Helping design educators foster collaborative learning amongts design students by emma jefferies

Design Collaboration Helping design educators foster collaborative learning amongts design students Joyce Yee Kathryn McKelvey Emma Jefferies Design Collaboration INSTRUCTOR’S GUIDE Recommended time to spend

Overview

Aim

This tool provides a way for a design team to reflect and consider improvements on how they are working together.

• To help design teams become aware of how they are working. • To enable students to develop the skills to facilitate reflection in a design team.

30-45 mins

Reflective Skills within a Design Team How to Implement When providing students with basic information about a collaborative project, include information about reflection session(s), stating when and how they will take place. This reflective tool can be used at any point, ideally when a design team has something to reflect on or when they need to become aware of how they are working. 1. Get students to sit in their teams and provide each group with one hand out of the student exercise. 2. Next, in order for reflection to be successful in a design team, students must have a good understanding of why reflection is important. In general, reflection serves as the bridge between the experiences and learning. In a design team it enables them to build an awareness of how they are working together so they are more able to understand ways they can work more effectively; resulting in the design team taking more responsibility and control of how they work. However, this result will only be achieved if students are open and honest with each other when reflecting. 3. After introducing the idea of reflection, describe the tool they will use to help them to reflect as a team. Rolfe et al,.’s Reflective Tool ‘What…?, So What..?, Now What…?’ (see handout) is a simple 3 step tool to enable a team to review the detail of the experience, move toward critical thinking, problem solving, and creating an action plan: ‘What…?’ a description of the basic facts. ‘So What…?’ goes a step deeper to analyse and evaluate how the design team is working as a group and individual, it promotes problem-solving. ‘Now What’ helps to synthesise what is learnt, to create a plan of how they are going to work together.

Reflective Skills within a Design Team

Context

Research project Conducted at the School of Design, Northumbria University, Newcastle upon Tyne, UK. Sept 2008 - Sept 2009 Imges courtesy of www.360-reality.com

Context

Northumbriaâ&#x20AC;&#x2122;s School of Design _1200 students _100 staff _150 years old _Alumni includes Jonathan Ive (Apple), Steven Kyffin (Phillips). Tim Brown (IDEO), Vaughan Oliver _Reknown for close links to industry _Runs collaborative projects with international companies such as Unilever, Mars, Phillips

Why?

Group work mirrors real-life _Industry projects tended to require a collaborative effort rather than an individual response. _Design education emphasises individual skills rather group working and learning skills.

Why?

Changing working environment _Current trends of globalisation and diversification of manufacturing process leading to â&#x20AC;&#x2DC;post-disciplinary designâ&#x20AC;&#x2122; era. _Designers are increasingly required to work across disciplines, cultures and continent.

Why?

Problems getting more complex _Moving beyond designing the physical artefact into designing services and systems _Complex problems requires expertise from different people and from different disciplines. _Shifting emphasis on the ability to work, communicate and learn in a diverse team.

Project Team

Project Team from the School of Design _Joyce Yee (Lead Researcher and Project Manager) _Kathryn McKelvey (Project Advisor) _Emma Jefferies (Researcher)

_Funded by an internal University fund, running from September 08 to September 09.

Aim and Output

Aim To identify common problems associated with collaborative learning and to create useful teaching resources for this purpose. Output _A collection of case studies illustrating how to organise and run group projects with students. _Teaching resources that will enable tutors to foster collaborative learning amongst design students.

Collaborative Learning

Collaborative learning has been a well-supported approach in non-Design disciplines and represents a significant shift from typical teacher-centred learning environments. Smith and MacGregor (1992) identify characteristics of collaborative learning as: _An active, constructive process _Dependent on rich contexts _Diverse _Inherently social.

Collaborative Learning

In Design... Collaborative designing is described by Lahti et al. (2004, pg.351) as â&#x20AC;&#x153;a process of actively communicating and working together in order to jointly establish design goals, search through design problem spaces, determine design constraints, and construct a design solutionâ&#x20AC;?.

Collaborative Learning

This project concentrated on: _Group projects, where student are required to respond to a project brief as a group _Used live group projects in Northumbria University as opportunity to test different teaching tools _Developed tools specifically for the learning and teaching needs of design students (problem-based visual learning in a studio environment)

Project Stages

Design Collaboration

Tools & Resources

STAGE 2: MANAGEMENT Issues Description Team Management • Communicating with the students on the deliverables, deadlines and presentation days • Extra liaison during the project when presentation days are being set.

