Using project-based learning to teach project management, Winchester, 10 July 2013
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Using project-based learning to teach project management, Winchester, 10 July 2013
- 1. Using project-based learning to teach project management Colston Sanger C.Sanger@glyndwr.ac.uk Teaching on the Edge – sharing a passion for pedagogy University of Winchester 10 July 2013
- 2. What it is • Learning how to manage projects through live project-based learning – E.g., a charity fundraiser event – Several £K raised now for different charities • Managing Projects — Not Project Management — … as a team sport • Constructive alignment of intended learning outcomes, activities and modes of assessment – Semi- ‘flipped classroom’ – Frequent opportunities for group reflection and hence learning – Assessment by portfolio
- 3. Intended learning outcomes Knowledge and Understanding • … Describe models/methodologies for managing projects • … Describe individual and team roles • … Identify similarities /differences /connections with other modules Intellectual Skills • Generate ideas with minimal guidance • Evaluate ideas with minimal guidance • Exercise appropriate judgement Practical, Subject-specific Skills • Identify and evaluate customer/stakeholder needs… • Build and maintain relationships with stakeholders • Develop a project plan • Develop a project schedule • Assess and manage risks • Manage self in role … • Manage the project lifecycle… Transferable Skills • Manage own learning … • Communicate effectively … • Work with others • Recognise and support followership/be proactive in leadership • Reflect on own practice
- 4. Why? Encouraging confident learners • who can think under pressure • are resilient and resourceful • who can lead collaboratively • communicate effectively in a polyglot world • and know how to learn from experience ‘In this unit we were taught to find many of the answers ourselves, which I have personally learned much more from... I learned to be less dependent on teacher advice and more dependent on my own, which has given me more confidence. I think this was a really good learning experience. Sometimes teachers answer far too many questions easily when they really need to let the student search for their own answers…’
- 5. The videos • Extra, discretionary effort 1. Glyndwr Moustache Day – Pre-event trailer – Volunteer fundraising for St Christopher’s Hospice, Sydenham, SE London 2. Glyndwr Debating Society – Post-event review – To improve critical thinking skills by initiating a debating society on the London campus
- 6. ‘The journey of this project started with first class … where the lecturer Mr Colston stepped in the class and student wondered another boring session with the long study hour that will end up with a heavy burden of assignments or exams … But the whole scenario changed when [it was announced that we would work on] a live project… Since that day everyone entered in a new way of learning…’ ‘The most important thing I have learnt is the advantage of studying in a diversify environment. This teach you different ways of learning, tells you different ideas and views as we had a group of different … experiences students.’ And the outcomes? Start of this module was fantastic and amazing, taught me how to get along well with other class mates. I have never thought I would reach that far.’ ‘My Project Management module’s learning experience was one of the best experiences I have ever had … I wish all subjects could be live like the project.’