Using project-based learning to teach project management

Colston Sanger

C.Sanger@glyndwr.ac.uk

Teaching on the Edge – sharing a passion for pedagogyUniversity of Winchester10 July 2013

What it is

• 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

• Learning how to manage projects through live project-based learning– E.g., a charity fundraiser

event– Several £K raised now for

different charities

• Managing Projects— Not Project Management— … as a team sport

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 Christopher’s 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

And the outcomes?‘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…’

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.’

‘The most important thingI 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.’

‘My Project Management module’s learning experience was one of the best experiences I have ever had … I wish all subjects could be live like the project.’

Contributions, questions