Abstract
An experiential learning approach based on Bloom's taxonomy was adapted to help business graduate students gain insight into Radio Frequency Identification (RFID) technology while covering the various classroom topics. Two graduate classes are compared, one class experienced a failed RFID project and the other experienced a successful RFID project. The projects were designed so students would learn about product design, process design, teamwork, resource scheduling, inventory planning, control and project management. Although the first project failed because of the damage to a critical component, we found that there is no difference on student learning as defined by Bloom's taxonomy.
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