Communication (Internal)

• Arranging meetings with clients, trying to find time within the normal timetable • Off campus visits

Communication (External)

• Finding the right balance in skills within a team • Finding the appropriate team roles within the group • Personality clash • Unfamiliarity between group members • Dealing with non-perfoming group member

Group Dynamics

• Working to a brief • Responsibility to a client • Conduct - appearance, manner • Learn to manage a group • Meeting deadlines

• Getting buy-in from students, recognise the value of working in a group, enabling students to take ownership • Learning goals • Learning to work collaboratively

Team Development

Professionalism

Value & Reflection

How-to guides How to select an appropriate brief How to write a brief How to timetable How to determine student groups How to present How to promote How to approach external collaborators Templates Brief templates Peer assessment templates Reflective diary templates Skills-audit template Archive Case studies of collaborative projects Catalogues of challenges - that can be turned into design briefs List of past design briefs List of award winners and past collaborators Project management tools Timetabling guide Shared timetable across disciplines Project calendar (students, tutors & client) Presentation guidelines Mock-presentation Group Management, Development & Assessment Group role assessment and assigning Peer & self assessment Role play Role contract (negotiated, sign and dated) Skills-audit Ice-breaker exercise DeBono’s six thinking hats Personality or psychometric test Problem framing through mapping Developing key team philosophy Guidance Tutor mentoring (list can be gathered from case studies submitted) Student mentoring University-level support Facility / presentation rooms availability Events promotion support Admin support Financial support

INSTRUCTOR’S GUIDE Overview

Aim

This tool will help a design team to describe, review, identify and share how they work together in a positive way.

• To enable a design team to evaluate how they work together in a positive light.

Recommended time to spend 30-45 mins

Positive Critique How to Implement This exercise should not be part of formal assessment, as it is an opportunity for students to understand how design teams work. Hence it is best run after formal assessment is complete, so that students are happy to share their experiences of group work openly with their team and others. 1. Ask students to watch the video resource Nina Belk, User Experience Consultant at Flow Interactive talking about why a ‘positive critique’ is important at the end of a design project. Then restate or strengthen what was said in the video by highlighting: Too often it is easier to talk about the weak points, but it is harder to be objective and highlight good aspects of working in a design team. Explain why you liked or disliked working in the team; don’t just state the emotion it triggered. Please include an honest, but polite, summary when critiquing how the team has worked together. 2. Students to sit together in their teams. 3. Students then complete tasks 1-4 on the exercise. To complete this sheet, students will need to have a group discussion and interview each other. Allow students to organise this process themselves. Ask the students, during this task, to try to keep their thoughts focused on the how they worked as a team and not as an individual. 4. After they have shared how they work in a team, in task 4, with another team, ask each team to report back to the whole student body about (a) the positive aspects of working in a design team and (b) on how they would address the negative aspect of working in a team next time around. This will enable you to draw a key list that can be shared with the group. Then use this list to restate why a positive critique is importance in highlighting the lesson the students have learnt. Copyright © 2009 DesignCollaboration, Northumbria University. All rights reserved.

Positive Critique

Project Stages: Stage 1 Tools & Resources Description • Finding collaborators (external or internal) • Selling the idea to external collaborators (for involvement and funding) • Identifying a situation to run a collaborative project • Understanding and deﬁning the beneﬁts for all the stakeholders (students, external collaborators and the university)

• Identifying a theme/subject that would appeal to diﬀerent disciplines. • Deﬁning learning outcomes for students

STAGE 1: PLANNING Issues Identifying a need for a collaborative project

Writing a brief

• Matching timetables and curricula within the school • Setting deadlines and timeframe with diﬀerent collaborators

Timetabling

• Convincing other staﬀ to either get involve or to support via giving time to students for the project

Staff Involvement

• Finding space for meetings and presentations

Facilities

• Deciding team members & grouping

Team Management

• Professionalism • Communication • Value and reﬂection • Assessment

Team Development

How-to guides How to select an appropriate brief How to write a brief How to timetable How to determine student groups How to present How to promote How to approach external collaborators Templates Brief templates Peer assessment templates Reflective diary templates Skills-audit template Archive Case studies of collaborative projects Catalogues of challenges - that can be turned into design briefs List of past design briefs List of award winners and past collaborators Project management tools Timetabling guide Shared timetable across disciplines Project calendar (students, tutors & client) Presentation guidelines Mock-presentation Group Management, Development & Assessment Belbin role Group role assessment and assigning Peer & self assessment Role play Role contract (negotiated, sign and dated) Skills-audit Ice-breaker exercise DeBono’s six thinking hats Personality or psychometric test Problem framing through mapping Developing key team philosophy Guidance Tutor mentoring (list can be gathered from case studies submitted) Student mentoring University-level support Facility / presentation rooms availability Events promotion support Admin support Financial support

Project Stages: Stage 1 Tools & Resources

Communication (Internal)

• Arranging meetings with clients, trying to ﬁnd time within the normal timetable • Oﬀ campus visits

Communication (External)

Group Dynamics

• Working to a brief • Responsibility to a client • Conduct - appearance, manner • Learn to manage a group • Meeting deadlines

• Getting buy-in from students, recognise the value of working in a group, enabling students to take ownership • Learning goals • Learning to work collaboratively

Team Development

Professionalism

Value & Reflection

Project Stages: Stage 1 Tools & Resources How-to guides How to select an appropriate brief How to write a brief How to timetable How to determine student groups How to present How to promote How to approach external collaborators

STAGE 3: ASSESSMENT Description • Spend time assuring students on whether they will receive individual marks or not • Evaluation based on client, tutor and student assessment

• Support on press release, promotion events

Issues Group Vs Individual Performance

Promotion

Templates Brief templates Peer assessment templates Reflective diary templates Skills-audit template Archive Case studies of collaborative projects Catalogues of challenges - that can be turned into design briefs List of past design briefs List of award winners and past collaborators Project management tools Timetabling guide Shared timetable across disciplines Project calendar (students, tutors & client) Presentation guidelines Mock-presentation Group Management, Development & Assessment Group role assessment and assigning Peer & self assessment Role play Role contract (negotiated, sign and dated) Skills-audit Ice-breaker exercise DeBono’s six thinking hats Personality or psychometric test Problem framing through mapping Developing key team philosophy Guidance Tutor mentoring (list can be gathered from case studies submitted) Student mentoring University-level support Facility / presentation rooms availability Events promotion support Admin support Financial support

Project Stages: Stage 2

Classroom trials _Workshops or seminar sessions _Participated in 2 live projects _Undergraduate & Postgraduate _Different design subjects _6 workshops held _Test tools and identify any further issues

Project Stages: Stage 3

Stage 3 Refinement and translation of tools into a usable format Grouping tools in 5 areas: _Form & Manage _Understand _Communicate _Reflect _Assess

Project Stages: Stage 3 Managing your design team

Understanding your design team

Communicating with your design team

Reflecting with your design team

Assessing the collaboration

Designersâ&#x20AC;&#x2122; roles in a design team

Icebreakers: Personal context exercises

Team communication guidelines

Reflective skills within a team

Teamwork assessment

Resolving conflicts

Developing a team philosophy

Communication with others

DeBonoâ&#x20AC;&#x2122;s six thinking hats

Positive critique

Collaborative enquiry metaphors

Design and client role play Personas Mind mapping

List of teaching and learning resources on www.designcollaboration.org

Project Stages: Stage 3

Each tool has: _An overview page (why and how) _An instructor’s guide (description, timing, how) _Student’s handout _Video resource

Project Stages: Stage 3 - Example of a tool

Roles of a Designer in a Design Team (MANAGE) Overview A familiarisation exercise to enable discussion and negotiation of roles within a team. Aim _To encourage students to get to know their fellow group members. _To encourage groups to discuss and negotiate their team roles.

Project Stages: Stage 3 - Example of a tool Design Collaboration

Design Collaboration STUDENT EXERCISE

STUDENT EXERCISE

Designer’s Roles in a Design Team

Aims To encourage students to get to know their fellow group members To encourage groups to discuss and negotiate their team make up

Task 3: Preferred Team Roles As a team, use the large sheet of paper provided to map out each member’s preferred roles as a designer and also to note down roles that they dislike and roles to they would like to improve on. e.g.

Will Grey

Sharon Smith

As an individual which roles do we want to improve upon? ga

Arti st

r to

Jo Bloggs

Inv

Will Grey

Fred Brown Will Grey

Will Grey Comm un i ca to

Sharon Smith Fred Brown

Will Grey Fred Brown

Mana ge r

Jo Bloggs

Jo Bloggs Fred Brown Sharon Smith

Inv

Jo Bloggs Jo Bloggs

Mana ge r

The names of my fellow group members are ... What do they like most about group work?

Arti st

r to

Arti st

or at

Fred Brown

How To Negotiate Team Roles Task 1: Understand your fellow group member As a team, on the large paper provided, copy and fill in the table below, to get to know your fellow group members:

As an individual which roles do we dislike?

As an individual which roles do we like?

Comm un i ca to

Introduction This exercise enables a design team to get to know each other and to discuss and then negotiate team roles. This discussion will enable the team to work collaboratively and the risk of team conflict is reduced, as often conflicts occur because team roles are unclear.

Fred Brown

Sharon Smith

What do they dislike most about group work?

Mana ge r

Jo Bloggs Will Grey

Jo Bloggs

Comm un i ca to

What personality traits make a good team player?

Task 4: Negotiate Team Roles As a team, negotiate each member’s role and visually map the results of this conversation on another

What personality traits make a bad team player?

large sheet of paper. Each member would have more than one role and these roles can change during the project. e.g. OurTeam Roles

Arti st

ti es

Jo Bloggs

Inv

Task 2: Discuss Team Roles As a team, discuss the roles of a designer in Handout 1. When discussing these roles share your experience about times when you have taken on this role in past projects.

r to

Fred Brown

Sharon Smith Jo Bloggs

Mana ge r

Will Grey Fred Brown Comm un i ca to

Designer’s Roles in a Design Team

Project Stages: Stage 3 - Example of a tool

Developing a Team Philosophy (UNDERSTAND) Overview A team philosophy provides students with a shared understanding of how to work together. Aim To encourage a newly formed team to converse and develop an agreed and explicit way of working together.

Project Stages: Stage 3 - Example of a tool Design Collaboration STUDENT EXERCISE- HANDOUT 1

Developing a Team Philosophy Aim To encourage conversation and develop a way of working together. Introduction Although you may have heard of a team philosophy in sport, it can be valuable in a design team. Developing a team philosophy at the start when working together provides you with a means to converse and say how the team would like to work together (manage, communicate in the team and to other people. share information and ideas etc). This involves indentifying the important attributes of your team, what are your strengths and weaknesses, what are your core value and beliefs? It is about understanding how the individuals, in your team, come together and work as one. How to develop a Team Philosophy The following questions will help you to develop your team philosophy. Please consider the questions on this handout as a team. Then brainstorm them on the large piece of paper you have been provided with. Use the ‘Cards’ to help you discuss the answers to the questions. Later, the team will be asked to share your team philosophy with the rest of the group. 1. How do you measure the success of your group? 2. What are your personal and group objectives? 3. Can you develop a name for your team? 4. Can you develop a motto for your team? 5. Can you drawn out a logo for your team? 6. Can you select key words to describe the team philosophy?

Developing a Team Philosophy

Project Stages: Stage 3 - Example of a tool

Designer and Client Roleplay (COMMUNICATE) Overview This tool requires the design team to take on the role as the client in order to anticipate expectations. Aim _To see from the client(s) viewpoint(s) _To develop better team and client communication

Project Stages: Stage 3 - Example of a tool Design Collaboration

Design Collaboration

STUDENT EXERCISE

Designer and Client Role Play

Aims To see from the client(s) viewpoint(s) To develop team and client communication

Task 5: Act out the presentation Now role-play the characters in a presentation setting. Try to incorporate some of the actions and phrases developed in task 3.

Introduction Knowing your audience is key when communicating a message; by enabling a design team to put themselves in their client’s shoes it encourages them to understand how to communicate with the client and know the correct terminology to use. Instructions Task 1: Select a Persona Within your group discuss the designer and client characters in handout 1. Try and relate the characters to someone you know, especially the client characters. Then decide as a group who is going to be the designer and client. When reviewing handout 1, it may be helpful to circle the key behaviours to help you to understand the characters. Task 2: Draw the Client and Designer Persona If you have selected a Client or Designer persona, draw an image that you have of that persona on the template masks provided in Handout 2. Task 3: Get into character Then, in your group, act out two characters meeting in the pub for the first time. This would involve asking them about their hobbies, find out about a typical day, their goals, fears and aspirations in life. When you are having this conversation, consider how the persona would be sitting, expressing themselves, facial expression, maybe develop a phrase that they would say, e.g. ‘that is interesting!’. If you wish, two group members can act out the characters first and the other(s) can observe and advise. Then switch around.

