The Teamwork Indicator – a feedback inventory for students in active group learning or team projects

Holen, Are; Sortland, Bjørn

doi:10.1080/03043797.2021.1985435

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…EiT is oriented around experience-based learning, the topics are relevant to working life, and the course is based on self-defined and student-driven projects, and often on collaboration with external partners in private or public businesses (NTNU, 2023). EiT is also research-based, and a number of research results have over the years been published on findings from EiT (Holen & Sortland, 2022;Otte, 2016;Veine et al, 2020;Verhulst et al, 2023). The findings are diverse, but some key findings are that the interdisciplinary organisation works well, and the courses are well structured, and moreover, EiT seems to be well suited to stimulate and develop reflection skills, both individually and in groups (Veine et al, 2020).…”

Section: Experts In Teamworkmentioning

confidence: 99%

“…Børte et al's (2023) systematic review shows, however, that there is no straight-forward recipe for succeeding with introducing student-active learning forms in higher education. Studentactive forms of learning can perhaps to a greater extent meet expectations in society and from current and future students (Baepler et al, 2014;Børte et al, 2023;Holen & Sortland, 2022;Rapanta et al, 2021), but that requires both that the teachers adapt their pedagogical approach and that the institutions genuinely support such ways of teaching (Børte et al, 2023;Lee et al, 2018). Concepts such as blended learning and student-active forms of learning are applied in the analysis as analytical or 'sensitizing' concepts.…”

Section: Digital and Hybrid Forms Of Learning In Higher Educationmentioning

confidence: 99%

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From black screens to mediating means

Schofield

2023

seminar

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The paper reports on an empirical case study that explores innovative teaching practices in higher education, including digital, physical, and blended learning activities. The study followed the Master’s course ‘Experts in Teamwork’, where the students worked with practical assignments based on real-life challenges formulated by an external collaboration partner, which included actors from the health care department, the school management, and the ICT management in the local municipality. The students also gained experience with creative media production and worked with various digital tools and software. The findings show that the students experienced the project as motivating, highly educational and relevant to working life. It seems that digital tools contributed to flexibility, particularly for interactivity with the external partners and for group work. Both for students and the teachers the use of screens and software like Zoom and Teams opened for new ways of thinking about collaboration and provided an extended learning space and increased learning potential. However, screens also imply limitations, for example in terms of communication noise, possible passive forms of participation or even withdrawal from some of the students. Moreover, practices that include digital, physical and hybrid learning activities are highly complex, which require that the activities are particularly well planned and thoughtfully organized. The learning situation is therefore characterized by increased demands and expectations - for both students, teachers, and the institutions.

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Section: Experts In Teamworkmentioning

confidence: 99%

Section: Digital and Hybrid Forms Of Learning In Higher Educationmentioning

confidence: 99%

From black screens to mediating means

Schofield

2023

seminar

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Transmedia storytelling in materials selection design: an interdisciplinary experience with undergraduate engineering students

César Dutra,

Schmid Calvão

2024

European Journal of Engineering Education

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Going beyond the EFL teachers’ beliefs on authentic assessment: Reframing the five-dimensional approach

Herda,

Widyastuti,

Castro

et al. 2022

Tamansiswa Int. J. in Educ. & Sci.

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The 21st-century EFL teachers should focus more on students’ real performance, and authentic assessments become the most suitable assessment type that demonstrates students’ knowledge to perform real-world tasks in their real and meaningful context. The objectives of this qualitative study were to reveal the teachers’ beliefs in authentic assessment and propose an authentic assessment model adapted to Gulikers et al.'s five-dimensional framework. This study involved 37 EFL teachers in Indonesia from three education levels. The data were collected through a close-ended questionnaire made online and then analyzed using descriptive statistics. The findings of this study showed that teachers believed in the urgency of authentic assessment and the need to have a guideline that could be used to design appropriate authentic assessments. Additionally, by linking up to the need to design an ideal authentic assessment, the writers proposed a framework that not only focuses on the result but also considers the important elements in designing an authentic assessment that not many teachers know. Hopefully, the proposed framework will benefit educators, practitioners, and researchers who need new insight into the procedure to conduct an authentic assessment for their students.

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The Teamwork Indicator – a feedback inventory for students in active group learning or team projects

Cited by 4 publications

References 33 publications

From black screens to mediating means

From black screens to mediating means

Transmedia storytelling in materials selection design: an interdisciplinary experience with undergraduate engineering students

Going beyond the EFL teachers’ beliefs on authentic assessment: Reframing the five-dimensional approach

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