Using examples of real students' successful group projects, this succinct and supportive guide will help students tackle group assignments with confidence. Bite-sized chapters take students from forming a group and establishing roles through to dealing with conflict and delivering a group assessment. The book contains practical advice on making decisions and active listening, alongside opportunities to reflect on progress and identify opportunities for improvement.
This is an essential resource for all students who are expected to produce a group project as part of their course, regardless of their level or discipline.
Muu info
A fully-updated, concise resource that guides students through every aspect of group assignments.
| Acknowledgements |
|
vii | |
| Introduction |
|
viii | |
|
Part 1 Getting ready for groupwork |
|
|
1 | (18) |
|
1 Why work in groups at university? |
|
|
2 | (5) |
|
2 What do you expect from groupwork? |
|
|
7 | (2) |
|
3 The key challenges of groupwork |
|
|
9 | (3) |
|
4 What makes groups successful? |
|
|
12 | (7) |
|
|
|
19 | (20) |
|
5 How groups are selected |
|
|
20 | (4) |
|
6 The first meeting: getting it right |
|
|
24 | (8) |
|
7 Agree your ground rules |
|
|
32 | (7) |
|
Part 3 Organising your group |
|
|
39 | (32) |
|
|
|
40 | (13) |
|
|
|
53 | (9) |
|
|
|
62 | (5) |
|
|
|
67 | (4) |
|
Part 4 Relationships and communication |
|
|
71 | (26) |
|
12 Analysing what is going on |
|
|
72 | (8) |
|
13 Reviewing and revising your ground rules |
|
|
80 | (12) |
|
|
|
92 | (5) |
|
Part 5 Assessment and reflection |
|
|
97 | (18) |
|
15 Meeting assessment criteria |
|
|
98 | (4) |
|
16 Reflecting on your experience |
|
|
102 | (7) |
|
17 Writing up your reflection |
|
|
109 | (6) |
| Troubleshooting guide |
|
115 | (3) |
| References |
|
118 | (4) |
| Index |
|
122 | |
Peter Hartley is Higher Education Consultant, and Visiting Professor at Edge Hill University, UK, following previous roles as Professor of Education Development at Bradford University, UK and Professor of Communication at Sheffield Hallam University, UK. National Teaching Fellow since 2000, he has promoted technology in education, and developed award-winning software. Alongside educational innovation such as new learning spaces and programme assessment, his longstanding interests in human interaction has produced several popular textbooks: Interpersonal Communication, Group Communication, and most recently a second edition of Business Communication in 2015
Mark Dawson is a 6th Form tutor at King Richard School in Cyprus with a focus on preparing pupils aged 16-18 for their post-secondary options. A qualified Secondary Geography Teacher, he has also previously worked as a Vocational Assessor in Germany and Cyprus, working with young adults to develop their employability/careers prospects and as a Skills Advisor at the University of Bradford, UK supporting students with their academic and interpersonal skill development. He has a MSc in Psychology and holds a PGCHE in addition to his PGCE.
Sue Beckingham is a National Teaching Fellow, Principal Lecturer in Business Information Systems and Technology and an Educational Developer at Sheffield Hallam University, UK with a lead role in Learning Teaching and Assessment. She is also a Senior Fellow of the Higher Education Academy, a Fellow of the Staff and Educational Developers Association and a Certified Member of ALT. Her research interests include social media for learning and digital identity, and the use of technology to enhance learning and teaching; she has published and presented this work nationally and internationally as an invited keynote speaker.
Lisainfo e-raamatute kohta