Can Person-Centered Technology Enhanced Learning Contribute to Develop Project Management Soft Skills in an Academic Context?

2010 ◽  
pp. 1963-1978
Author(s):  
Renate Motschnig-Pitrik ◽  
Michael Derntl
Keyword(s):  
Project Management ◽  
Quantitative Methods ◽  
Course Design ◽  
Soft Skills ◽  
Technology Enhanced Learning ◽  
Participatory Action ◽  
Academic Context ◽  
Qualitative And Quantitative Methods ◽  
Management Soft Skills ◽  
Enhanced Learning

In the preceding years we employed active technology enhanced learning in a course on project management soft skills that was particularly well received by students. This chapter presents the underlying philosophy, the current course design, students’ reactions, and our experiences and lessons learned. Concurrently, we confirm the applicability of participatory action research as a methodological framework suited for improving course design, specific interventions, and theory building. We propose to complement that framework by qualitative and quantitative methods in order to deal with specific research questions. Results indicate that students consider their active involvement in the course, both face-to face and online, the top factor from which they benefit. Furthermore, the majority of students felt that it was easier for them to work in teams and to establish social relationships. The primary goal of the chapter is to provide a pool of inspiration for other educators in practice and research.

Can Person-Centered Technology Enhanced Learning Contribute to Develop Project Management Soft Skills in an Academic Context?

2008 ◽  
pp. 284-303
Author(s):  
Renate Motschnig-Pitrik ◽  
Michael Derntl
Keyword(s):  
Project Management ◽  
Quantitative Methods ◽  
Course Design ◽  
Soft Skills ◽  
Technology Enhanced Learning ◽  
Participatory Action ◽  
Academic Context ◽  
Qualitative And Quantitative Methods ◽  
Management Soft Skills ◽  
Enhanced Learning

In the preceding years we employed active technology enhanced learning in a course on project management soft skills that was particularly well received by students. This chapter presents the underlying philosophy, the current course design, students’ reactions, and our experiences and lessons learned. Concurrently, we confirm the applicability of participatory action research as a methodological framework suited for improving course design, specific interventions, and theory building. We propose to complement that framework by qualitative and quantitative methods in order to deal with specific research questions. Results indicate that students consider their active involvement in the course, both face-to face and online, the top factor from which they benefit. Furthermore, the majority of students felt that it was easier for them to work in teams and to establish social relationships. The primary goal of the chapter is to provide a pool of inspiration for other educators in practice and research.

scholarly journals A Cloud-Based Mobile System to Improve Project Management Skills in Software Engineering Capstone Courses

2018 ◽  
Vol 2018 ◽  
pp. 1-16
Author(s):  
Andres Neyem ◽  
Juan Diaz-Mosquera ◽  
Jose I. Benedetto
Keyword(s):  
Project Management ◽  
Software Engineering ◽  
Technology Enhanced Learning ◽  
Mobile System ◽  
Management Skills ◽  
Software Artifacts ◽  
Capstone Courses ◽  
Use Of Technology ◽  
Course Outcomes ◽  
Enhanced Learning

Capstone project-based courses offer a favorable environment for the development of student skills through an approach incorporating theoretical and practical components. However, it is often difficult to successfully coordinate between students, stakeholders, and the academic team. The absence of suitable tools for addressing this issue, along with time constraints, often prevents students from attaining the expected course outcomes. This raises the question “How can we improve project management skills in computing majors through the use of technology-enhanced learning environments?” This paper presents a Cloud-based mobile system for supporting project management under a framework of best practices in software engineering capstone courses. The Kanban approach was used as a core of the proposed system. Kanban boards are very popular in the software industry today. It has been empirically shown that they provide increased motivation and project activity control due to their inherent simplicity. This helps the students and academic team be aware of the project context as it aids in preventing ambiguities, flaws, or uncertainties in the development of software artifacts.

Monitoring and Evaluation

2021 ◽  
pp. 99-116
Keyword(s):  
Narrative Analysis ◽  
Social Transformation ◽  
Quantitative Methods ◽  
Monitoring And Evaluation ◽  
Analysis Tool ◽  
Participatory Action ◽  
Action Monitoring ◽  
Qualitative And Quantitative Methods ◽  
Development Goals ◽  
Social Change Organizations

This chapter focuses on how monitoring and evaluation plays a pivotal role in the design and execution of initiatives leading up to social transformation. The work evidences that measuring effectiveness is one of the biggest challenges that many social change organizations face; this chapter addresses this issue. It explores and suggests qualitative and quantitative methods to track progress and how to measure growth. Among these methods is a narrative analysis tool that the authors have developed to evidence the ways in which a person's story of self, or the story of a group, transforms overtime. The methods suggested here respond to both local needs and global measures of success, such as the United Nations' sustainable development goals. Conceptually, this section draws from the notions of participatory action monitoring and evaluation as discussed by Chevalier and Buckles, and of the power relations that mediate processes of evaluation discussed by Chapela and Jarillo.

