Author:
Horvat Nikola,Becattini Niccolò,Škec Stanko
Abstract
AbstractThis paper analyses the use of information and communication technologies (ICTs) in a distributed product design project-based learning (PBL). The paper presents the ICT use of five international student teams during three product design phases: identification of opportunities, conceptual design, embodiment design. General results show that student teams used around 30 different ICTs for both taskwork and teamwork. Students reported that they used previously known ICTs or ICTs properly introduced to them during the initial course workshop. Results also show that team members often work individually on their tasks and use various procedures to share their results. Also, teams conduct some activities synchronously, suggesting the need for teams to have a collaborative workspace. Cloud-based collaborative ICTs (e.g. whiteboard, computer-aided design, document editor, task management) showed huge potential for individual and team tasks. Hence, educators and teams should carefully consider which ICTs to implement and learn, as it might greatly impact the execution of the product design PBL course.
Publisher
Cambridge University Press (CUP)
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Cited by
3 articles.
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