Task 6: Reflection In your team, reflect on what has been learnt by considering the following: • How you felt doing the task? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ • What were the different characters looking for during the presentation? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ • The students that were the client - what was learnt? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Task 4: An hour before the presentation Imagine it is an hour before the presentation, the presentation is ready to be given to the client, all the designers need to do is think and write down what they want to get out of the presentation.

Designer Client Role Play

Project Stages: Stage 3 - Example of a tool

Reflective Skills within a Design Team (REFLECT) Overview This tool provides a way for a design team to reflect and consider improvements on their teamwork. Aim _To help design teams become aware of how they are working. _To develop the skills to facilitate reflection in a design team.

Project Stages: Stage 3 - Example of a tool

STUDENT EXERCISE

Design Collaboration

STUDENT EXERCISE

Reflective Skills within a Design Team

Aims To help design teams to become aware of how they are working To enable students to develop the skills to facilitate reflection in a design team

Reflective Tool - ‘What, So What, Now What?’

Introduction The ‘What, So What, Now What?’ is a simple Reflective Tool which enables a design team to review the experience of working together, move toward critical thinking, problem solving and create an action plan. The ‘What...?’ involves the design team explaining what happened. ‘So What...?’ Team reflection is all about developing how you work as a team! ‘So What...?’ goes a step deeper to analyse and evaluate how the design team is working as a group and as individuals, it promotes problem-solving. ‘Now What...?’ the most important phase of team reflection; enables a team to consider alternative courses of action. Using the Reflective Tool - ‘What, So What, Now What?’ Task 1. As a team review the ‘Reflective Tool’, then select a facilitator. A facilitator role, in this exercise, is to encourage an open conversation, to enable the team to come up with a plan to work more effectively. Task 2. ‘What...?’: The facilitator will give each team member 2 minutes on their own to use the ‘What...?’ section as a guide to describe how they have been working together. Then the facilitator will ask each team member to describe how they are working as a team (around 30 seconds each). During this time the facilitator makes notes and considers questions to ask the team to gain more detail about how they have been working together. After the team member has finished sharing their experience, the facilitator puts forward the question they have formed to the team. Finally, as a team discuss and describe on 2-3 key areas that have arisen. Task 3. ‘So What...?’ : For each of the key areas that have arisen the facilitator will give each team member 2 minutes to use the ‘So What…?’ section as a guide to reconsider the issues which have arisen. Then the facilitator will asked each team member to share what they thought (30 seconds each). During this time the facilitator makes notes and considers questions to ask the team to gain more detail about how they have been working together. Finally, as a team bring together your thoughts and describe the key areas which need to be addressed. Task 4. ‘Now What’: Run through the same process as tasks 2 and 3, start using the Now What question as individuals, then share with the group, and finally, as a team, have a plan to work in an alternative way. Copyright © 2009 DesignCollaboration, Northumbria University. All rights reserved.

Reflective Skills within a Design Team

Design Collaboration

What...? … has the team looked at? … has the team done? …was the team trying to achieve? … was good and a bad about the experience so far? … feelings have arise during the project? So What...? …does this it tell us about how we are working as a team? e.g. where are we able or not able to manage our team (planning skills, clear team roles, meeting details), we are able or not yet able to understand each others strengths and weaknesses or we have good or bad communication skills ( information sharing, problem analysing and understanding), we have a good or bad working process (research, concept generation) etc. …are the ways we can work around/or with the issues? … are the broader issues arising from working in this team? Now What...? … does your team need to do in order to make things better or avoid getting stuck?

Adapted from Rolfe, G., Freshwater, D. & Jasper, M. (2001) Critical reflection for nursing and the helping professions: A user’s guide. Basingstoke: Palgrave Copyright © 2009 DesignCollaboration, Northumbria University. All rights reserved.

Reflective Skills within a Design Team

Project Stages: Stage 3 - Example of a tool

Teamwork Assessment (ASSESS) Overview This exercise enables students to self reflect on their experience of working in a team, and use the same process to peer review their team members. Aim To aid student self-reflection and assess their peers in team projects.

Project Stages: Stage 3 - Example of a tool Design Collaboration

Design Collaboration STUDENT EXERCISE

STUDENT EXERCISE

Teamwork Assessment

Aim To aid self reflection and peer assessment in a team project.

