learing goals collaboration with your supervisorkom.aau.dk/~lpj/old-control/pv/pv 2012/mea pv7...

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PV 7 autumn 2012

Take control of your collaboration

PV 7 autumn 2012

Medialogy

Lars Peter Jensen

[email protected]

© SLP-gruppen, Aalborg Universitethttp://community.livetechdocs.com/voice/files/2009/08/collaboration.jpg

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• Supervisor types

• Learning og learing styles

© SLP-gruppen, Aalborg Universitet

• Roles and functions in the group

• (Get a good start with Cooperation Agreement)

• Problem analysis

• Exercises/Assignments

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Learing goals

To get a concrete tool to assess the supervisor's role in the project

To test your personality and your learning style for self reflection


style for self-reflection To introduce various roles in project work for

self-reflection and group discussion To get some hints and references to the

written cooperation agreement

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Collaboration with your supervisor


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Good advices on cooperation with your supervisor

Be prepared for the supervisor meetings

Always prepare a work document with questions for the supervisor in order to save your time and his.

Always ask questions, don’t wait for the supervisor to start the conversation.

Keep appointments with your supervisor.

Ask what your supervisor expects from your group report.

Schedule meetings, at least once a week

Take your time to make and reflect on problems for the agenda 5

Content of supervision

Two types of content in the supervision:

Problem oriented supervision

Subject oriented supervision

PROBLEMRelevant use of Engineering

SUBJECTTheory

Methods


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Types of supervision

Four types of supervision:

Product supervision

Process supervision

Laissez-faire supervision

Control supervision


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Product Supervision

Focus on professional knowledge

Emphasis on a consistent and coherent project reports

Be sure to make an outline of the report as early as possible

co e e p ojec epo s

Is solution oriented

Provides ideas, suggestions and answers

Is product oriented


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Process Supervision

Focuses on the understanding process

Supervises team collaboration

Try to set up some questions that can control your work the next period of time ...

Asks questions rather than provide solutions

Promotes reflective processes

Is process oriented


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Laissez-faire Supervision

Allows the ideas of the team to guide the project

Praise and encourage the team to work independent of supervisor

Well, it goes very well, so there's no reason why I ...

Demonstrates a lack of commitment

Provides general, noncommittal and random comments

Minimizes the time spent on supervision


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Control Supervision

Testing the group

Make the project one long exam

Focuses on the assessment

h i di id l

Please go to the blackboard and derive the formula you have used on page 10, so we can see if you have all understood it.

Focuses on the individual student's knowledge


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Think for a minut about….

What type of supervision you would prefer in the

different phases of the project:Product, process,

laissez-faire or control

© SLP-gruppen, Aalborg Universitet© SLP-gruppen, Aalborg Universitet© SLP-gruppen, Aalborg Universitet

laissez-faire or controlsupervision

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Collaboration with supervisor –questions to ask

What are your expectations to the supervisor?

Meetings with supervisor How often?

Agenda?

Minutes?

If there are two supervisors shall both be present?

How and when should documents be delivered?

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Collaboration with supervisor –a model

A really good model for cooperation with the supervisor is to send him / her the following information 1-2 days prior to the supervisor

imeetings:

What did we work with lately + associated work sheets

What are we doing right now

Where would we like to have help from supervisor

Agenda for the meeting 14

Individual og collaborative learning

© SLP-gruppen, Aalborg Universitethttp://www.doingworks.com/images/Chair2.jpg

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What is ’learning’?Yes, it’s actually true – you can

get a degree by repeating everything the teacher says.

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Learning EnvironmentEnvironment- traditional

teachers and textbooks as main learning resources

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Teaching = Learning ?

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Teach me… and I will forget ?

Student centered learning

Tell me and I will forget

Show me and I will remember

Involve me and I will understand

Step back and I will actChinese proverb

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Carl Rogers on teaching at Harvard in 1951

• It seems to me that anything that can be taught to another is relatively inconsequential, and

I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning.

y q ,has little or no significant influence on behavior.

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Effectivity of educational formats (after Bales)

5 %10 %

LectureReading

Averageretention

AudiovisualDemonstration

Discussion groupPractice

Teaching others

20 %

30 %50 %

75 %80 %

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Experience based learning

Experience

Learning is the process whereby knowledge is created through the transformation of experiences

- David Kolb

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Test

Generalization

Reflection

Kolb’s learning cycle, with the words of John Cowan (Cowan 1998).

