Valuation of questions in presentations of group projects
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Cita com:
hdl:2117/20357
Tipus de documentText en actes de congrés
Data publicació2013
EditorThe Design Society
Condicions d'accésAccés restringit per política de l'editorial
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Abstract
This paper evaluates the effectiveness of using rounds of questions posed by work groups of an
Engineering Project course after their project presentations. Before, students were offered the
possibility of putting questions to speakers before the lecturer asked his/her own questions.
Unfortunately, student participation was often very low and questions sometimes lacked depth, or
were irrelevant or poorly stated. However, question time is a good moment to raise doubts, which can
help presenters think about their project. That is, student and lecturer participation can open the minds
of presenters to new ideas about their own work. Students’ questions may even expand on the
lecturer's questions and also create a spirit of positive criticism among students as part of student
training. To enhance student participation, a controlled process is followed. Work groups think up and
write questions which are later included in their project portfolio. Finally, student questionnaires are
used to assess the process. Details of questionnaires and results, as well as an example of a project, are
given elsewhere in the paper
CitacióLloveras, J. Valuation of questions in presentations of group projects. A: International Conference on Engineering and Product Design Education. "Design education - growing our future : proceedings of the 15th international conference on engineering and product design education". Dublín: The Design Society, 2013, p. 326-331.
ISBN978-1-904670-42-1
Versió de l'editorhttp://cataleg.upc.edu/record=b1431819~S1*cat
Fitxers | Descripció | Mida | Format | Visualitza |
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Lloveras_VALUATION.pdf | 1,175Mb | Accés restringit |