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- Pears, Arnold, 1964-, et al.
(author)
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Developing Global Teamwork Skills : The Runestone Project
- 2010
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In: Annual Global Engineering Education Conference (EDUCON). - : IEEE.
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Conference paper (peer-reviewed)abstract
- The Runestone project is a collaborative course currently offered byUniversities in Sweden, Finland, and China. The course provides a uniqueopportunity for third year engineering students from a variety of programs toexperience the opportunities and challenges that international teamworkinvolves. Teams composed of students from two countries work intensively over a10 to 13 week project cycle to develop a system which allows a user toremote-control a LEGO NXT robot.The teams negotiate the features of their final system withthe academic supervisors from the participating Universities, propose adevelopment time-frame and deliverables,and develop and demonstrate a prototype system.This paper uses teaching and learning findings from engineering educationresearch. The evidence is used to arrive at an instructional design thataligns learning outcomes, with instruction and assessment to support student'slearning outcomes development throughout the course,We also discuss the evolution of the courseover the past 12 years as we moved from a pilot version with eight students fromtwo universities to a large scale course with between sixty and eighty studentsfrom between three and five universities distributed over three continents andwidely different educational and social cultures.The Runestone project is a collaborative course currently offered byUniversities in Sweden, Finland, and China. The course provides a uniqueopportunity for third year engineering students from a variety of programs toexperience the opportunities and challenges that international teamworkinvolves. Teams composed of students from two countries work intensively over a10 to 13 week project cycle to develop a system which allows a user toremote-control a LEGO NXT robot.The teams negotiate the features of their final system withthe academic supervisors from the participating Universities, propose adevelopment time-frame and deliverables,and develop and demonstrate a prototype system.This paper uses teaching and learning findings from engineering educationresearch. The evidence is used to arrive at an instructional design thataligns learning outcomes, with instruction and assessment to support student'slearning outcomes development throughout the course,We also discuss the evolution of the courseover the past 12 years as we moved from a pilot version with eight students fromtwo universities to a large scale course with between sixty and eighty studentsfrom between three and five universities distributed over three continents andwidely different educational and social cultures.
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