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

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

Abstract

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.

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Authors
  • Derntl, Michael
  • Motschnig, Renate
  • Figl, Kathrin
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  • © IEEE 2006
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Shortfacts
Category
Paper in Conference Proceedings or in Workshop Proceedings
Event Title
Frontiers in Education Conference
Divisions
Data Analytics and Computing
Event Location
San Diego, California
Event Type
Conference
Event Dates
2006-10-29
Publisher
IEEE Press
Date
September 2006
Official URL
http://fie.engrng.pitt.edu/fie2006/papers/1413.pdf
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