Learning is a function of the activity, context, and culture in which it normally occurs, thus it is situated- Jean Lave & Etienne Wenger

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Life Long Learning

Learning

To live is to learn – Chinese saying

Original figure in Wenger 2004Original figure in Wenger 2004

Learning engineering

tobecome

an engineer

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What is a learning style?• A persons way to

perceive and handle information – to learn.

• A tool for self-reflection and feedback to lectures, facilitators and team members.

How much are you aware of your learning?

Preferred method

Strength

Weaknesses

• Exercise: Close your eyes and ..... http://www.6seconds.org/anabel/images/respect-learning-style.gif

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Learning styles

Individuals’ different ways of taking in and processingprocessing information

- Richard Felder

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How do you do reading? Some people…sometimes…

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Felder-Soloman’s index of learning style (ILS)

Sensing Intuitive

Active Reflective


Visual Verbal

Sequential Global

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ILS® - Sensing or Intuitive

http://cultura.blogosfere.it/images/5%20senses.jpghttp://charleshamel.com/wordpress/wp-content/uploads/2008/03/intuition-trust.jpg

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PerceptionSensing Learners

Tend to like facts Like solving problems by well-

established methods and dislike complications and surprises

Be patient with details and

Intuitive Learners Prefer discovering possibilities

and relationships Like innovation and dislike

repetition Be better at grasping new

concepts and more comfortable pgood at memorizing facts and doing hands-on work

More practical and careful don’t like courses that have no

apparent connection to the real world

pwith abstractions and mathematical formulations

Work faster and more imaginative

Don’t like courses that involve a lot of memorization and routine calculation

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ILS® - Active or Reflective

http://z.about.com/d/drawsketch/1/0/x/B/ernesto-thinking.jpgwww.physics.gla.ac.uk

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ProcessingActive Learners

Retain and understand information best by doing something active

Like discussion or applying it or explaining it to others

Reflective Learners Think about it quietly

before talk Let’s think it through first Prefer working alone

‘let’s try it out and see how it works’

Like group work

quietly

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ILS® - Visual or Verbal

http://www.chronotext.org/Isaiah/img/SlidingText_FR.jpghttp://www.filebuzz.com/software_screenshot/full/22846-chart_modelkit.jpg

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Input ModalityVisual Learners

Remember best what they see - ‘Show me’

Pictures Diagrams Sketches

Verbal learners Getting more out of words

- ‘Explain it to me’ Spoken words Written words

Sketches schematics Flow charts plots

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ILS® - Sequential or Global

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Understanding

Sequential Learners Gain understanding in

linear steps Follow logical stepwise

paths in finding solutions Feel comfortable

Global Learners Learning in large jumps,

absorbing materials almost randomly without seeing connections, and suddenly ‘get it’. Need big picture to function

Solve complex problems Feel comfortable explaining things

Solve complex problems quickly or put things together in novel ways once they have grasped the big picture

Feel difficult to explain

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Learning style preferences INS N= 493

Visual/Verbal

Sequential/Global

0% 50% 100%

Active-reflective

Sensitive/Intuitive

(Kolmos, Holgaard, 2003)39

Purpose of Testing Learning Style To know about yourself - ‘in which way

a student is smart’ rather than ‘whether this student is smart or not’

To help learners to develop learning strategies and improve their learning by balancing it.

To work with our teaching style to match and maximize student learning

But not to Divide people into a set category as

blood types – instead, it is just measuring height or weight along some point in life

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Break for 15 minuts

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A team– different roles


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Team Spirit ?

© www.potential.dk

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Good advices on Teamwork 1 Write up a group contract, so everyone knows what is

expected of them, and shows up for the meetings.

Take notes all the way through the project, so you make it easier for yourself to write the report. Google Docs is a good way of open note-taking.

Make sure that the people who do the assignments know the progress of the other groups, so they don't ask for additional features if there's no time to do them.

Talk about/write down the design aspect before you talk about the implementation aspect. If everyone is on the same page, it will be easier to get around to actually doing it. 44

Good advices on Teamwork 2Group Contacts Makes it easier to communicate with the group.(skype/facebook/emails/phones)

Helps the group to share the work. (Dropbox/googleDocs)

Open Communication (socializing) Easy way to get to know each other.

