This paper presents the “Multi-Role Project” method (MRP), a broadly applicable project-based learning method, and describes its implementation and evaluation in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. The MRP method is designed around a meta-principle that considers the project learning activity as a role-playing game based on two projects: a learning project and an engineering project. The meta-principle is complemented by five principles that provide a framework to guide the working practices of student teams: distribution of responsibilities; regular interactions and solicitations within the team; anticipation and continuous improvement; positive interdependence and alternating individual/collective work; and open communication and content management. This paper presents the implementation of MRP in a course teaching software engineering, UML language, and project management. The results show that MRP helped the course's students to acquire important professional knowledge and skills, experience near-real-world professional realities, and develop their abilities to work both in teams and autonomously
In this paper, a Project-Based Collaborative Learning (PBCL) meta-model is proposed. It allows a teacher to build up a PBCL scenario and to implement it in a learning system which is not designed to this learning method. A MDA (Model Driven Architecture) approach is described to elaborate transformation rules between the PBCL metamodel and that of the learning system. Moodle platform, used in the UIT of Laval, is the chosen case study.
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