Enhancing Team Competencies: A Case Study on Motivating Students, Peer Assessment with Sincoe@, and Mapping Team Roles to Innovative Outcome. Extended description : 2024-04-23
Objectives:
This pilot focuses on three aspects of the SINCOE project:
– Activating learning and teaching methods to involve and motivate students
– Efficient assessment methods and tools to involve and motivate students
– Test the Self and Peer assessment tool SINCOE@ with students
In this pilot we want to:
– Check if the “talent selection dynamic” allows for the display of innovative behaviors (and which priorities of the dimensions emerge in each group and what relationship it has with the profiles of each person in the group (if they value what they have most).
– Test the sincoe@ self and peer, and see what utility the students give it. Have data for the psychometric validation of the instrument. Check alternative methodologies to assess in self and peer.
– Compare sincoe@ results versus Belbin as the gold standard.
– Compare the results of each group in the VSM task, based on team composition of personal competencies (sincoe@) and roles (Belbin).
– Check different models to evaluate and give feedback.
– Check that I can do it in groups with 40 students.
Methods:
Workshop sessions during classroom and lab classes
Environment:
Course Title: High-Performance Teams for Continuous Improvement.
This is a mandatory subject in the 4th year of the Industrial Organization Engineering degree program. It has 57 Bachelor students enrolled. The course offers 4 ECTS and is taught in-person. It includes one 3-hour session per week for 12 weeks and three 3-hour laboratory practices. Each class session is attended by between 35 and 47 students.
The course covers both theoretical and practical aspects of groups in organizations, with a special focus on developing skills and abilities for effective leadership and participation in these groups. Enrolled students will learn to identify problems/opportunities and transform them into improvement projects. They will learn the most common team management tools used in manufacturing/service environments and will be able to apply the principles of lean manufacturing, including team and materials management.
The course aims to provide an approach that enables the application of teamwork techniques within the philosophy of lean production and continuous improvement, using tools studied throughout the degree (leveling, standardization, process improvement, etc.).
Upon successful completion of the course, enrolled students should be able to:
- Operate, maintain, and improve organizations, production systems, services, and processes to enhance the competitiveness in the current environment and apply quality principles and methods.
- Be prepared to work in a team in a multilingual and multidisciplinary environment.
- Use modern engineering techniques, skills, and tools necessary for professional practice.
- Have knowledge to define the potential of industrial companies or organizations and apply it to meet the needs of potential customers.
- Solve problems with initiative and an entrepreneurial spirit, decision-making, creativity, critical reasoning, and communicate and transmit knowledge, skills, and abilities in their field.
Role:
The course was taught by three instructors. Two of the instructors shared the organization of the classroom dynamics, with each handling half. One of them was responsible for the theoretical aspects of Lean concepts and tools, creating video resources, and half of the cases/problems to be used in class. The other was responsible for developing the other half of the cases/problems, organizing half of the classroom sessions, and providing observations on transversal competencies and giving feedback/feedforward on the platform. During the classroom sessions, both professors contributed by providing counterpoints to each other, or adding comments, explanations, or feedback on aspects of Lean, continuous improvement, and/or the use of teams in organizations they had collaborated with. The third instructor was in charge of the laboratory practices.
Motivation:
To engage and motivate students, test efficient assessment tools, and analyze team performance based on personal competencies and roles, and assessing large groups effectively.
Assessment:
To assess how students are able to function effectively in a team whose members together provide leadership and create a collaborative and inclusive environment in the organization; coordination of work and identify roles and skills to operate in multidisciplinary teams with different professional profiles; Collaborate proactively in the development of the work, establishing goals and meeting objectives, as well as contributing to the search for solutions to challenges or projects, demonstrating empathy and assertiveness when sharing ideas, reflections and arguments within collaborative work, we will use the Sincoe@ an the Diagnosis of teamwork roles based on Belbin.
Enhancing Team Competencies: A Case Study on Motivating Students, Peer Assessment with Sincoe@, and Mapping Team Roles to Innovative Outcome : 2024-04-23
Keywords: Active learning, Sincoe@ self-peer assessment, team role dynamics, innovative behavior, engineering education.
The motivation behind this initiative was to engage and motivate students, test efficient assessment tools, and analyze team performance based on personal competencies and roles. Through classroom workshops, the implementation of the Sincoe@ tool, and the use of the Belbin model, the study compared results across groups and evaluated different feedback models. Ultimately, it gained insights into activating learning, utilizing self-peer assessment, mapping team roles to innovative outcomes, and assessing large groups effectively.
Recommendations: To provide clear instructions, facilitating open communication, and ensuring a supportive learning environment. Continuously monitoring group dynamics, role assignments, and individual contributions can help identify areas for improvement. Leveraging diverse assessment models and techniques caters to different learning styles and promotes a holistic evaluation process.