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2017 ◽  
Vol 9 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

Participatory action research with ex-prisoners: Using Photovoice and one woman’s story told through poetry

2017 ◽  
Vol 18 (3) ◽  
pp. 319-335 ◽  
Author(s):  
Michele Jarldorn ◽  
‘Deer’
Keyword(s):  
Quantitative Research ◽  
Quantitative Methods ◽  
South Australia ◽  
Research Data ◽  
Participatory Action ◽  
Qualitative And Quantitative Methods ◽  
Qualitative Approaches ◽  
Research Findings ◽  
Personal Level ◽  
Unexpected Findings

This paper provides an unexpected and extraordinary example of research data from a Photovoice project conducted with ex-prisoners in South Australia. It focusses on the contribution made by one of the participants who chose the pseudonym ‘Deer’. Deer joins me as a co-author, her voice shines in this paper, albeit through a pseudonym she chose for the project. Photovoice, a qualitative research method, uses a feminist framework and typically produces rich thick accounts of lives and experiences that cannot be adequately captured by quantitative research. Both qualitative and quantitative methods of research data collection each have merits, but qualitative approaches tend to engage the researcher, participant and later the reader on a more personal level. Moreover, unexpected findings are more likely to arise when researchers ask participants to express what they believe is important to their experience. This paper provides such an example, where the unexpected gift of poetry adds a deeper dimension to research findings.

scholarly journals Course design process in a technology-enhanced learning environment

2021 ◽  
Vol 93 ◽  
pp. 107263
Author(s):  
Cintia Smith ◽  
Karina Onofre-Martínez ◽  
Monica F. Contrino ◽  
Jorge Membrillo-Hernández
Keyword(s):  
Learning Environment ◽  
Design Process ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2018 ◽  
pp. 184-204
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

The Role of SRL and TELEs in Distance Education

2010 ◽  
pp. 105-121 ◽  
Author(s):  
Maureen Snow Andrade ◽  
Ellen L. Bunker
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Self Regulated Learning ◽  
Learning Contexts ◽  
Key Stakeholders ◽  
Information And Communication ◽  
Key Terms ◽  
Enhanced Learning

Self-regulated learning (SRL), defined as learners taking responsibility for their own learning (Dembo & Eaton, 2000), is a critical component for success in distance education. Distance education contexts, typically TELEs (Technology Enhanced Learning Environments), also have the potential to foster SRL. This chapter focuses on the importance of SRL in distance education, specifically in higher education and lifelong learning contexts, and how SRL can mediate the gap between the learner and instructor and decrease the distance that may be created by Information and Communication Technology (ICT). The chapter reviews the use of ICT in distance education, explicates key terms related to SRL, presents a model for course design, and illustrates how behaviors of key stakeholders can support development of SRL.

scholarly journals Generation Z: Fitting Project Management Soft Skills Competencies—A Mixed-Method Approach

2020 ◽  
Vol 10 (7) ◽  
pp. 187
Author(s):  
José Magano ◽  
Cláudia Silva ◽  
Cláudia Figueiredo ◽  
Andreia Vitória ◽  
Teresa Nogueira ◽  
...  
Keyword(s):  
Project Management ◽  
Mixed Method ◽  
Soft Skills ◽  
Self Awareness ◽  
Management Competencies ◽  
Mixed Method Approach ◽  
Generation Z ◽  
Survey Results ◽  
Management Soft Skills ◽  
Method Approach

Generation Z is arriving in the workforce. Do these youngsters have the skills and traits to fit project teams? This study reviews the literature concerning project management competencies and the traits that are associated with Generation Z. To deepen the understanding of its members (Gen Zers) traits, we explore the self-awareness of their profile, strengths and weaknesses with an empirical study. We used a mixed-method approach, implementing a survey on a sample of 211 college students about to enter the labor market. Comparing our survey results with the literature, we identified differences that reveal some of the lack of awareness of Gen Zers about their traits. Further analysis also revealed a significant correlation between the most highlighted Generation Z traits and essential project management soft skills, pointing to Generation Z as a promissory asset in the project management field. However, other essential project management (PM) soft skills were not grounded in personality traits. Our findings, namely the lack of awareness and association results, suggest the need for further research on educational approaches and re-thinking and targeting education and training policies that could strengthen Generation Z soft skills. Our results also suggest reflections about whether the Gen Zers traits fit the PM competencies sought by organizations.

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