| Autor: |
Jensen, Lars Peter |
| Přispěvatelé: |
Hawwash, Kamel, Christophe Léger |
| Jazyk: |
angličtina |
| Rok vydání: |
2015 |
| Předmět: |
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| Zdroj: |
Jensen, L P 2015, Using consultation in student groups to improve development of team work skills amongst more reluctant students. in K Hawwash & C L (eds), Proceedings of the 43rd SEFI Annual Conference 2015 : Diversity in engineering education: an opportunity to face the new trends of engineering . 43rd edn, 55524, SEFI: European Association for Engineering Education, SEFI, Brussels,Belgium, SEFI Annual Conference 2015, Orleans, France, 29/06/2015 . < http://www.sefi.be/?page_id=6046#J > |
| Popis: |
Aalborg University has used Problem Based Learning since 1974. Each semester the students make one project in student groups (15 ECTS) supervised by one or two supervisors. The other 15 ECTS of the semester is split into three courses where exercises often are solved together in the students groups to enhance peer learning.From the practice in Aalborg it is know that as freshmen students working in groups often find it difficult to collaborate and to use their full learning potential from being a team.It seems obvious that teambuilding and help to develop team work competences could be very useful for the new teams. This was documented by Professor Kolmos in 1999 [1]. To improve the potential of project work a special course is offered to help the students develop their skills in cooperation, learning and project management (CLP).This course has proven very helpful for most of the engineering students but students from some educations are more reluctant to follow the course and do the exercises than other. Students studying Bachelor in IT (BAIT) has for two years showed less interest in the course than e.g. Software and Computer Science students. The consequences of this are that some BAIT students don’t develop their team work skills and competences to the level that is expected. This has been identified by comparing process analysis that each student group has to write after the first semester to reflect on their skills in team work and come up with ideas to improve their performance in the next project. Each lesson in the CLP course is approximately 50% lecturing and 50% exercises. It was decided to try and activate the students more in the autumn 2014 and to follow up on some of the key exercises. The implementation involved student groups handling in written answers to exercises from two key lessons on group contract and time planning. Then the lecturer visited each group 2 weeks later to discuss the exercises and the lessons learnt by applying the methods in the daily project work.The effect of the changes in the course is analyzed by comparing both the written Process Analysis and individual answers from the students to relevant exam questions taken from a written exam of the course. The results show significantly improvements in the quality of the Process Analysis and the development of the student’s team work competencies. Only 3% failed the course exam compared to 19% the year before.References[1] Kolmos Anette, 1999, Progression of collaborative skills, Themes and variations in PBL, Vol. 1, ISBN 0 7259 1068 2. Since Aalborg University (AAU) was founded it has been using an educational model,where Problem Based Learning is the turning point. Each semester the studentswork in groups using half of the study time to solve and document a real-worldengineering problem.Working with problems gives the students a very deep learning of the subjects theystudy and also very good problem solving skills and team work competencies bothhighly appreciated by the Danish companies. An important aspect of the firstsemester of the education is a course where the students get tools and tricks forgood communication, collaboration, learning and project management (CLP).This course has proven very helpful for most of the engineering students but studentsfrom some educations are more reluctant to follow the course and do the exercisesthan other. Students studying Bachelor in IT (BAIT) has for two years showed lessinterest in the course than e.g. Software and Computer Science students. Theconsequences of this are that app. 1/3 of the BAIT students don’t develop their teamwork skills and competences to the level that is expected.The development of team work skills is closely connected to how the theory andmethods presented in the CLP course is used in the projects. The idea ofcombiningexercises in the course with the use of theory and methods in the project wasintroduced in 2014: The teams hand in written answers to the exercises and Thelecturer visit each team as a consultant two weeks later discussing the answers withthe team members, enhancing their reflections on the experiences gained by usingthe methods in the project work.This paper describes the setup of the course and the consultation and analyses theeffects of the change by comparing the two cohorts of Bait students from 2013 and2014. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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