Teaching and Learning State-Oriented Business Process Modeling. Experience Report Georgios Koutsopoulos and Ilia Bider ( ✉ ) DSV - Stockholm University, Stockholm, Sweden faerodin@hotmail.com, ilia@dsv.su.se Abstract. Though experience on teaching and learning workflow-based busi‐ ness process modeling exists and is partly documented, this is not true for other types of business process modeling. Even if such experience exists, it is not documented in research publications devoted to process modeling or BPM educa‐ tion. This paper tries to fill the gap by reporting on experience of teaching and learning state-oriented business process modeling, which does not belong to the mainstream. The report gives both the teacher’s and learner’s perspective from a course where state-oriented process modeling was in the focus. The material is partly based on the reflections from the authors, one of whom is a learner, and the other - a teacher, and partly – on an investigation of opinions of other learners via interviews and a small-scale survey. The paper considers difficulties of teaching/ learning state-oriented modeling, of which some does not exist for other types of process modeling, and gives suggestions on how they can be overcome. Keywords: BPM · Education · Business process · Business process modeling · State-oriented 1 Introduction Business Process Management (BPM) in the last 20–30 years became an established subject taught in at least some universities. Modeling of Business Process (BP) is an essential part of any BPM course, and there are plenty of books, e.g. [1], and other teaching materials, like videos for teaching/learning BP modeling. There is also some research literature related to the pedagogical aspects of teaching/learning BPM in general, and BP modeling in particular [2]. Nevertheless, the teaching/learning mate‐ rials and the literature devoted to pedagogical aspects of BP modeling is limited to the mainstream operational view of considering a BP as a partially ordered set of activi‐ ties/tasks, in other words workflow. For example, we could find quite a lot educa‐ tional videos in English related to workflow view on YouTube, but very few that explain process modeling using IDEF0 notation [3] (though IDF0 is a bit more popular in Spanish and Russian). Moreover, in the last ten years the focus of BP modeling became even narrower – modeling BP using BPMN notation. Summarizing the above, the research related to teaching/learning BP modeling does exist, but most, if not all, of it is focused on teaching/learning modeling based on an operation view on BP. Under the latter, we mean not only modeling workflows as © Springer International Publishing AG 2017 I. Reinhartz-Berger et al. (Eds.): BPMDS/EMMSAD 2017, LNBIP 287, pp. 171–185, 2017. DOI: 10.1007/978-3-319-59466-8_11