Apply SINCOE@ Assessment Tool as a feedback tool for student project-based learning : 2024-04-14
Keywords: ASSESSMENT, innovation competence (critical thinking, creativity, initiative, teamwork, networking), project-based learning, online, external supervisor, motivation, feedback, complimentary evaluation
This experience aimed to use the SINCOE@ Assessment tool as a feedback tool for student groups solving a specific problem. The project owner met the student groups face-to-face only at the beginning and end of the course. Otherwise, the guidance took place in remote meetings. Since the project owner was unable to monitor the students’ work based on non-online meetings, it felt challenging to give feedback at first. The assessment tool helped to articulate and concretise student groups’ work and accomplishments by describing their critical thinking, initiative, creativity, teamwork, and networking skills by tying examples to projects. The feedback was a good addition to the numerical grade the teacher gave.
Recommendation: 1) Go through the assessment tool items. 2) Choose from there the items that best came up in the outputs or activities of the student project, e.g. 1-3 items per dimension. 3) To articulate and concretize feedback about claims to the project.
More information: Assessment Tool: Sincoe@ – SINCOE Toolbox (upv.es)
Template for pilot reporting : 2024-04-14
How is this a description of “how” you proceeded in the pilot
Content template for pilot description
Avoid complex format (plain text is preferred. If you need complex format, provide HTML code to paste in the webpage).
Text in [brackets] is information (do not include in the description)
Send the documents to xxxxx@xxxx
Short description
[Title: key results in the title]
Keywords:
[What and Why]
[How]
[Outcome]
Recommendations: [tips, guidelines, notes…]
Long Description
Objectives:
Methods:
Environment:
Role:
Motivation:
Assessment:
Critical Thinking. Easy exercise : 2024-04-01
Steps
- Pair your students up
- Take a topic your class is working on and give each group 2 minutes to write down 20 questions about that topic.
- Give them 10 minutes to sort and organize their questions into 3 groups.
- Ask them to answer their questions.
- Ask them to organize their answers into a presentation.
Rationale
Critical thinking hinges on the kinds of questions we ask. If you just give an answer when asked, it means you’re just repeating what you know without much thought. But if you respond to a question by asking more questions, it shows you’re really thinking it through. This approach means you’re not just taking information at face value; you’re digging deeper, challenging assumptions, and exploring the topic more thoroughly. It’s a clear sign of engaging with the material on a deeper level.
Source Frank Marsh (August 22, 2013)
Peer assessment as a pedagogical activity : 2023-12-05
Work in progress
Pending to link i any of the H1 storyline
Template for lessons learned for experiences : 2023-12-05
Background on the pilot
Objectives of the pilot
Methods, models and practices
Results (based on Questions for participating teachers and Students)
Questions for participating teachers :
About the self-assessment tool (https://sincoe.blogs.upv.es/archives/147 ):
- Did you find it useful? Why?
- Did you find it user-friendly? Why?
- What would you add/remove?
- What problems have you encountered in applying it?
- How do you use the Tool?
Rater training tool ():
- Did you find it useful? Why?
- Did you find it user-friendly? Why?
- What would you add/remove?
- What problems have you encountered when applying it?
Pedagogical Script (https://sincoe.blogs.upv.es/ ):
- Did you find it useful? Why?
- Did you find it user-friendly? Why?
- What would you add/remove?
- What problems have you encountered in applying for?
- Personal opinions or reflections about each point/topic in the script. Their point of view about motivation, etc.
Pilot experience (what do you learn about pilot experience)
- What worked?
- What didn’t work?
- What challenges may arise? What should be considered in particular?
- What and how would I do differently?
- Hints/tips for colleagues (learned during the pilot experience)
Questions for students/sample of students:
- Do you feel that your scores on the questions/items accurately reflect your innovative capacity? Would you add or remove anything? Why?
- Has answering this questionnaire or the feedback you have received helped you to improve your innovative capacity? Why?
- From this experience/activity/set of activities, has it helped you to improve your innovative capacity? Why?
- From this experience/activity/set of activities, how has it changed your perception of what it is to be an innovative person?
- self-assessment tool (items, or facets inside dimensions) something to add or remove?
Persona : 2023-10-13
¿How to empathize with your students?
To discover the needs of students through a deep understanding of their interests and concerns requires empathizing with them in order to gain insights that guide the design of the learning experience. Persona tool has been widely used in the field of marketing and, more recently, in education, as it facilitates understanding how users think, their desires, and habits.
The persona represented through the tool is a fictional character that describes the demographic characteristics and defines the personality of a group of users. Maria is one of the characters who was characterized as a result of various interviews with postgraduate students interested in training in: Design Thinking focused on Innovation for the Healthcare. She represents a group of students who share common characteristics.
Let’s innovate in the classroom!
https://www.teachersguild.org
Student Journey : 2023-10-13
¿How to enhance the student experience?
The “journey map” is a graphic visualization tool for mapping the user experience of a product or service. It has a matrix structure where horizontally, it defines a timeline of the service process, and vertically, it gathers insights aligned with user actions: touchpoints, emotions, and pains. The bottom row serves as a space for collective construction of improvement opportunities in the user experience, considering the cause of the pains to mitigate them and understanding the reasons for joys to enhance them.
