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
- Project-based learning teaches project-management skills as well as content.
- If projects are assigned to groups, team-management skills are also needed.
- Projects will pose problems, so problem-solving skills will also be needed.
- The practice of these skills is a major benefit of project-based learning.
- Scholarly articles for Project-based learning
- Project management (search)
- Collaborative learning (Wikipedia)
- Collaborative learning (search)
- What is Design Thinking?
- Design thinking
- The Digital Teaching Assistant (DTA) for MUVES (virtual worlds): Summary
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
- Identify stages of project planning and execution.
- Identify work products that need to be produced at each stage.
- Identify action elements of self-management for project teams.
- Keep focus on the the target market rather than the product.
- Collect reports showing these work products and action elements.
- Present these reports to the teacher for evaluation and recommended action.
- What is Design Thinking?
- Design thinking
- Visible Thinking
- THE “THINKING” IN SYSTEMS THINKING: HOW CAN WE MAKE IT EASIER TO MASTER?
- The instructions for any kind of thinking can be included in Digicoach.
- And the work products can call for any specific kind of thinking.
- Digicoach can give those instructions when students need to use them.
- JIT learning
- Digicoach can support homework in virtual worlds with JIT learning, immediate feedback
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?
Visit me on the web
- Drop by my web offices Weekdays: 12:-12:30 pm Central time (US)
- Cybalounge and 3DWebWorldz (Orientation room)
- I will be in both places, so you may need to speak to get my attention.
- Web-worlds, 3D virtual worlds running in a browser. Summary
- And we can visit the Writer's Workshop on the Web
- Don't register -- enter as guest.