Here is another interesting article: a case study
USING A FINANCIAL TRADING ROOM TO FACILITATE AN INTERDISCIPLINARY, LEARNER-CENTERED PARADIGM: ONE SCHOOLâS EXPERIENCE
http://www.tsu.edu/pdffiles/Southwestern Business Journal/SBAJ-sp2009-Paper4.pdf
Individuals responding to questions about such facilities indicated that the immediacy of stock and global news information adds realism to the classroom. Through team-based and individual study, students gain a greater understanding of how financial markets respond to new information. As students experience the impact of global currency fluctuations, variances in governmental policy, and corporate and individual decision-making, the sense of a ―global economy‖ expands beyond that of a textbook discussion to one that is more attuned with the way 21st century students learn. These perceptions lead one to anticipate the following propostion:
Proposition 1. Learner-centered instruction in technology enhanced financial laboratories improves student skills and retention of dynamic content knowledge.
Propostition 2. Learner-centered instruction in technology enhanced financial laboratories improves faculty and student interaction and student learning.
Propostion 3. The accuracy and immediacy of data in a technology enhanced financial laboratories improves opportunities for faculty research.
Proposition 4. Learner-centered instruction in technology enhanced financial laboratories improves supports interdisciplinary collaborations.
Propostition 5. Using the FTR would assists faculty in finance, economics, and accounting in the process of developing curricula to effectively assess student learning
Proposition 6. Learner-centered instruction in technology enhanced financial laboratories improves students understanding and application of financial concepts to real-world businesses.
Proposition 7. Exposure to and classroom instruction in the technology enhanced financial laboratories improves studentsâ overall learning and access to internship and permanent placement opportunities.
Proposition 8. Student engagement in projects requiring the use of the FTR will enhance soft-skill development.
CONCLUSION
The experiences associated with developing and implementing the FTR have been rewarding. Anticipated positive outcomes have been realized across all of the areas selected for study. Program expansion, however, to the broader campus and in the community remains a significant work-in-progress. This paper has not discussed the cost of implementation, and it should be noted that to build a facility such as this generally requires a significant initial capital outlay to develop the FTR and continuing annual expenses for product licensing. The primary determinant of cost is related to the size of the FTR and the range of financial products selected for use by students and faculty.
The establishment of the Young Investors Club was the result of grass-root student action based on the availability of the FTR. This unexpected outcome draws over 30 students to the FTR weekly for guest speaker presentations and informal learning opportunities. The use of the facility by secondary schools was also more a hope than an expectation. When it was realized, all parties were pleased. Today, more than 1,000 students participate in activities in the FTR annually and we anticipate increasing use. The results of our experiences suggest that the learner-center paradigm works effectively in the trading room environment and we strongly recommend that others consider this as a means of increasing student learning.
Subscribing to 3rd party educational vendors/signal providers will not make u a successful trader. It will just get u dumber.
USING A FINANCIAL TRADING ROOM TO FACILITATE AN INTERDISCIPLINARY, LEARNER-CENTERED PARADIGM: ONE SCHOOLâS EXPERIENCE
http://www.tsu.edu/pdffiles/Southwestern Business Journal/SBAJ-sp2009-Paper4.pdf
Individuals responding to questions about such facilities indicated that the immediacy of stock and global news information adds realism to the classroom. Through team-based and individual study, students gain a greater understanding of how financial markets respond to new information. As students experience the impact of global currency fluctuations, variances in governmental policy, and corporate and individual decision-making, the sense of a ―global economy‖ expands beyond that of a textbook discussion to one that is more attuned with the way 21st century students learn. These perceptions lead one to anticipate the following propostion:
Proposition 1. Learner-centered instruction in technology enhanced financial laboratories improves student skills and retention of dynamic content knowledge.
Propostition 2. Learner-centered instruction in technology enhanced financial laboratories improves faculty and student interaction and student learning.
Propostion 3. The accuracy and immediacy of data in a technology enhanced financial laboratories improves opportunities for faculty research.
Proposition 4. Learner-centered instruction in technology enhanced financial laboratories improves supports interdisciplinary collaborations.
Propostition 5. Using the FTR would assists faculty in finance, economics, and accounting in the process of developing curricula to effectively assess student learning
Proposition 6. Learner-centered instruction in technology enhanced financial laboratories improves students understanding and application of financial concepts to real-world businesses.
Proposition 7. Exposure to and classroom instruction in the technology enhanced financial laboratories improves studentsâ overall learning and access to internship and permanent placement opportunities.
Proposition 8. Student engagement in projects requiring the use of the FTR will enhance soft-skill development.
CONCLUSION
The experiences associated with developing and implementing the FTR have been rewarding. Anticipated positive outcomes have been realized across all of the areas selected for study. Program expansion, however, to the broader campus and in the community remains a significant work-in-progress. This paper has not discussed the cost of implementation, and it should be noted that to build a facility such as this generally requires a significant initial capital outlay to develop the FTR and continuing annual expenses for product licensing. The primary determinant of cost is related to the size of the FTR and the range of financial products selected for use by students and faculty.
The establishment of the Young Investors Club was the result of grass-root student action based on the availability of the FTR. This unexpected outcome draws over 30 students to the FTR weekly for guest speaker presentations and informal learning opportunities. The use of the facility by secondary schools was also more a hope than an expectation. When it was realized, all parties were pleased. Today, more than 1,000 students participate in activities in the FTR annually and we anticipate increasing use. The results of our experiences suggest that the learner-center paradigm works effectively in the trading room environment and we strongly recommend that others consider this as a means of increasing student learning.
Subscribing to 3rd party educational vendors/signal providers will not make u a successful trader. It will just get u dumber.
