Best Practices of Team-Building Activities in a Project-Based Learning Class 'Design Project' in a Japanese Graduate School

M. Akaki; M. Ioki; K. Mitomi; T. Maeno

doi:10.1017/pds.2022.229

Best Practices of Team-Building Activities in a Project-Based Learning Class 'Design Project' in a Japanese Graduate School

M. Akaki, M. Ioki, K. Mitomi, T. Maeno

Graduate School of System Design and Management

Research output: Contribution to journal › Conference article › peer-review

1 Citation (Scopus)

Abstract

To indicate the effective team-building activities implemented independently by the students in a project-based learning class in higher education in Japan, we conducted semi-structured interviews with the students of the Design Project class held at a Japanese graduate school in 2020 and 2021. The interviewees are 12 students belonging to the top three teams regarding the evaluation of the final presentation. Based on the classifications of the comments, we indicate the best practices of team-building activities corresponding to the timing and team characteristics.

Original language	English
Pages (from-to)	2263-2272
Number of pages	10
Journal	Proceedings of the Design Society
Volume	2
DOIs	https://doi.org/10.1017/pds.2022.229
Publication status	Published - 2022 May
Event	17th International Design Conference, DESIGN 2022 - Virtual, Online, Croatia Duration: 2022 May 23 → 2022 May 26

Keywords

design education
design teams
project-based learning
team building
teamwork

ASJC Scopus subject areas

Computer Graphics and Computer-Aided Design
Computer Science Applications
Software
Modelling and Simulation

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10.1017/pds.2022.229

Cite this

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title = "Best Practices of Team-Building Activities in a Project-Based Learning Class 'Design Project' in a Japanese Graduate School",

abstract = "To indicate the effective team-building activities implemented independently by the students in a project-based learning class in higher education in Japan, we conducted semi-structured interviews with the students of the Design Project class held at a Japanese graduate school in 2020 and 2021. The interviewees are 12 students belonging to the top three teams regarding the evaluation of the final presentation. Based on the classifications of the comments, we indicate the best practices of team-building activities corresponding to the timing and team characteristics.",

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AU - Ioki, M.

AU - Mitomi, K.

AU - Maeno, T.

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N2 - To indicate the effective team-building activities implemented independently by the students in a project-based learning class in higher education in Japan, we conducted semi-structured interviews with the students of the Design Project class held at a Japanese graduate school in 2020 and 2021. The interviewees are 12 students belonging to the top three teams regarding the evaluation of the final presentation. Based on the classifications of the comments, we indicate the best practices of team-building activities corresponding to the timing and team characteristics.

AB - To indicate the effective team-building activities implemented independently by the students in a project-based learning class in higher education in Japan, we conducted semi-structured interviews with the students of the Design Project class held at a Japanese graduate school in 2020 and 2021. The interviewees are 12 students belonging to the top three teams regarding the evaluation of the final presentation. Based on the classifications of the comments, we indicate the best practices of team-building activities corresponding to the timing and team characteristics.

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Best Practices of Team-Building Activities in a Project-Based Learning Class 'Design Project' in a Japanese Graduate School

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Keywords

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