Assessing Activity Systems Of Design Teams In A Collaborative Service Learning Environment
Assessing Activity Systems Of Design Teams In A Collaborative Service Learning Environment
复制标题
在协作服务学习环境中评估设计团队的活动系统
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
C. Zoltowski
中科院分区：
文献类型：
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作者：
S. Schaffer;Kimfong Lei;L. Reyes;W. Oakes;C. Zoltowski
本研究的重点是评估过程和跨学科的团队学习框架可能有用的项目团队的协作环境的设计。以下研究问题解决：1）个人自我评估的技能，能力和态度与感知的团队目标相匹配; 2）团队是否相信他们获得了所需的资源和支持，从个人到群体的认知转换;和3）社会文化背景有什么影响团队的能力，以完成前两个组成部分，以及取得成果。两个跨学科的工程团队在一所大学的服务学习计划进行了观察，采访和调查，而完成的项目。一个比较，多案例研究设计，研究一个获奖的，跨学科的团队和一个更典型的团队组成的工程师。团队活动系统内和跨团队活动系统的紧张局势和矛盾进行了识别和对比。团队在多大程度上从强调个人学习发展到跨学科的学习项目期间也进行了评估。结果进行了讨论的背景下，跨学科的团队学习框架，目前正在验证的研究小组。
This study focused on an assessment process and cross-disciplinary team learning framework potentially useful in the design of collaborative environments for project teams. This following research questions addressed were: 1) Did individual self assessment of skills, abilities and attitudes match with perceived team goals; 2) Did teams believe they acquired the resources and support required to transform from individual to group cognition; and 3) What impact did the sociocultural context have on teams’ ability to accomplish the previous two components as well as achieve outcomes. Two cross-disciplinary engineering teams in a university service learning program were observed, interviewed, and surveyed while completing projects. A comparative, multi-case study design was employed to study an award-winning, cross-disciplinary team and a more typical team comprised of only engineers. Tensions and contradictions within and across team activity systems were identified and contrasted. The extent to which teams evolved from an emphasis on individual learning toward cross-disciplinary learning during projects was also assessed. Results are discussed in the context of a cross-disciplinary team learning framework that is currently being validated by the research team.