Creates a certain bond between group members making it easier to work.g p g

Even if the group socializes very well, certain professionalism should be kept.

Try to speak a language that is known to all in order to keep everyone informed.

Clear Goals (common goal) In order to prevent problems occurring later on during the project.

It makes it easier to follow the path of the game; it also saves time spent on debating.

Assign simple goals to different parts of the project in order to keep everything clear.

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Good advices on Teamwork 3 Project Diary

It makes it easier to keep track of the group work.

Gives a good description of the decisions made in the group (how did we do this? And why?)

Write references on the spot (make a document with references)

It h l ti i th fi l t It helps save time in the final report.

Deadlines

Assign deadlines from the start in order to keep everything moving accordingly.

Clear Group member assignment from the start

It prevents members from working on the same thing.

It gives the group a more dynamic work flow, because everyone knows his/her part. 46

Good advices on Teamwork 4

Sharing knowledge – Everyone in the group has to know all there is to know about the project for the exam. Make sure everyone is up to date with all there is to know – otherwise it can be difficult to work on a task. This applies especially if someone has been sick or otherwise not present for a while.

H d i i i h h i l N l i h Have good communication with the group in general. Not only in the group room, but also when working at home or otherwise not at the university. It can be a facebook group, a skype chat room / call, emails or any similar method.

To make sure everyone has access to all files; make use of a file sharing program such as Tortoise SVN or Dropbox.

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Good advices on Teamwork 5 In the start of the project, introduce yourselves and make

a brainstorm to figure out what project you want to make. A mind map is a very useful method of brainstorming. Make a schedule soon after and make sure to meet all deadlines so there is plenty of time left in the end to print

d land relax.

For brainstorm and other information in the group room, use the blackboards. They are perfect for writing down what needs to be done and other information, such as phone numbers, emails etc. They can also be used for daily tasks and overall tasks that need to be done, write down who is supposed to work on that specific task, and then cross it over when it’s completed.

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Good advices on Teamwork 6 Share, share, share. Communication is the key to a

good project.

Keep a log of what people are doing.

Notify if you’re late to an appointment with your group.

Involve everybody as much as possible.

Be a part of every aspect of the project. Don’t get tunnel vision on one part of the project.

Communicate across groups.49

Organization and Project Management

The informal roles are formed at the beginning of the project

The leader

Whipping boy

Party Monkey

Clown

The responsible

The social initiator50

Organization and Project Management

Socialization and professionalization of group

The informal roles are part of a socialization processprocess

Especially in the beginning of a project, students have a strong need to socialize

Distinguish between Socialization and Professionalization - Disciplining

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Belbin Team Role TheoryIn the 1970s, Dr Meredith Belbin and his research team at Henley Management College set about observing teams, with a view to finding out where and how these differences come about. They wanted to control the dynamics of teams to discover if –and how – problems could be pre-empted and avoided. As the research progressed, the research revealed that the difference b t d f il f t t d d tbetween success and failure for a team was not dependent on factors such as intellect, but more on behaviour. The research team began to identify separate clusters of behaviour, each of which formed distinct team contributions or “Team Roles”.

A Team Role came to be defined as:

“A tendency to behave, contribute and interrelate with others in a particular way.” 52

Let’s hear it from Belbin co-operation

http://www.belbin.com/rte.asp?id=8

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The nine Team Roles

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The nine Team Roles

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An Irish proverb

"Ho come that e j dge"How come that we judge others by their actions but ourselves from our good intentions?"

© www.potential.dk

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A Team- Different approaches to dialogue

http://www.suntliv.nu/upload/Temaserier/Vad%20sags%20(Kommunikation)/Kommunikation.gif

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The 3 ways of reacting

The aggressive manner

Stiff and uprightstare fixatedProne to pointPresent arms crossed

The indulgent/submis-sive way

Avoids eye contactSpeak quietly and only if necessaryis restless

The assertive manner

Rank, but relaxedIn controlKeeps eye contactsmiles

crossed

I want you ...You must ...We do as I say!Now you're stupid!

is restless

Excuse me for interrupting, but ...Oh, no, butIt's all my fault

Let us ...How should we do it?I think what ...do you think?I would like us to…

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Break for 15 minuts Eller er det biksemad ?

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Cooperation and Conflict- Two sides of same coin


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Conflict handling - Why?Discussing conflicts hidden boundaries and norms might become visible. Unsolved conflicts draines enrgy from the cooperation .

