What happens during project-based learning? - Academy of Art ...

Benefits of Teamwork: A Case Study of Project-Based Learning
Arne Jin An Wong – 2D Animation Instructor
What happens during project-based learning?
For the Teachers
• Provide the curriculum skill sets necessary to take on large-scale projects.
• Demonstrate time management strategies and skills.
• Monitor progress of groups and individuals within groups.
• Keep communication open.
• Demonstrate role of the industry employer.
For the Students
• Take on a large-scale project that incorporates the course curriculum
• Work collaborativelly
• Assume roles such as:
• Team leader (Producer/Director)
• Writer (Copywriter and note-taker)
• Art director (Designer)
• Production team (Production Artists)
• Develop a response or product
• Present the results to a wider audience, i.e. fellow classmates, client, department
directors/instructors.
What are the benefits for students and teacher?
For students:
• Awareness of the dynamics of working in a team.
• Experience working on a large-scale project – one that couldn’t be done alone given the schedule
and complexity of the assignment.
• Better awareness of the responsibilities and duties pertaining to industry roles.
• Experience of exchanging ideas and inspiring others to work together.
• Demonstrating professional behaviors such as showing up on time, taking responsibility,
delegating as necessary, and meeting deadlines.
• Learning from and helping one’s peers.
For the teacher:
• Increased understanding of each student’s ability to work as a team under pressure, which
reflects the real-life demands of the job market.
• Reduced time spent on grading, since the group delivers one project for grading.
• Allows the teacher to observe students, both collectively and individually, as they exchange and
clarify information among themselves.
Fall Teaching Conference Academy of Art University August 31, 2006 1

Benefits of Teamwork: A Case Study of Project-Based Learning
Arne Jin An Wong – 2D Animation Instructor
What are challenges for students and teacher?
For the student:
• Scheduling time to meet with members of the group.
• Working with a team that wastes time arguing and/or disagreeing.
• Having to pick up the slack for a student who doesn’t deliver or show up. “One bad apple can spoil the
basket.”
These are the very obstacles students will have to surmount in order to succeed in the workplace. Learning to resolve
conflicts and negotiate different working styles with co-workers is an essential part of the Project-Based Learning
process.
For the teacher:
• Identifying individual input on Project-Based Learning courses.
• Having to rescue groups that are overwhelmed by the work.
• Having to intervene when there is not enough cohesiveness within the group to meet the assignment
deadlines.
Because teachers cannot satisfy every student or group concern, teachers must rely on the relative benefits of learning
about group dynamics in a real-life setting. Note: Classes of 15 or more will provide better project-based opportunities
than a smaller class.
How to surmount these challenges?
The best approach I’ve found is
» work on individual assignments for the first half of the semester to learn about individual working styles.
» form teams by placing students who represents different working dynamics in groups, thereby balancing the
experience and the outcome for each group.
When one student is failing, the other students come to their assistance or apply pressure to that student
to deliver. The competitive atmosphere adds to the excitement and enthusiasm within each group. If peer
pressure fails to produce the desired effect, I took individual students aside to discuss the problem and
formulate a solution — helping him/her to continue with the group project.
Surprisingly, some students who are usually highly motivated and accustomed to working individually fail at being a team
player; and some poorly motivated, non-participating students excel in groups, becoming the pillar of strength in the group.
Why is project-based learning important to teachers?
Teaching students the fundamentals and technical information that prepares them for the job market is
only half of their education. The rest is teaching them to understand the social and professional skills
necessary for working in the field, such as interacting in working groups, making compromises and
being dependable for their future employer or client.
Why implement this into classroom curriculum?
I have surveyed students after each semester on their views of Project-Based Learning assignments [See
Student PBL survey]. Most students agree that the experience has enhanced their awareness and
prepared them for the workplace better than working alone on projects.
Fall Teaching Conference Academy of Art University August 31, 2006 2

Benefits of Teamwork: A Case Study of Project-Based Learning
Arne Jin An Wong – 2D Animation Instructor
Project-Based Learning (PBL) Simulation
1. Breakup into groups of 3-4.
2. Designate roles: Choose roles in the group. Remember, the role “titles” can be whatever
you, the instructor choose them to be. For today’s activity choose a title from below.
a. Leader /Director/ Producer: directs the group focus and time management.
b. Note-taker/Copywriter: writes down all ideas and information, lists the facts.
c. Creative- lists positive impact. Initiates ideas for plans that would work in class.
d. Reviewer/Critiquer- lists negative impact. Looks for holes and where it falls short. Practical.
3. Project: Create a classroom program that will inspire the most ANTI-PBL student that it is a
great way to learn, to interact with peers and to network.
a. Choose your medium for the final product
• Storyboard
• Poster
• Ad
b. Brainstorm the content
• Determine at least 3 reasons for why working in teams on a project while still students
is a beneficial experience. Include them in your product.
• Determine at least 3 examples of industry relevance for the importance of being able
to work in groups on a project. Include them in your product.
• Include 2 or more examples of how project-based learning is a great training
experience for time management, conflict management, etc.
c. Use the materials provided to create your product.
d. Determine how your group will present to the entire audience.
• Who will introduce the group?
• How will every group member have a chance to participate in the presentation?
e. Practice your presentation if time permits.
4. Presentation: Each group will present their work to the session group.
• Each person in the group should have something to say during the presentation.
• Model the behavior you expect from your students when you have them present.
Fall Teaching Conference Academy of Art University August 31, 2006 3

Benefits of Teamwork: A Case Study of Project-Based Learning
Arne Jin An Wong – 2D Animation Instructor
ACADEMY OF ART UNIVERSITY
INSTRUCTOR:
COURSE:
_______________________________
SCHEDULE:
_______________________________
STUDENT QUESTIONAIRE
(This form is confidential)
Last name: ___________________________________
First name: ____________________________________
Name you’d liked to be called: _____________________
Your major: ____________________________________
Student ID number ______________________________
Email address: _________________________________
Phone you can be reached at: ____________________
Are you an international student? _________________
Is English spoken where you live now? _____________
What semester are you in? ________________________
How many units are you taking this semester __________
Do you have a job outside of school? _________________
If “Yes”, then how many hours per week? __________
Do you commute from outside of SF? ______________
If so, where and how do you get to AAU? ____________
Caricature Sketch of Yourself
Do you have any special circumstances that may affect your level of performance or understanding in
class? Example: It is difficult to understand spoken lectures and taking notes.
____________________________________________________________________________________
___________________________________________________________
Fall Teaching Conference Academy of Art University August 31, 2006 4

Benefits of Teamwork: A Case Study of Project-Based Learning
Arne Jin An Wong – 2D Animation Instructor
What do you expect to learn from this class?
______________________________________________________________________
________________________________________________________________________
Fall Teaching Conference Academy of Art University August 31, 2006 5