Objectives:

The objectives of this pilot were to explore the use of the Cogknit platform in the Strategic Sourcing course, which is an optional course for 2nd and 3rd-year Industrial Management and Engineering students. The participant group was diverse, consisting of exchange students, double degree students, and international degree students. Building on previous pilots, this iteration focused on self-assessment of innovation competencies within the context of group work, with an additional emphasis on peer-assessment as an optional part of the evaluation process.

The pilot aimed to use Cogknit to support collaboration between students and a company on a real-world project, with students assessing the innovation competencies they demonstrated while working on the Sourcing and Procurement annual calendar tool. The platform provided a means to evaluate and highlight the students’ skills and knowledge gained throughout the course. Students were encouraged to gather feedback from their peers as part of this evaluation.

Additionally, the pilot sought to assess how the visual summary generated by the Cogknit platform could aid in learning, skill identification, and development. It also explored the potential long-term benefits of this tool, particularly in terms of career development, continuous learning, and job searching after graduation.

Methods:

At the start of the course, students were informed that their project work would be included in the course assessment. Two weeks before the course concluded, they were given the following task to complete by the end of the course:

“Self-assessment of the group work for the Sourcing and Procurement annual calendar tool in the Strategic Sourcing course:

Log into your team’s workspace in the Cogknit system. There, you will find a list of skills that describe various innovation competencies valuable for both academic and professional settings. Evaluate the skills you demonstrated during the group work on the Sourcing and Procurement annual calendar tool. You can also request one or more team members to assess your performance in the Cogknit system for a more complete summary of your work.

Once you have your summary, reflect on your self-assessment and the feedback from your peers. How do you feel that having your skills visualized through the Cogknit platform helps in learning or identifying and developing your competencies? If you could track the development of these skills across different projects during your studies and receive feedback not just from teachers and peers but also from the commissioning company, would you find this valuable? How? Would you see this tool as beneficial after graduation for demonstrating the growth of your skills, for example, in career development, ongoing learning, or job searching?”

In this task, students conducted a self-assessment of their innovation competencies based on the group project for the Sourcing and Procurement annual calendar tool. Using the Cogknit platform, they evaluated their skills and had the option to request peer feedback for a more thorough evaluation. They also reflected on how the visual summaries provided by the platform supported their learning, helped them identify and develop their competencies, and considered how the tool could be useful for tracking skill progress, receiving feedback from various sources (teachers, peers, companies), and applying it after graduation for career development and continuous learning.

Environment:

The environment of this pilot was a blended learning context, combining both online and face-to-face elements to support the students’ engagement and learning in the Strategic Sourcing course. The course was conducted as part of an optional program for 2nd and 3rd-year Industrial Management and Engineering students, including exchange students, double-degree students, and international degree students. This diverse group of students brought varied perspectives and experiences, contributing to the collaborative nature of the pilot.

The students worked on a real-world project for a company, where the primary task was to develop a Sourcing and Procurement annual calendar tool. This practical, project-based learning experience was designed to provide students with the opportunity to apply theoretical knowledge in a professional context, working directly with the company to solve actual procurement challenges.

To facilitate collaboration and skill development, the Cogknit platform was introduced as a central tool for the pilot. This platform was used for both self-assessment and peer-assessment of innovation competencies such as critical thinking, creativity, teamwork, initiative, and networking. Students logged into the platform to evaluate their individual skills, document their learning progress, and receive feedback from both peers and instructors. The platform’s visual summary provided an additional layer of support, helping students see their competencies in a concrete form.

In this pilot, the environment also included several key elements designed to foster collaboration and communication among the students and between students and the commissioning company. The idea was to conduct virtual workspaces, team discussions, and project updates through the Cogknit system and Itslearning, which allowed for seamless communication and feedback sharing.

The overall environment emphasized active learning, peer-to-peer interaction, and continuous reflection. By using digital tools like Cogknit, students had the opportunity to assess their own performance and receive constructive feedback, which supported their professional growth and skill development. This environment promoted motivation, collaboration, and innovation while preparing students for real-world challenges in sourcing and procurement.

