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Activating Innovative Teaching Methods and Assessment Tools: A Case Study on Developing Collaborative and Participative Teamwork Skills
Keywords: Self-assessment, teamwork skills, participative learning, student motivation, innovative assessment.
This case study piloted innovative teaching methods and assessment tools to foster collaborative and participative teamwork skills among students. Highly interactive workshops were implemented, enabling students to practice teamwork through group activities. The SINCOE@self tool was used for self-diagnosis and data collection, while the Belbin roles served as a reference for assessing team dynamics. Students' perceptions of SINCOE@self were compared to the Belbin method, contributing to the psychometric validation of the SINCOE@ tool. Group products were evaluated using the triple diamond rubric, considering team competencies and roles. Frequent feedback and final grades were based on these activities. This approach aimed to create an engaging atmosphere for collaborative learning and continuous improvement. Self and peer assessments revealed innovative behaviors, competency priorities, and role dynamics within teams, providing insights for enhancing participative management approaches. Findings from this case study can inform the improvement of teamwork training and efficient assessment methods in educational settings.
Recommendations: To design team activities that align with real-world challenges or projects. Rotate team compositions to expose students to diverse working styles and assign specific roles or competencies for intentional development. Provide clear guidelines and rubrics, encouraging self and peer evaluation throughout the process. Give frequent feedback on team dynamics, roles, and competencies, facilitating reflective discussions after team activities for deeper learning. Use icebreaker activities to create an inclusive environment for collaboration and evaluate both the collaborative process and the final product.
More information: https://sincoe.blogs.upv.es/archives/category/resourcetype/pilots/pilotextended
Enhancing Team Competencies: A Case Study on Motivating Students, Peer Assessment with Sincoe@, and Mapping Team Roles to Innovative Outcome. Extended description
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
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
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:
https://sincoe.blogs.upv.es/archives/category/resourcetype/pilots/pilotextended
Critical Thinking. Easy exercise
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
A structured approach to incorporate peer feedback and evaluation in the learning process
Peer assessment specifically focused on innovation competencies helps students understand and evaluate the creative, critical thinking, initiative, teamwork, and networking aspects of their colleagues' work. This process enhances both the assessor's and the assessee's understanding of innovation in engineering practice.
Setting Up the Framework
Structure the assessment around the five key innovation competencies:
Creativity Assessment Examples:
- Evaluate how peers generate alternative solutions to engineering problems
- Assess the originality of proposed technical solutions
- Review the creative use of available resources
- Evaluate adaptation of existing technologies for new purposes
Critical Thinking Assessment Examples:
- Analyze how peers evaluate advantages and disadvantages of different solutions
- Assess their approach to risk analysis in innovative proposals
- Review their use of evidence-based decision making
- Evaluate sustainability considerations in their solutions
Initiative Assessment Examples:
- Evaluate how peers move from idea to action
- Assess their approach to testing and implementing new ideas
- Review their ability to influence others to support innovative solutions
- Evaluate their proactiveness in problem-solving
Teamwork Assessment Examples:
- Assess their effectiveness in collaborative innovation processes
- Evaluate their contribution to team brainstorming sessions
- Review their ability to build on others' ideas
- Assess their role in team conflict resolution
Networking Assessment Examples:
- Evaluate their ability to bring external perspectives into the team
- Assess their effectiveness in multidisciplinary collaboration
- Review their information sharing with stakeholders
- Evaluate their ability to build professional relationships
Implementation Strategies
- Innovation Project Reviews
Have students evaluate their peers' innovation process using structured rubrics. For example, in a sustainable engineering project:
- Assess the novelty of the proposed solution
- Evaluate the systematic approach to problem-solving
- Review the effectiveness of external collaboration
- Assess the practical implementation strategy
- Innovation Portfolio Assessment
Students review each other's innovation portfolios, evaluating:
- Documentation of creative process
- Evidence of critical analysis
- Examples of initiative taken
- Demonstration of teamwork
- Network building efforts
- Innovation Challenge Evaluations
During innovation challenges, peers assess:
- Problem reframing abilities
- Ideation techniques used
- Prototype development approach
- Stakeholder engagement strategies
- Implementation planning
Digital Tools for Innovation Assessment
Utilize specialized tools for innovation competence assessment:
- Digital innovation journals
- Online collaboration platforms
- Innovation process documentation tools
- Feedback collection systems
Quality Assurance in Innovation Assessment
Ensure effective peer assessment through:
- Training in innovation competence recognition
- Standardized innovation assessment rubrics
- Regular calibration sessions
- Feedback validation processes
Learning Outcomes for Innovation
This approach helps students develop:
- Better understanding of innovation processes
- Ability to recognize innovative thinking
- Skills in evaluating creative solutions
- Appreciation of systematic innovation
- Understanding of innovation team dynamics
Professional Practice Integration
Connect to industry innovation practices by:
- Using real-world innovation challenges
- Incorporating industry feedback methods
- Following professional innovation frameworks
- Focusing on implementable solutions
This structured approach to peer assessment of innovation competencies helps engineering students develop both the ability to innovate and the capacity to recognize and evaluate innovation in others' work.