In this case, the student’s experience has been mapped before, during, and after the pilot as a way to identify resources, timelines, needs, and more for pilot planning. I hope this tool helps you have a systemic view of the course from the student’s perspective.
https://servicedesigntools.org/tools/journey-map
https://www.ideou.com/blogs/inspiration/designing-a-journey-map-consider-these-tips
SINCOE@ (innovation competence assessment tool) v1 : 2023-08-20
This route points to the latest version http://rogle-moodle.webs.upv.es/alias/sincoe@self.htm . In principle, everything would be functional except some parts pending translation into German or Finnish (now there are some questions or instructions in English).
In addition to the 37 SINCOE questions, we have added an initial “context” section that will help profile how the pilots have been perceived by participants and some single-item questions on competencies to validate the measurement model of our SINCOE dimensions.
This self-assessment tool offers the option for a 360º degrees assessment with a simple and brief peer assessment (not intended for evaluation but for feedback from colleagues approached directly by participants)
Asynchronous remote teaching : 2023-08-18
Each participant connects to the digital resources or devices when they select, without expecting to receive an immediate response or observe activity from others.
Examples of remote asynchronous teaching include accessing pre-recorded lectures or instructional videos that can be viewed at any time; engaging in online discussion forums where participants post and respond to messages at their own convenience; submitting assignments electronically without real-time interaction; and accessing learning materials and resources through online platforms or learning management systems that can be accessed at any time. In this teaching mode, participants can engage with the materials and activities according to their own schedule and pace.
Synchronous remote teaching : 2023-08-18
All participants are simultaneously connected to digital resources or devices, allowing each individual to observe the actions of others in real-time as they are being performed (or with a minimal delay of only a few seconds).
Examples of synchronous remote teaching include live online classes where students and instructors interact in real-time through video conferencing platforms; virtual lectures where participants can ask questions and receive immediate responses, and collaborative activities where students work together on shared digital documents or platforms while being able to see each other’s progress in real-time.
Face-to-face teaching (in-person) : 2023-08-18
A meeting in the learning process with more than two people, all present physically and in a synchronous format.
This can occur, for example, in a classroom where the teacher and the students are all in the same physical space and communicate in real-time. It can also include individual or group tutorials where participants gather in person to discuss and collaborate. In this modality, interaction occurs in person, allowing for direct communication and observing gestures and facial expressions (nonverbal communication) that enhance the learning experience.
Context definition tab : 2023-06-06
Please describe the environment where the pilot/learning experience takes place.
** pending to link cards of High impact practices**
- Capstone Courses and Projects
- Collaborative Assignments and Projects
- Common Intellectual Experiences
- Diversity/Global Learning
- ePortfolios
- First-Year Seminars and Experiences
- Learning Communities
- Service Learning, Community-Based Learning
- Undergraduate Research
- Writing-Intensive Courses
Ice-breakers for on-line class : 2023-06-05
DRAFT Hacer una card con esto (pensar en el objetivo) Usar ice-breakers que obliguen a encencer o apagar la camara y que no pasa nada (apagan todos las camaras, icluso los del aula) y la encienden cuando cumplan algunas condiciones. Los qe ls gusta el futbol…los que han ido al cine la ultima semana, los que han vistto un episodio de serie esta semana, lo que solo han visto uno que la mantengan.
Hybrid teaching environment (hybrid) : 2023-06-05
Some participants, either faculty or groups of students, are physically present in a face-to-face setting, while other participants are simultaneously engaged in synchronous remote teaching. This means some class attendants are in person, while others are remotely in real-time.
Examples of simultaneous remote and in-person teaching (hybrid) can include a classroom setting where some students attend the class physically, and others join remotely via video conferencing; a seminar where a few participants are physically present, while others connect remotely to participate in discussions and activities; or a workshop where the instructor delivers the session in person while remote participants follow along through live streaming and interact through virtual platforms.
In this teaching mode, the in-person and remote participants are simultaneously engaged in the same learning experience, albeit through different modalities. It allows flexibility and inclusiveness, accommodating participants who cannot attend in person while maintaining real-time interaction and collaboration.
Case. UPV master degree : 2023-06-05
in construction
Para toda actividad en grupo en el aula
- Filtrar los comportamientos que puedo/quiero observar
- Apuntar la frecuencia/intensidad del comportamiento
Periódicamente poder recuperar “facil” anotaciones
- de cada estudiante
he diseñado un ahoja de calculculo para toma de datos para tener los datos “importados” directamente y no tener en papel digitalizado
- no me ha gustado el uso.. puedo hacer el punteado con una tableta y lapiz (y luego contar las marcas) pero no es comodo ni ágil, ni robusto y si hay que anotar comentarios no es util. y los filtros desde una tableta andorid con excel365 no funcionan bien (no visualiza comodo el detectar estudiante
- Igual con un portatil sería un pelin más comodo pero no lo suficientemente flexible
Al final he vuelto a anotaciones en tableta (mucho mejor que papel porque puedo hacer zoom y tener panel infinito y recolocar las cosas para tener espacio)
Los resultados los pico en calificaciones de poliformat para compartir con estudiantes y tenerlos calificados
