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Using project-based learning to teach project management, Winchester, 10 July 2013

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Colston Sanger
Colston Sanger

This document discusses using project-based learning to teach project management. It involves students managing real charity fundraising events through group projects. This allows students to learn project management skills hands-on through managing the project lifecycle for a live project. The intended learning outcomes include developing knowledge of project management models, team roles, and skills like identifying stakeholder needs, developing plans and schedules, and managing risks. Student feedback indicated they found this approach more engaging and that they learned more by having to problem solve independently and work collaboratively in diverse teams.

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Using project-based learning to teach project management Colston Sanger C.Sanger@glyndwr.ac.uk Teaching on the Edge sharing a passion for pedagogy University of Winchester 10 July 2013
What it is Learning how to manage projects through live project-based learning E.g., a charity fundraiser event Several 贈K raised now for different charities Managing Projects Not Project Management as a team sport Constructive alignment of intended learning outcomes, activities and modes of assessment Semi- flipped classroom Frequent opportunities for group reflection and hence learning Assessment by portfolio
Intended learning outcomes Knowledge and Understanding Describe models/methodologies for managing projects Describe individual and team roles Identify similarities /differences /connections with other modules Intellectual Skills Generate ideas with minimal guidance Evaluate ideas with minimal guidance Exercise appropriate judgement Practical, Subject-specific Skills Identify and evaluate customer/stakeholder needs Build and maintain relationships with stakeholders Develop a project plan Develop a project schedule Assess and manage risks Manage self in role Manage the project lifecycle Transferable Skills Manage own learning Communicate effectively Work with others Recognise and support followership/be proactive in leadership Reflect on own practice
Why? Encouraging confident learners who can think under pressure are resilient and resourceful who can lead collaboratively communicate effectively in a polyglot world and know how to learn from experience In this unit we were taught to find many of the answers ourselves, which I have personally learned much more from... I learned to be less dependent on teacher advice and more dependent on my own, which has given me more confidence. I think this was a really good learning experience. Sometimes teachers answer far too many questions easily when they really need to let the student search for their own answers
The videos Extra, discretionary effort 1. Glyndwr Moustache Day Pre-event trailer Volunteer fundraising for St Christophers Hospice, Sydenham, SE London 2. Glyndwr Debating Society Post-event review To improve critical thinking skills by initiating a debating society on the London campus
The journey of this project started with first class where the lecturer Mr Colston stepped in the class and student wondered another boring session with the long study hour that will end up with a heavy burden of assignments or exams But the whole scenario changed when [it was announced that we would work on] a live project Since that day everyone entered in a new way of learning The most important thing I have learnt is the advantage of studying in a diversify environment. This teach you different ways of learning, tells you different ideas and views as we had a group of different experiences students. And the outcomes? Start of this module was fantastic and amazing, taught me how to get along well with other class mates. I have never thought I would reach that far. My Project Management modules learning experience was one of the best experiences I have ever had I wish all subjects could be live like the project.
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Using project-based learning to teach project management, Winchester, 10 July 2013

  • 1. Using project-based learning to teach project management Colston Sanger C.Sanger@glyndwr.ac.uk Teaching on the Edge sharing a passion for pedagogy University of Winchester 10 July 2013
  • 2. What it is Learning how to manage projects through live project-based learning E.g., a charity fundraiser event Several 贈K raised now for different charities Managing Projects Not Project Management as a team sport Constructive alignment of intended learning outcomes, activities and modes of assessment Semi- flipped classroom Frequent opportunities for group reflection and hence learning Assessment by portfolio
  • 3. Intended learning outcomes Knowledge and Understanding Describe models/methodologies for managing projects Describe individual and team roles Identify similarities /differences /connections with other modules Intellectual Skills Generate ideas with minimal guidance Evaluate ideas with minimal guidance Exercise appropriate judgement Practical, Subject-specific Skills Identify and evaluate customer/stakeholder needs Build and maintain relationships with stakeholders Develop a project plan Develop a project schedule Assess and manage risks Manage self in role Manage the project lifecycle Transferable Skills Manage own learning Communicate effectively Work with others Recognise and support followership/be proactive in leadership Reflect on own practice
  • 4. Why? Encouraging confident learners who can think under pressure are resilient and resourceful who can lead collaboratively communicate effectively in a polyglot world and know how to learn from experience In this unit we were taught to find many of the answers ourselves, which I have personally learned much more from... I learned to be less dependent on teacher advice and more dependent on my own, which has given me more confidence. I think this was a really good learning experience. Sometimes teachers answer far too many questions easily when they really need to let the student search for their own answers
  • 5. The videos Extra, discretionary effort 1. Glyndwr Moustache Day Pre-event trailer Volunteer fundraising for St Christophers Hospice, Sydenham, SE London 2. Glyndwr Debating Society Post-event review To improve critical thinking skills by initiating a debating society on the London campus
  • 6. The journey of this project started with first class where the lecturer Mr Colston stepped in the class and student wondered another boring session with the long study hour that will end up with a heavy burden of assignments or exams But the whole scenario changed when [it was announced that we would work on] a live project Since that day everyone entered in a new way of learning The most important thing I have learnt is the advantage of studying in a diversify environment. This teach you different ways of learning, tells you different ideas and views as we had a group of different experiences students. And the outcomes? Start of this module was fantastic and amazing, taught me how to get along well with other class mates. I have never thought I would reach that far. My Project Management modules learning experience was one of the best experiences I have ever had I wish all subjects could be live like the project.