Using the new generation of IS development techniques in effective group learning: a pilot study of a team-based approach in an IT Course

Van Der Vyver, Glen and Lane, Michael S. (2003) Using the new generation of IS development techniques in effective group learning: a pilot study of a team-based approach in an IT Course. In: 2003 Informing Science + Information Technology Education Joint Conference 2003 (InSITE 2003), 24-27 June 2003, Pori, Finland.

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Abstract

[Abstract]: Adaptive and fluid applications development methodologies such as Prototyping, RAD, FAD and Ex-treme Programming have emerged in recent years in response to organisational realities that include rapid change, uncertainty and ambiguity. These methodologies are well suited to the team-based approach that has become so important in the modern organisation. Yet, many educational programmes in the West still focus on individual learning and assessment. This paper reports on a pilot study where team-based methods are incorporated into a demanding undergraduate I.T. course. An attempt is also made to create a learning environment that incorporates elements of the ‘real world.’ It is established that a team-based approach, where there is a focus on interdependency and group learning, can lead to some dramatic improvements in the performance of IT students but a number of unexpected problems emerge.

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Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Published version deposited with blanket permission of publisher.
Faculty / Department / School:	Historic - Faculty of Business - Department of Information Systems
Date Deposited:	10 Jan 2008 05:47
Last Modified:	01 Jun 2015 01:59
Uncontrolled Keywords:	organisational learning; team learning; prototyping; RAD; FAD; extreme programming; teaching IS
Fields of Research :	08 Information and Computing Sciences > 0806 Information Systems > 080608 Information Systems Development Methodologies 20 Language, Communication and Culture > 2002 Cultural Studies > 200299 Cultural Studies not elsewhere classified
URI:	http://eprints.usq.edu.au/id/eprint/3427

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