The sciences of the artificial (3rd ed.)
The sciences of the artificial (3rd ed.)
Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia
GROUP '05 Proceedings of the 2005 international ACM SIGGROUP conference on Supporting group work
Designing Project-Based Courses with a Focus on Group Formation and Assessment
ACM Transactions on Computing Education (TOCE)
A student-designed language as a multicourse project: enabling students to construct connections
Journal of Computing Sciences in Colleges
A global software project: developing a tablet PC capture platform for explanograms
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
Students analyzing their collaboration in an international open ended group project
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
Introducing an external mentor in an international open ended group project
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103
Evolution of an international collaborative student project
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
Exploring Experienced Professionals’ Reflections on Computing Education
ACM Transactions on Computing Education (TOCE)
| Hi-index | 0.00 |
One of the most important questions for an educator is how best to help students learn, and another is of course what they should learn. We will address both these questions from a learning theory perspective in the context of Open Ended Group Projects (OEGPs). We argue that OEGPs provide a useful tool for instructors to reach towards higher order thinking skills in students. The intent of this paper is to inspire readers to also consider the general learning objectives of an engineering education programme and build on learning theories in setting up a learning environment using an OEGP structure. We argue that OEGPs are a suitable structure to develop knowledge and problem solving skills to deal with real-world problems in the future professional lives of engineering students.