Role:

In this pilot, the role of the students was to engage in a collaborative group project for the Strategic Sourcing course, specifically working on the Sourcing and Procurement annual calendar tool for a local company. The students were tasked with applying their theoretical knowledge of procurement and sourcing to real-world scenarios, collaborating with their teammates to complete the assignment and meet the needs of the commissioning company.

Within the group, each student was expected to contribute actively, demonstrating innovation competencies such as critical thinking, creativity, initiative, teamwork, and networking. The role of the self-assessment and peer-assessment components in this pilot was to help students evaluate and reflect on their individual contributions and the overall group dynamics, while also considering how their innovation skills developed through the course.

The use of the Cogknit platform provided a structured way for students to assess their performance and the competencies they displayed. Students were also encouraged to ask their peers for feedback, allowing for a more comprehensive and collaborative evaluation of each team member’s contributions. The role of the Cogknit platform was not just to assess individual skills but also to facilitate the students’ learning and development by offering a visual summary of their progress, which could also be valuable for future career development.

Motivation:

The motivation behind this pilot was to enhance students’ ability to self-reflect and assess their innovation competencies through a structured, real-world project. The pilot aimed to demonstrate the relevance of these competencies in both academic and professional settings, fostering a deeper understanding of how these skills can be applied in the workplace. By introducing self-assessment and peer-assessment as key elements of the evaluation process, the pilot sought to promote personal growth and critical self-awareness among the students, encouraging them to reflect on their contributions, strengths, and areas for improvement.

The integration of the Cogknit platform served as both a tool for assessment and a motivator for students to actively engage in their own learning. The platform’s visual summary allowed students to track their development over time, providing a clear and tangible representation of their competencies. This transparency was designed to motivate students to further refine and develop their skills, both during the course and beyond, in preparation for their careers.

Additionally, students were motivated by the opportunity to receive feedback not only from peers and instructors but also from the commissioning company, adding real-world context and value to the assessment process. The possibility of using the platform to track their growth throughout their studies and into their careers created a long-term motivation for continuous learning and skill development, positioning them for success in their future professional endeavors.

Assessment:

1. Accuracy of scores in reflecting innovative capacity

Many students felt that the self-assessment questions and scoring system accurately reflected their innovative competencies, such as teamwork, problem-solving, and critical thinking. The structured format encouraged them to think deeply about their contributions to the project. The system helped some students connect their project work to specific innovation skills they might not have otherwise recognized.

Many students felt the scores were accurate in reflecting their skills, particularly in areas like teamwork and critical thinking. Some appreciated the structured nature of the questions, which helped them articulate their abilities.

A few students noted that the tool lacked nuance in capturing creativity or initiative in practical contexts. Suggestions to include more tailored or context-specific questions for better accuracy.

Several students appreciated the clear and concise nature of the questions, which made it easier to assess their performance. A few students felt that the tool lacked the nuance needed to accurately assess softer skills like creativity or initiative. Suggestions included adding questions that reflect the practical application of creativity or capturing leadership in group dynamics.

2. Impact on skill improvement

Most students said the self-assessment process helped them identify their strengths and weaknesses. It made students more aware of skills like teamwork, networking, and collaboration, which were crucial for the project. Feedback from peers was often highlighted as particularly insightful in pointing out blind spots. The students recognized a need to improve their critical thinking skills to enhance the efficiency and thoroughness of future project outcomes.

The process of tying their skills to project outcomes gave them a clearer idea of their personal and professional growth. A small number of students felt that the feedback they received was redundant or confirmed what they already knew. Some suggested adding real-time feedback during the course to make it more dynamic.

Most students found that the self-assessment process, combined with feedback, helped them identify strengths and areas for improvement. The reflection encouraged a deeper understanding of skills like problem-solving, collaboration, and networking.