Conflict Types:

Personal conflicts / bad chemistry

Objectives and goal conflicts

Conflicts of interestchemistry

Communication conflicts

Professional conflicts

Role Conflicts

Organizational conflicts

Conflicts of interest

Performance conflicts

Attitudes/Standards conflicts

Ambition conflicts

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Think about….

What are the

© SLP-gruppen, Aalborg Universitet© SLP-gruppen, Aalborg Universitet© SLP-gruppen, Aalborg Universitet

symptomsof a conflict?

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How to spot a conflict

Very loud discussion in stead of dialogue –nobody is trying to understand each other

Very long arguing but no decisions Goes ‘for the man’ not ’for the ball’

P t l t i t d f i

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Postulate in stead of reasoning Formation of cliques Talk about people behind their backs

REMEMBER: Deal with conflicts, the sooner the better !!!

Conflict staircase

7. Polarisation

6. Open hostility

5 Magnif ing the enem5. Magnifying the enemy

4. Dialogue is given up

3. The problem escalates

2. Personification

1. DisagreementDevelopmentLearningCloser relations

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The conflict is escalating or decreasing

Escalating language

YOU-language

Interruptions

Indifferent

Relaxing language

I-language

Listens

Interested

Leading questions

Reproach

Abstractions

Focus on the past

Person-oriented

See problems and obstructions

Open questions

Expressing intention

Concrete

Focus on the now and future

Case-Oriented

View options67

Types of Reaction

Avoidens

AggressionsAggressions

Openness

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Evaluating personal relations: The ’Hot chair’

Every 2-3 weeks group members evaluate each other one at a time according to the following rules:

The person in the ‘hot chair’ is not allowed to comment, she/he is supposed to listen to the constructive and loyal criticism of other group members

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All the others have to give positive and negative feedback e.g. Two things they like about the person’s behaviour within the group, and two things they don't like

Evaluating personal relations: The ’Hot chair’

Feedback must: Describe behaviour – not interpret motives Express your own feelings directly – not indirectly Be specific – not general Only address issues which can be changed Make room for change

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Make room for change Be non-judgmental Only be given when asked for/agreed upon – not

uninvited Be motivated by a wish to help others – not to hurt Good advice: Try it on yourself

Take care of the conflict

Meet the conflict - do not ignore it.

Take a look at conflict stairs - how far the conflict has evolved.

Identify yourself with your opponent and hisIdentify yourself with your opponent and his situation.

Talk to each other - and not about each other.

Do not present your opinion as fact in conversation.

Put the conflict behind you.

Evaluate conflict solution after a while. 71

Remember to get started well withthe Cooperation Agreement

© SLP-gruppen, Aalborg Universitethttp://bio.co.za/wp-content/uploads/2006/03/negotiation.jpg

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Good advices on cooperation agreement

Group Contract

It makes it easier to get started and it gives the group a better work flow.

It also gives clear expectations of every individual in the group.

It can be a simple substitute for a Leader, in the beginning.

Make a group contract, with expectations from each group member

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Cooperation agreement, Team charter or code of conduct

Why ?

Create common expectations

Secure clear agreements

What?

Contract with supervisor

Group contracts:

Task strategies

Process strategies74

Cooperation agreement

Expectations and ambitions?

Meetings – How often? – What if somebody is late?

Organizing meetings , chairman, referee, use of blackboard?

Division of labor?

What kind of response do you give within the group?

To what extent will we socialize together, and when?

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Cooperation agreement example

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3. Group Leader:

The group leader is responsible for seriousness is maintained, and the schedule is followed.

Th iti t t ( l h b ti ll ) l d l t d b

Cooperation agreementA225 2006 NANO

The position rotates (alphabetically), a new group leader selected by. 14 days.

The group leader should keep the agenda at supervisor meetings.

Tools available for the group leader is a meeting hat when placed on the meeting bottle should establish a profound seriousness in the room, and a bell to use in case of the group being unserious.

Only the group leader that has rights to use these tools, but if the leader don’t interfere the bell can be used by others.

Billede: http://www.kempsvillehs.vbschools.com/Library/Images/CHIEF.GIF

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4. Friday Meetings

Summary of the week's progress in relation to the project.

Comparing schedule with where we are in the process.

Discussion of the work sheets.

