Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
Consecutive inter-year team projects - a learning experience entity?
Green, Clare Ruth
Type:
Year:
2013
Editor:
John Lawlor, Ger Reilly, Robert Simpson, Michael Ring, Ahmed Kovacevic, Mark McGrath, William Ion, David Tormey, Erik Bohemia, Chris McMahon, Brian Parkinson
Author:
Series:
E&PDE
Institution:
1: Institut Superieur de Design, Valenciennes, France; 2: Ecole des Hautes Etudes en Sciences Sociales, Paris, France
Section:
Learning
Page(s):
752-757
ISBN:
978-1-904670-42-1
Abstract:
Part of an ongoing research project on inter-year team-working in design education, this paper looks at the cumulative effect of consecutive group projects as a learning experience.
Design process today places emphasis on multidisciplinary teams and in this context designers need to be particularly skilled for collaborative working, perhaps becoming facilitators and teamwork experts. The inter-year teamwork format seems valuable in giving students experience of heterogeneous team working; managing different backgrounds, different knowledge levels and different approaches. Previous research has shown that students with experience of inter-year teamwork appear to be better equipped for subsequent group projects. This paper aims to better understand how past teamwork experiences influence future team behaviour and what learning is reapplied in this experiential format. This research is based on retrospective self-reports detailing individual student journeys through 4 consecutive 5 month long inter-year team projects. We present aspects of experiential and peer learning most clearly identified by this student cohort and discuss insights that may be useful for improving teaching input in project based teamwork contexts. We also present examples of successful cumulative teamwork experience and discuss key factors which appear to have created strong team-working and team-leading skills in final year students. We conclude with recommendations linked specifically to inter-year teamwork and teamwork journeys for design students. Whilst highlighting both specific qualities and drawbacks of inter-year teamwork we discuss how this example of collaborative learning may be particularly relevant in design education.
Design process today places emphasis on multidisciplinary teams and in this context designers need to be particularly skilled for collaborative working, perhaps becoming facilitators and teamwork experts. The inter-year teamwork format seems valuable in giving students experience of heterogeneous team working; managing different backgrounds, different knowledge levels and different approaches. Previous research has shown that students with experience of inter-year teamwork appear to be better equipped for subsequent group projects. This paper aims to better understand how past teamwork experiences influence future team behaviour and what learning is reapplied in this experiential format. This research is based on retrospective self-reports detailing individual student journeys through 4 consecutive 5 month long inter-year team projects. We present aspects of experiential and peer learning most clearly identified by this student cohort and discuss insights that may be useful for improving teaching input in project based teamwork contexts. We also present examples of successful cumulative teamwork experience and discuss key factors which appear to have created strong team-working and team-leading skills in final year students. We conclude with recommendations linked specifically to inter-year teamwork and teamwork journeys for design students. Whilst highlighting both specific qualities and drawbacks of inter-year teamwork we discuss how this example of collaborative learning may be particularly relevant in design education.
Keywords:
