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The Proceedings of ISECON 2006: §2144
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| | Fri, Nov 3, 9:00 - 9:25, Normandy B Paper (refereed)
| | Recommended Citation: Melin, U, K Axelsson, and T Wedlund. Project-based Learning – An Emergent Framework for Designing Courses. In The Proceedings of ISECON 2006, v 23 (Dallas): §2144. ISSN: 1542-7382.
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Project-based Learning – An Emergent Framework for Designing Courses
| | Ulf Melin [a1] [a2]
Department of Computer and Information Science
Linköping University [u1] [u2]
Linköping, Sweden [c1] [c2]
Karin Axelsson [a1] [a2]
Department of Computer and Information Science
Linköping University [u1] [u2]
Linköping, Sweden [c1] [c2]
Tommy Wedlund [a1] [a2]
Department of Computer and Information Science
Linköping University [u1] [u2]
Linköping, Sweden [c1] [c2]
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In this paper we elaborate on a framework, a set of guidelines, for teachers when designing project based courses. The emergent framework presented in this paper will focus on six themes: (1) overall course design, (2) project task, (3) project group, (4) examination, (5) feedback and (6) course evaluation and improvement and is initially grounded in theory and practice. The framework elaborated in this paper should support teachers’ development of a professional autonomy within the norms of a professional group and an active curriculum.
Keywords: learning, student centred education, information systems education, project, course design, framework
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