to alleviate heavy time-consuming tasks during the event planning process for faculty so that experiential learning implementation can be done more efficiently. 

ChatGPT in practice: Increasing event planning efficiency through artificial intelligence

Experiential learning is a critical component of sport management education and industry preparation; however, the inclusion of time-intensive experiential projects can displace content learning. Blended learning integrates face-to-face and online instruction to enable the space to maximize multiple learning types. This article proposes an innovative experiential project that integrates blended learning—implemented in a sport event management course—with reflection and scholarship supporting the pedagogical strategies. The article concludes with implications to optimize blended learning (e.g., multimedia, pedagogical workshops, course evaluation), enhance communication (e.g., office hours, discussion forum, orientation video), and expand student learning outcomes (e.g., reading outlines, video lectures, student assessment).

Integrating Blended Learning Within Sport Event Management Curriculum

Mock trials serve as useful experiential learning tools for undergraduate kinesiology students. In the current study, Kolb’s experiential learning cycle was employed over the course of a semester through a comprehensive mock trial project that aimed to provide undergraduate students with an interactive learning experience as a means to achieve desired learning outcomes. The primary purpose of this study was to empirically evaluate the mock trial as a learning tool. The researchers conducted a total of 32 semistructured focus groups with 175 students. Overall, students expressed positive experiences and outcomes as a result of engaging in the mock trial project. Four distinct themes emerged from the data: learning mechanisms, learning outcomes, the student learning experience, and suggested improvements for future courses. Each of these themes is substantiated by excerpts from the comments of the students who participated in the focus groups and discussed in detail, as well as implications for instructors who wish to similarly implement mock trials into their classrooms.

Implementation and Evaluation of Mock Trial Within Undergraduate Sport Law Curriculum

Coopetition is a strategic concept that integrates elements of competition and cooperation. This strategy focuses on creating an environment where working together develops additional value for all entities involved, but there is still competition for this newly established value. Mock trial is an experiential learning technique that can serve as a platform to implement coopetitive strategies, providing students the opportunity to cooperatively apply theory to practice in a competitive courtroom simulation. This extended abstract details implementation of coopetition through mock trial for the sport management classroom. Implications for enhancing the coopetitive environment through course format, mentorship, and facilitation are also discussed.

Mock Trial: Transforming Curriculum Through Coopetition

The process of enacting the intended curriculum is especially challenging in an underprivileged educational context. Blended learning has proved to be an essential component of the 21st century and the dynamic nature of blended learning requires educators to be more self-directed to deal with changes in the field. The theory of structural functionalism underpins the educational context that the authors discuss in this chapter. It further suggests that curriculum implementation can be augmented by implementing both self-directed curriculum as praxis as well as an integrated framework of blended learning. This framework is composed of the integration of the ‘technological pedagogical content knowledge' and ‘communities of inquiry' frameworks. The authors argue that SDL is fundamental for educators in curriculum enactment and to support curriculum as praxis. By scrutinizing the way in which the structure and functions interact with each other in the underprivileged context, the authors suggest multiple guidelines for educators in curriculum implementation in a blended learning environment. 

Facilitating Blended Learning in Underprivileged Contexts

Mock trial is an active, collaborative exercise, grounded in experiential learning, that simulates a court session in which students engage in role-play to achieve intended learning outcomes. Within the United States, the mock trial has been adopted and tested in a variety of academic disciplines due to its transferable objectives and valuable outcomes, yet little is known about the implementation and effectiveness of mock trials in sport management curriculum. The purpose of this paper is to describe my implementation of mock trial in a graduate Sport Law course, discuss evaluative feedback and reflection on the mock trial exercise, and present implications for future practice. While the mock trial was found to enhance critical skills, broaden legal knowledge, and prepare students for a future career in sport, several challenges were identified. The paper concludes with five strategies I intend to implement in future mock trials – bolster student training, review strategies for success, increase time allotted, enhance authenticity, and expand debriefing.

“The court is now in session…”: Use of mock trial in sport management

Donnelly v. University of North Carolina Court of Appeals of North Carolina 236 N.C. App. 32 September 2, 2014 Subscribe to TPE

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Integrating Blended Learning Within Sport Event Management Curriculum

“The court is now in session…”: Use of mock trial in sport management

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