Explore Collaborations: Design Perceptions and Emotional Impact of Cars: a collaborative project with CarMen Gmbh

3Manage

Managing the Collaboration

Tutors were asked the following question to help them to reflect on how you have monitored interactions during the project duration.

Did you use any type of tools or resources to help students work more effectively in their groups?

The tutor indicated the following tools were used to form groups and assign roles:

  • Skills audit

The tutor indicated the following team bonding tools were used to help the student work more effectively in their groups:

  • Ice breaker exercise

The tutor indicated the following team development tools were used to help the student work more effectively in their groups:

  • Peer and Self-assessment
  • Reflective diary

What kind of other measures did you put into place to help foster collaborative learning and for what purpose?

Initially each group was assigned the task of helping to generate a year group research database of first-hand observations, focus group questionnaire results and market trend analysis. This was supported by ongoing peer-lead group tutorials, problem framing exercises, interim presentations of each group to the cohort and a reflective journal being produced by each team.

How did you monitor students' progress during the collaborative project?
The tutor indicated that they monitored students progress:

  • By regular progress checks
  • By setting formal progress report stages
  • By team review exercises

What kind of strategies did you use to manage the team development?

The tutor indicated that they use the following strategies to manage the team development:

A mixture of both -

A mixture of both a prescribed design process and developing individual working practices was used. Groups were given guidelines on the key stages of the project with each stage having pre defined deliverables. Each stage was described in terms of the development process involved: research, synthesis and communication.

Research activities were governed by tools developed by the collaborator but students were asked to develop their own techniques. From these students were asked to define a series of core development drivers (criteria) for ongoing