What does the design of effective CSCL require and how do we study its effects?
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A comparative analysis of design principles for project-based IT courses
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A computer program to aid assignment of student project groups
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Computer science project work: principles and pragmatics
Computer science project work: principles and pragmatics
Using personality inventories to help form teams for software engineering class projects
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Evaluation of group projects in a software engineering course
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A diagnostic technique for addressing group performance in capstone projects
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Group work at postgraduate level: some issues
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Defensive climate in the computer science classroom
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Resources for instructors of capstone courses in computing
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SEEP '96 Proceedings of the 1996 International Conference on Software Engineering: Education and Practice (SE:EP '96)
The course scheduling problem as a source of student projects
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When do group projects widen the student experience gap?
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
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ACM SIGCSE Bulletin
Quantitative peer assessment: can students be objective?
ACE '07 Proceedings of the ninth Australasian conference on Computing education - Volume 66
Computing capstone projects and the role of failure in education
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A demands-resources model of work pressure in IT student task groups
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Capstone project: fair, just and accountable assessment
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Students' perceptions of peer evaluation in project work
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
Capstone project online assessment tool without the paper work
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Evaluating a computer-based simulation program to support wireless network fundamentals
Computers & Education
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The value and the pitfalls of project and group work are well recognized. The principles and elements which apply to projects in general, apply to project-based courses. Thoughtful and detailed planning, understanding of the stakeholders and their needs, a good design, appropriate testing, monitoring and quality control and continual management can maximize the benefits and minimize the negatives. In this article we draw together the literature to consider key design choices of project-based courses considering: type, length, size, management, participants, and content with a particular focus on the composition of groups and the issues surrounding assessment.