A few students reported that the feedback felt repetitive and did not provide new insights into their performance. Some suggested integrating more real-time feedback mechanisms during the course.

3. Perception of innovation

Many students reported a significant change in the way they understand the concept of innovation. They started seeing it not only as creativity but as a combination of teamwork, problem-solving, and initiative. The project demonstrated how innovation is applied in real-world scenarios, particularly in a professional or company setting.

Students found value in linking innovation skills to practical project outcomes, which reinforced their relevance to work life. A few students felt the focus on innovation competencies was too broad, suggesting the tool could be more tailored to specific project tasks or contexts.

The activity broadened students’ understanding of innovation, emphasizing the importance of teamwork, initiative, and adaptability in real-world scenarios. Students noted a shift in their perception of innovation as a combination of creativity and practical execution. Some students mentioned that the focus on innovation competencies felt overly general and could be more customized to their project.

4. Self-assessment tool (items and dimensions)

The tool provided a clear framework to evaluate skills such as critical thinking, creativity, teamwork, initiative, and networking. It effectively linked these competencies to project examples, which helped articulate individual and group contributions. The platform was appreciated for its potential usefulness in both academic and professional environments. The visual nature and ability to track and monitor progress were particularly motivating and seen as valuable for learning and productivity. Most students agreed that teamwork, problem-solving, and critical thinking were well-represented in the tool. A few students proposed adding dimensions like leadership, adaptability, or resilience, which were not explicitly assessed but were seen as relevant to the project. The platform was described as somewhat clumsy and lacking in user-friendliness. Navigating the system posed difficulties, particularly in accessing the correct projects and pages. The students felt that the platform requires further development to improve its usability and suggested providing more clear instructions to enhance the user experience.

Students valued the clear structure of the tool and its ability to link skills to project outcomes. Suggestions to keep the questions focused on teamwork, creativity, and problem-solving. A few students recommended adding dimensions related to leadership and adaptability. Some suggested simplifying or removing overly theoretical questions that did not directly relate to the group work experience.

During the project, several key strengths were identified as contributing to the group’s success. Creativity was demonstrated through the proposal and development of new ideas, such as the concept of procurement teams for each month. Initiative was shown by suggesting improvements, taking on responsibilities, and ensuring tasks were completed effectively. Teamwork was highlighted as a significant asset, as team members’ ideas were actively listened to, considered, and responded to while updates were provided and received regularly.

In terms of contributions, all assigned tasks were completed, and a vital role was played in ensuring the project’s success. While the company slideshow was prepared by two peers, the Excel calendar, central to the project, was created in collaboration with another team member. Cohesion and open communication were maintained within the group, ensuring support was provided throughout the process.

For future improvement, it was noted that critical thinking skills should be further developed to make project outcomes more efficient and thorough. Strengthening this competency would allow challenges to be approached with greater analytical depth and precision.

The Cogknit platform was viewed as a valuable addition to the experience, with its visual features appreciated for their ability to make progress tracking and monitoring more engaging. Its potential for facilitating both academic and professional tasks was recognized, particularly in environments where performance and results require documentation and evaluation.

However, challenges were encountered with the platform’s usability. Navigating the system was not always intuitive, and difficulties were faced in accessing the correct projects and pages. While the concept of Cogknit was deemed highly functional, the user experience was noted as requiring further refinement to improve accessibility and efficiency. It was suggested that clearer instructions or a user guide be provided to enhance its effectiveness.

In summary, Cogknit’s potential for improving learning and productivity was acknowledged, and it was noted that its use in professional contexts would be welcomed in the future. With further development and improved user-friendliness, the platform could become an invaluable tool for tracking skills and facilitating collaborative projects.

5. Usefulness during and after studies

The visual summaries provided by the tool were praised for helping students identify skill gaps and monitor their progress over the course of the project. Students valued the complementary feedback as it provided a more holistic evaluation of their work beyond numerical grades. They took the lead in suggesting ideas for further development, assumed responsibilities, and managed tasks effectively. They actively listened to and considered the opinions of team members while sharing their own, ensured effective communication by providing and receiving updates, and worked collaboratively with peers. In terms of contributions, the student completed their assigned tasks and played a significant role in the project outcomes. The teamwork and communication were noted to be effective across the group.