Red thread where do we go with the project?

Cooperation agreementA225 2006 NANO

Red thread, where do we go with the project?

Project Relevant topics for discussion.

Evaluation of the group leader's performance.

Constructive criticism of the group members.

Payment of fines!

Rotating logbook writer, mail man and leader (every 14 days).

Logbook writer shall keep minutes of the Friday meetings, supervisor meetings and the times when it is otherwise appropriate.

Over the weekend the minutes of the week's course is uploaded on the forum, if not done by Monday falls a fine of 25 kr.

Billede: http://www2.spejdernet.dk/soborg/img/moede.gif

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Problem OrientationAn Unsatisfactory Situation E.g. an increasing

number of danish kids are getting fat

An Un-Utilized Potential-The homepage of

AAU is old fashioned

Unknown Impacts- We want to investigate if and how IT and new technology can be used to improve kids habits towards doing regular exercising

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Different type of problems –different strategies for problem analysis

An unsatisfactory Situation Bottom-up analysis – from practise to technology WHO and WHY questions are dominating

An Un-Utilized Potential Top down analysis – from technology to practise WHAT-IF questions are dominating

Unknown Impacts

•Theoretical analysis – from technology and within

• WHAT questions are dominating 80

Problem-based project-work- a model

Initial problem of the project – what makes you wonder?

Analysis of the initial problem : central themes and elements of the problem.

Problem statement based on the analysisStatement of the question(s) which will be addressed in the project.-Project limitations-Project design

Addressing the problemstatement-Methods-Theories-Empirical work-Finding a solution? -Creating new knowledge

ConclusionsAnswering the question of the problem statement. Placing the question into other perspectives

Process-oriented project-work- a model

Establishing the group as a team

Clarifying strengthsand weaknesses of the groupmembers, groupvisions, and expectations

What increases and decreasesmotivation for the work and the team?

Definingindividual and collective learningobjectives

Establishingstructures for knowledgesharing and processevaluation

First evaluation of work process – do wereach our objectives? Do we work towardscollective goals? Do weshare motivation? Do we share knowledge? How can westrengthen the process?

Focus on evaluation of the project content and process:•Sharing knowledge•Motivation•Collective goals•Team collaborationDo we need to change strategies or structures?

Reflections on the project and team processDid we reach our objectives? Why – why not? What do we wish to do different in our next project?

Problem analysis - WHY?

Me My wife

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Water

What to do to get to my wife?

Problem analysis – HOW?

1) Post It brain storm

1) All group members write key words on PostIt stickers and place the stickers on the board

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place the stickers on the board.

2) All group members read the stickers and participate in (re-)structuring them into a relevant structure

3) All group members participate in assessing and choosingproject activities, based on the structure

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Problem analysis – HOW?

2) The 6 W model

ProblemWhom?

Why? What?

Where?

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ProblemWhom? Where?

When?How?

6W analysis

Who is causing the problem?

Who says this is a problem?

Wh i d b hi

WhoWho WhatWhat WhereWhere

• What will happen if this problem is not solved?

• What are the symptoms?

• Where does this problem occur?

• Where does this problem have an impact?

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Who are impacted by this problem?

Etc.

WhenWhen WhyWhy HowHow

What are the symptoms?

• What are the impacts?

• Etc.

an impact?

• Etc.

• When does this problem occur?

• When did this problem first start occurring?

• Etc.

• Why is this problem occurring?

• Why?

• Why?

• Etc.

• How should the process or system work?

• How are people currently handling the problem?

• Etc.

POPBL AAU - August 2012

Group study for PV 9 October 25th Find sources about conflict management

Chose a paper or a chapter that you think could be useful to solve an eventually conflict in your group.

h l ( i lid ) Prepare a short lecture (5 min. max. – 4 slides) about the chosen paper or chapter. Tell us: The reference to your choice

What is the most important points in the conflict solving procedure

Is the source trustable/valid87

NOW EXERCISES, help until 12.00:

Discuss with your group how to best learn to and from each other based on your individual learning styles?What roles do you use in the group?Develop or sharpen the Cooperation Agreement, also with the supervisorp

© SLP-gruppen, Aalborg Universitethttp://pub.uvm.dk/2008/forskellighed/images/illu_3_4.gif

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learing goals collaboration with your supervisorkom.aau.dk/~lpj/old-control/pv/pv 2012/mea pv7...

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