Abstract
Across the disciplines and levels of education, team projects are becoming an increasingly important tool for assessment. However, it is often difficult to make sure that work is fairly distributed, that a reasonable schedule is formed which does not leave everything for the last minute, and that individual students are fairly rewarded/penalized for their respective contributions. To solve these problems, we can model a project using events, rules, and workflows. Depending on the nature of an event, an appropriate rule can be triggered, which can subsequently initiate a workflow that will assign specific tasks to specific roles within the team. Events that occur over the course of the project, fired from a variety of sources, can lead to the derivation of new knowledge, and potentially alter the flow of the team’s activities. An integration of mobile devices into the system can insure that students are always aware of the current state of the system and their roles within it. At the conclusion and at all prior points in the project lifecycle, a comprehensive log of each student’s activities will be available and will greatly simplify the task of assigning fair and accurate grades. The result will be a more educational, more equitable, and far more engaging learning experience.
Highlights
Collaborative learning is a teaching method that has been used effectively in classrooms from kindergarten to college, and in every subject area
This paper will focus on a specific point in that range where a group of students, in the context of a larger class or community, works together to solve a common problem; this is typically labeled as a team project
Team projects have many of the same advantages and present many of the same challenges that are seen in business scenarios
Summary
Collaborative learning is a teaching method that has been used effectively in classrooms from kindergarten to college, and in every subject area. The rest of the paper is divided up into the following sections: Section 2 discusses event and rule processing and how ETKnet fits into this space, Section 3 goes into more depth on how ETKnet can be applied to the collaborative learning domain, Section 4 describes how all the details of the students‟ efforts are recorded for assessment by the instructor, Section 5 explains the process of setting up the structure of a project and subsequently carrying out the project using a web-based interface, Section 6 tells how the use of cell phones and other mobile devices can increase the effectiveness of the system, and Section 7 summarizes the system and provides some final thoughts on its potential utility
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Knowledge Management & E-Learning: An International Journal
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
