Tuesday, July 30, 2019

2019 #VWEDU: #DTA: Digicoach for project-management in self-managed teams: (Note: skills to be learned in doing these tasks)

Digicoach for project-management 
in self-managed teams:
(Note the skills to be learned in doing these tasks)

Outline of how Digicoach could coach student teams in project management and participation in self-managed teams.  This article is explicitly licensed Public Domain (CC0).
The Empty Classroom

Coach for project-management in self managed teams

  • Project-based learning is likely to involve self-managed teams.
  • This kind of learning teaches more than the subject matter.
  • It gives practice in project management and in working with self-managed teams.
  • Scholarly articles for project-based learning
  • There is so much advice on how to do these things that it creates overchoice.
  • A teacher can collect a modest number of recommendations.
  • Students could be given a list of recommendations in each area.
  • But the critical requirement is to know when to use a particular recommendation.
  • The ideal digicoach would be able to recognize what is needed and suggest it.
  • Meanwhile. digicoach can ask for known requirements and teacher can evaluate.
  • Keep FERPA requirements in mind.

How can Digicoach help team meetings on projects

Work products in project planning (1)

  • Who will be served by your project (target market)?
  • What is your objective (final product)? 
  • What are the criteria that your product must meet to be a success?
  • What resources do you have at hand?
  • What additional resources do you know how to get? 
  • Do you need additional resources?  If so, what?
  • Give the steps you need to complete planning and meeting dates for these.
  • Each of these questions calls for a short report to be given to Digicoach.
  • Digicoach presents the questions at the start of meeting 1 and again as needed. 
  • Teacher evaluates the answers and takes appropriate action.  
  • Action many include approval or recommendations for further planning.
  • If the plan is approved (or some parts), the team goes to the next step.
  • Parts that are not approved require additional team meetings in planning (1)
  • These work products can focus student attention on specific thinking skills.

Action elements of team self-management

  • Digicoach will ask for these reports at each meeting.
  • Digicoach will first give the request at the scheduled meeting time and will repeat requests per item as needed.
  • Acting leader for this meeting (name).
  • Acting secretary for this meeting (name).
  • List of action items pending.
  • List of action items taken and who has taken each. 
  • Report on completed action items and who did it.
  • Agenda for next meeting and who takes the task.
  • Agenda items completed in this meeting (description)
  • Agenda items carried forward to next meeting.
  • Meeting notes: Important ideas from group members (name) . 
  • (Any group member can enter an idea.)
  • Teacher will review the reports and give feedback as needed.
  • Teacher will give a recorded score to each item from a named person.
  • Item and recorded score will go as feedback to the person. 
  • Teacher may use the recorded score in grading.

Work products in project planning (2)

  • List the sub-tasks that must be completed and specify the task product.
  • Mark the approximate time when each task must be completed.
  • List the sub-tasks as pending action items.
  • Invite team members to take any sub-task as an action item.
  • Record sub-tasks as action items pending or taken.
  • Create a schedule showing when each action item is due.

Work products in project execution (1)

  • In subsequent meetings, report action item status compared with schedule.
  • If the project require references, gather the web links in the  DTA reference section.
  • At each meeting apply action elements as give above.

Work products in project execution (2)

  • Assuming the project product is ready for delivery, is there anything you would like to do to improve it?

Individual response from each student

  • "Who were the three main contributors to this meeting, not including yourself?
  • Did you make any suggestion that the group ignored?  What  was it?
  • Did the group fail to do something you think it should have done  What was it?

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