Persona
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
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@ (example at UPV platform)
A digital tool specifically designed for innovation competence assessment
***in construction** (include videos)
This are some of the case examples were SINCOE@ was used:
- Apply SINCOE@ Assessment Tool as a feedback tool for student project-based learning - SINCOE Toolbox
- Activating Innovative Teaching Methods and Assessment Tools: A Case Study on Developing Collaborative and Participative Teamwork Skills - SINCOE Toolbox
- Enhancing Team Competencies: A Case Study on Motivating Students, Peer Assessment with Sincoe@, and Mapping Team Roles to Innovative Outcome - SINCOE Toolbox
- Unveiling Synergies: Sincoe@ Self-Evaluation, Belbin Dynamics, and Cultivating Effective Team Interactions - SINCOE Toolbox
Asynchronous remote teaching
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
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)
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
Please describe the environment where the learning experience takes place.
- 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
***in construction***
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)
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
***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
Whait is Innovation Competence?
What is Innovation Competence?
The ability to create, introduce, adapt, and/or apply a beneficial novelty in any part of an organization. That is to say, being able to introduce something new (an idea, a method or process to do something, or a device, or an invention) or the useful improvement of something that already exists and adds value to people/organizations and society/planet. In the search for adding value, the innovation process starts with the proposal and generation of new ideas and ends with using the results.
References
Cheng, C. Y., & Chang, P. Y. (2012). Implementation of the Lean Six Sigma framework in non-profit organisations: A case study. Total Quality Management & Business Excellence, 23, 431-447.
Clune, S. J., & Lockrey, S. (2014). Developing environmental sustainability strategies, the Double Diamond method of LCA and design thinking: a case study from aged care. Journal of Cleaner Production, 85, 67-82.
Design Council. (2007). Eleven lessons. A study of the design process. British Design Council.
Marin-Garcia, J. A., & Alfalla-Luque, R. (2021). Teaching experiences based on action research: a guide to publishing in scientific journals. WPOM-Working Papers on Operations Management, 12(1), 42-50. https://doi.org/10.4995/wpom.7243
Marin-Garcia, J. A., Garcia-Sabater, J. J., Garcia-Sabater, J. P., & Maheut, J. (2020). Protocol: Triple Diamond method for problem solving and design thinking. Rubric validation. WPOM-Working Papers on Operations Management, 11(2), 49-68. https://doi.org/10.4995/wpom.v11i2.14776
Scholtes, P. R., Joiner, B. L., & Streibel, B. J. (2003). The team handbook. Oriel.
Suarez-Barraza, M. F., & Rodriguez-Gonzalez, F. G. (2015). Bringing Kaizen to the classroom: lessons learned in an Operations Management course. Total Quality Management & Business Excellence, 26(9-10), 1002-1016.
Tapping, D. (2008). The Simply Lean Pocket Guide. Making Great Organizations Better Through PLAN-DO-CHECK-ACT (PDCA) Kaizen Activities. MCS Media, Inc.
Tschimmel, K. (2012). Design Thinking as an effective Toolkit for Innovation. Proceedings of the XXIII ISPIM Conference: Action for Innovation: Innovating from Experience, Barcelona.
How learning analytics can be used in the different case examples
Learning analytics refers to the process of collecting, analyzing, and using data from various learning contexts to improve teaching and learning outcomes. When it comes to assessing or giving feedback to university students related to their innovation competence, learning analytics can be a powerful tool. By analyzing student performance data in innovation-related activities, such as design thinking exercises or innovation challenges, instructors can gain insight into how well students are developing their innovation skills.
For example, learning analytics can be used to track the progress of individual students over time, identifying areas where they may be struggling and where they may need additional support. This can be especially useful in identifying students who may be falling behind in their development of innovation skills, and targeting interventions to help them catch up. Additionally, learning analytics can be used to identify patterns of success among high-performing students, providing insights into what strategies and approaches are most effective for developing innovation competencies.
Feedback is another key component of learning analytics in assessing innovation competencies. Through the use of analytics tools, instructors can provide personalized feedback to students based on their individual performance, highlighting areas where they excel and areas where they can improve. This feedback can be delivered in real-time, providing students with timely guidance and support to help them develop their innovation competencies.
Where and how to assess the learning of the innovation competence
Assessing the development of innovation skills in university students is a complex process that requires careful consideration of a variety of factors. First and foremost, it is important to define what is meant by "innovation" and what specific skills are involved in developing this competency. This may include creativity, critical thinking, innitiative, collaboration, and networking among others. Once these skills have been identified, it is important to determine how they can be measured effectively.
One approach to assessing innovation skills in university students is to use a combination of self-assessment and peer assessment. This can involve students reflecting on their own learning process and identifying areas where they have developed specific skills related to innovation. In addition, students can provide feedback to each other on their innovation skills, which can help to identify areas for improvement and encourage collaboration.
Another approach to assessing innovation skills in university students is to use performance-based assessments. This may involve giving students a specific problem to solve or task to complete, and then evaluating their ability to apply their innovation skills to the task at hand. This can provide a more objective measure of students' innovation skills and can help to identify areas where students may need additional support or guidance.
It is also important to consider the context in which innovation skills are being developed and how this may impact the assessment process. For example, some innovation skills may be more relevant in certain disciplines or fields of study, and it may be necessary to tailor the assessment approach accordingly. In addition, the assessment process should take into account the unique learning styles and abilities of individual students, as well as any cultural or socio-economic factors that may impact their development of innovation skills.
Overall, assessing the development of innovation skills in university students requires careful planning and consideration of a variety of factors. By using a combination of self-assessment, peer assessment, and performance-based assessments, educators can provide students with meaningful feedback on their innovation skills and encourage them to continue developing these important competencies.
In this sense, we provide a tool for diagnosing innovation competence which is accessible at this link: http://rogle-moodle.webs.upv.es/alias/sincoe@self.htm