Many students saw the tool as beneficial for career development, such as creating a skills portfolio for job searches or showcasing specific competencies to future employers. Its potential as a tool for lifelong learning and tracking continuous skill improvement was also widely noted.

A small number of students questioned the practicality of the tool in a professional setting, suggesting it might need adjustments to align with real-world requirements. Most students found the visual summary and feedback useful for identifying skill gaps and tracking progress. Many saw potential in using the tool post-graduation for career development, showcasing skills to employers, and lifelong learning.  A few students expressed concerns about the tool’s practicality in a professional setting, suggesting improvements to enhance its real-world applicability.

6. Peer assessment

Students who opted for peer assessment found it to be a valuable addition to the self-assessment process. Peer feedback often provided validation of their self-evaluations and highlighted perspectives they might have overlooked. It encouraged team members to engage in constructive discussions about their contributions and group dynamics. Students who opted for peer assessments appreciated the additional perspective, which complemented their self-assessment. Peer feedback was seen as a valuable way to validate their perceptions of their performance.

A few students noted inconsistencies in peer feedback, where some responses were seen as overly subjective or lacking depth. Suggestions included more structured guidelines for giving and receiving peer feedback. A small number of students found peer feedback inconsistent or overly subjective, reducing its perceived value.

7. Suggestions for improvement

Students suggested adding more real-life examples or scenarios to the self-assessment process to make it more relatable and practical. First-time users highlighted the need for clearer instructions or training on how to effectively use the platform. Several students recommended incorporating real-time or mid-project feedback to make the evaluation process more iterative. A small number of students proposed adding gamification or interactive elements to the tool to make it more engaging.

Some suggested including an option to compare individual scores with team averages or industry benchmarks to provide more context. Incorporate more real-life examples or scenarios into the assessment. Provide clearer instructions or training for first-time users. Add more interactive features or gamification to increase engagement. Offer an option to compare individual scores against group averages or industry benchmarks.

The self-assessment tool was widely appreciated for its structured evaluation and relevance to both academic and professional development. Common themes included its accuracy, usefulness in fostering skill awareness, and value in peer and self-reflection. Rarely mentioned points highlighted opportunities to refine the tool by tailoring questions, enhancing peer-assessment reliability, and improving its applicability for professional use. The students found the concept of Cogknit highly functional and motivating but emphasized the need for further refinement of the platform’s interface and usability to maximize its potential. Despite the challenges, the student expressed willingness to use the platform in the future, especially in professional environments, given its strong features for visualizing and managing progress.

The tool was widely praised for its structure, relevance to innovation competencies, and ability to support both academic and professional development. Self-assessment was seen as a valuable process for fostering reflection and growth. Peer assessment added a collaborative dimension to the evaluation.

Specific suggestions for improvement, such as adding new dimensions (e.g., leadership), simplifying theoretical questions, and enhancing real-world applicability. Concerns about peer feedback consistency and the tool’s professional relevance. Overall, the feedback reflected a strong positive reception of the self-assessment tool while also highlighting areas for refinement to enhance its value for students.

The platform was appreciated for its potential usefulness in both academic and professional environments. The visual nature and ability to track and monitor progress were particularly motivating and seen as valuable for learning and productivity. The platform was described as somewhat clumsy and lacking in user-friendliness. Navigating the system posed difficulties, particularly in accessing the correct projects and pages. The students felt that the platform requires further development to improve its usability and suggested providing more clear instructions to enhance the user experience.

The students found the concept of Cogknit highly functional and motivating but emphasized the need for further refinement of the platform’s interface and usability to maximize its potential. Despite the challenges, the student expressed willingness to use the platform in the future, especially in professional environments, given its strong features for visualizing and managing progress.