Using Teams, Peer- and Self Evaluation in Blended Learning Classes

In addition to "hard" skills and factual knowledge, engineering graduates are nowadays required to have "professional" skills and attitudes such as effective communication and collaboration, the ability to adapt to rapidly changing conditions, meeting and expressing constructive...

Full description

Saved in:
Bibliographic Details
Main Authors: Derntl, M., Motschnig-Pitrik, R., Figl, K.
Format: Conference Proceeding
Language:English
Subjects:
blended learning
Collaboration
Communication effectiveness
Education
Educational technology
Information analysis
Knowledge engineering
partner team evaluation
peer evaluation
Performance analysis
Performance evaluation
Problem-based learning
Project management
self evaluation
Teamwork
Online Access:Request full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In addition to "hard" skills and factual knowledge, engineering graduates are nowadays required to have "professional" skills and attitudes such as effective communication and collaboration, the ability to adapt to rapidly changing conditions, meeting and expressing constructive criticism, and reflecting and learning from own experience. However, traditional engineering instruction and assessment techniques do not provide adequate means of meeting these requirements. Therefore this paper advocates project-based learning scenarios, in which students collaborate on complex problems, constructively pair up with each other in peer- and partner evaluation, and reflect on their own experience and learning in self evaluations and comments. We present two case studies based on hundreds of self- and peer evaluations. The main conclusion we draw from them is that it is important to effectively motivate students to engage in such innovative, often unfamiliar scenarios in order to add value to the learning processes
ISSN:0190-5848
2377-634X
DOI:10.1109/FIE.2006.322466