1. (C) Feedback
1.1. What
1.1.1. Teacher to student
1.1.1.1. Education perspective, focus on knowledge, performance, and improvement
1.1.2. Student to student
1.1.2.1. How they understand the other students' work, constructive
1.1.3. Student to teacher
1.1.3.1. Focussed on how the course was delivered and experienced
1.2. Why
1.2.1. To gain insight into different stakeholders’ experiences
1.2.2. Reflection and improvement
1.2.2.1. How to make the learning experience better next time
1.3. How
1.3.1. Short or long form evaluation tools
1.3.1.1. Survey monkey
1.3.1.2. Paper surveys
1.3.2. Peer review
1.3.2.1. Puts the responsibility on students
1.3.3. Grades
1.3.3.1. Tangible
1.3.3.2. User-friendly
1.3.3.3. Timely
1.3.3.4. Structured in a way that helps students
1.3.3.4.1. Grading & Feedback
2. Results
2.1. What
2.1.1. Show work for the organisation
2.1.1.1. HIgher stakes
2.1.1.2. Build portfolio
2.1.1.3. Develop CV
2.1.2. Give a final product
2.2. Why
2.2.1. To show their skills in a professional forum
2.2.1.1. Mimics 'real-life'
2.2.2. Proves knowledge and skills in area
2.2.3. implications beyond the specific purpose of the project
2.3. How
2.3.1. Learn how to talk in another way
2.3.2. clear presentation, adapted to the audience
2.3.3. Use feedback from ‘outside’ people to improve
2.3.4. Constructive, links with course goals
3. The Project Excellence Model, Source: The Project Excellence Baseline, International Project Management Association (IPMA), 2016
4. (A) People
4.1. What
4.1.1. Targeted questions aimed at students
4.1.1.1. What are your expectations and needs?
4.1.1.2. Ask students why they started this particular course?
4.1.1.3. How familiar (digitally literate) are you with the tools we are going to use in the course?
4.1.2. Building learning teams and a learning community for the whole course
4.2. Why
4.2.1. Enables students to listen and learn from each other while discussing
4.2.2. Establish sufficient level of comfort to online environment
4.2.3. Get to know each other to build trust
4.3. How
4.3.1. Icebreakers
4.3.2. Teambuilding
4.3.3. Check-In / Check-out procedure
5. (A) Purpose
5.1. What
5.1.1. Highlight the purpose and value of the group work
5.1.2. Emphasize that the ability to work in a group will be useful for them both in their professional work and in everyday life
5.2. Why
5.2.1. Compare personal objectives to ensure everyone is on the same page
5.2.2. These competencies are in high demand and very valuable
5.2.3. Can bring new input and know how that is of value for the organisation
5.2.4. Opportunities and relevance for work life
5.3. How
5.3.1. Work together to see how course purpose and personal objectives align
5.3.2. Vision cloud with purpose of the course to be mapped
6. (B) Processes
6.1. What
6.1.1. Be clear about what is required of the course
6.1.1.1. Give weekly tasks about what to communicate about
6.1.1.2. Key learning requirements
6.1.2. Give sufficiently complex problem to solve
6.1.3. Offer bonus credits for various milestones
6.1.4. Developing a framework for synchronous and asynchronous learning
6.1.4.1. Make sure each student has access to self-study materials / videos and other support information
6.2. Why
6.2.1. This encourages students to collaborate
6.2.2. Shared perspectives to solve problems
6.2.3. Distribute the work evenly along the course timeline
6.3. How
6.3.1. Include questions that foster critical thinking
6.3.2. Use scaffolding so that big projects can be tackled
6.3.3. Keep students in touch by organizing regular conversations, small talks (not only through the forum)
6.3.4. As a teacher, be a consultant, guide, do not suggest ready-made solutions
6.3.5. Be sure that students have access to high-speed Internet, computer with camera and microphone (proper environment to work online)
6.3.6. Teachers should ask a colleague to test everything before an online meeting