Project-Oriented Education - Managing Three Simultaneous Processes

• In this paper, we describe how to manage teacher activities in three simultaneous processes in project-oriented education. We present these processes in the context of a project-oriented course and give examples of how teachers can apply them, both horizontally within a process and vertically in time between the processes. The examples are applied to the students- individual learning process, the project team process, and the project process. Students learn according to an individual learning process which begins by building on each student-s concrete experience and ends by testing the new knowledge in new situations. Project teams can reach the performing stage only if they are able to work together to complete the project tasks; this is the project team process. The project process consists of understanding the project environment, project management knowledge, and the application area for the project. Project-oriented education has been applied to undergraduate courses at Linköping University. Experiences from these courses are discussed and analysed in the paper. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Annan samhällsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Other Social Sciences (hsv//eng)

Nyckelord

learning

learning cycle

project

project-oriented education

project process

project team process

skill

teacher activity

Computer science

Datavetenskap

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)