About your colleagues Assessment for your colleagues is gauged by using the questions below (the same as in self assessment). Each question is lettered A-E, you are asked to write down the full names of colleagues in your team and then give them a mark out of five for each question asked.

Team Work Questionnaire Name About you 1.What was your role in the project?

5 is excellent 1 is weak This will be used to calculate a mark added to the overall project/exercise mark and is your opportunity to reward people for good work practice, in your opinion, or otherwise, if you would like to highlight problems. A. What was the attendance like for meetings? B. Did everyone meet deadlines? C. Was everyone committed to the project? D. What was their contribution like? E. Did you work well as a team? (In terms of co-operation).

2. What did you contribute to the project?

3. Did you enjoy working with colleagues? (Delete one) YES/NO 4. Who took the lead, or managed the project? (Tick one) a) ONE PERSON b) DEMOCRATIC DECISION 5. Were you happy with this arrangement? 6. What were the positive aspects of working together?

THIS IS ENTIRELY CONFIDENTIAL FOR ASSESSMENT BY STAFF ONLY Name of Team Member A B C D E

Total

7. What were the drawbacks? (example) BILL BLOGGS

8. What did you learn from the team-working process and the project? Cognitive? E.G. Improving idea generation

Self Assessment: A. B. C. D. E.

Skills? E.G. Technical/Marketable

Social? E.G. Behavioural

5 is excellent 1 is weak

What was your attendance like for meetings? Did you meet all of the deadlines? Were you as committed as you could be to the project? What was your contribution like in terms of quality? Did you feel that you worked well as part of the team?

Comments on the Assessment Process, Teamwork or Project

Teamwork Assessment

Project Stages: Stage 4

Filmed interviews with design practitioners _11 individuals _Industries range from Product, Service, Graphic, Interactive, Software and Fashion Retail Design _Sharing their experiences of working and managing teams

www.designcollaboration.org Home Page About Design Collaboration View project based on: - Course discipline

View tools based on: - Categories

About this site

Explore Collaborations

Teaching Resources

Share your project

Log-in

Context and purpose

Case studies

Exercises and videos

Upload your project

Feedback to project team

Log-in as a tutor

New user sign up Project 1 (overview)

Project 2 (overview)

Project 3 (overview)

Planning

Managing

Assessing

Reflect

Managing your design team - Tool 1 - Tool 2 - Tool 3 - Tool 4

Understanding your design team - Tool 1 - Tool 2 - Tool 3 - Tool 4

Send Password reminder

Communicating with your design team

Reflecting with your design team

Assessing the collaboration

- Tool 1 - Tool 2 - Tool 3 - Tool 4

FAQs Need help selecting tools?

Example of a tool Understanding Team Roles - Overview - How to run it (instructions) - Templates (PDF downloads) - Further information (links or further reading)

www.designcollaboration.org Home Page About Design Collaboration View project based on: - Course discipline

View tools based on: - Categories

About this site

Explore Collaborations

Teaching Resources

Share your project

Log-in

Context and purpose

Case studies

Exercises and videos

Upload your project

Feedback to project team

Log-in as a tutor

New user sign up Project 1 (overview)

Project 2 (overview)

Project 3 (overview)

Planning

Managing

Assessing

Reflect

Managing your design team - Tool 1 - Tool 2 - Tool 3 - Tool 4

Understanding your design team - Tool 1 - Tool 2 - Tool 3 - Tool 4

Send Password reminder

Communicating with your design team

Reflecting with your design team

Assessing the collaboration

- Tool 1 - Tool 2 - Tool 3 - Tool 4

FAQs Need help selecting tools?

Example of a tool Understanding Team Roles - Overview - How to run it (instructions) - Templates (PDF downloads) - Further information (links or further reading)

www.designcollaboration.org: Homepage

www.designcollaboration.org: Examples

www.designcollaboration.org: Teaching Resources

www.designcollaboration.org: Assessing Tools

www.designcollaboration.org: Self/Peer Assessment

www.designcollaboration.org: Uploading examples

Next steps

We are looking to grow the case studies of collaborative projects and improve the teaching resources. How? Case studies If you have any examples of collaborative case studies, please upload it through the website. Teaching resources If you have any suggestions towards new tools or ways to improve the existings ones better, please contact us directly.

Additionally... If you have any questions or comments about the website, we would love to hear from you. joyce.yee@northumbria.ac.uk kathryn.mckelvey@northumbria.ac.uk emma.jefferies@northumbria.ac.uk

Thank you. 谢谢您