The Behavior of Utility Maximizing Members in a Classroom Group Project: Implications of the Envelope Theorem

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

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Towards Training Librarian 2.0 through A Community-based Participatory Group Project: A Case Study

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais613 ◽

2013 ◽

Author(s):

Lu Xiao ◽

Trina Joyce Sajo

Keyword(s):

Participatory Approach ◽

Group Project ◽

Community Based ◽

Design Decisions ◽

Etude De Cas ◽

Étude De Cas ◽

User Centered

Librarian 2.0 adopts user-centered approach. This paper reports the case study of a community-based participatory approach for training librarian 2.0. The findings suggest that this approach allows the students to practice user-centered interactions, identify and integrate the user’s needs into design decisions, and develop ways of collecting the user’s feedbacks.Les bibliothécaires 2.0 adoptent une approche centrée sur l’utilisateur. Cet article présente une étude de cas sur une approche participative et communautaire visant à former les bibliothécaires 2.0. Les résultats suggèrent que cette approche permet aux étudiants d’interagir avec les usagers, d’identifier les besoins, de les intégrer dans leur processus décisionnel et de développer des moyens de recueillir les commentaires des usagers.

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Self-regulating Soft Skills in Group Project-Based Design Education

Companion of the 2020 ACM International Conference on Supporting Group Work ◽

10.1145/3323994.3371013 ◽

2020 ◽

Author(s):

Lore Brosens

Keyword(s):

Design Education ◽

Soft Skills ◽

Group Project

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Fractional Punishment of Free Riders to Improve Cooperation in Optional Public Good Games

Games ◽

10.3390/g12010017 ◽

2021 ◽

Vol 12 (1) ◽

pp. 17

Author(s):

Rocio Botta ◽

Gerardo Blanco ◽

Christian E. Schaerer

Keyword(s):

Equilibrium Point ◽

Public Good ◽

Phase Portrait ◽

Game Model ◽

Public Good Game ◽

Group Project ◽

Free Riders ◽

State Evolution ◽

Public Good Games ◽

Full Cooperation

Improving and maintaining cooperation are fundamental issues for any project to be time-persistent, and sanctioning free riders may be the most applied method to achieve it. However, the application of sanctions differs from one group (project or institution) to another. We propose an optional, public good game model where a randomly selected set of the free riders is punished. To this end, we introduce a parameter that establishes the portion of free riders sanctioned with the purpose to control the population state evolution in the game. This parameter modifies the phase portrait of the system, and we show that, when the parameter surpasses a threshold, the full cooperation equilibrium point becomes a stable global attractor. Hence, we demonstrate that the fractional approach improves cooperation while reducing the sanctioning cost.

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