Virtual Project Teaming: Incorporation of Immersive Environments and Role-played Case Study Assessments

Charles J Lesko

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Novel Teaching Methods In Engineering Technology
Tagged Division: Engineering Technology
Page Count: 13
Page Numbers: 23.1359.1 - 23.1359.13
DOI: 10.18260/1-2--22744
Permanent URL: https://peer.asee.org/22744
Download Count: 449

Paper Authors

biography

Charles J Lesko Jr. East Carolina University

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Dr. Charles J. Lesko, Jr. is currently serving as Assistant Professor in the College of Technology & Computer Science at East Carolina University instructing at both the graduate and undergraduate-level course levels for the Department of Technology Systems. His current teaching and research regime focus on Information Technology Project Management, and Virtually Immersive Technologies. Throughout the course of his career, Dr. Lesko's focus has been on managing and leading technological innovation in the workplace; his past experiences bring to the table a heavy technical background with a strong management and leadership base. He has over (18) years of experience in systems integration and project management fields. His experience base prior also includes (12) year’s service as an officer in the United States Marine Corps. He can be reached 252-737-1907 or at leskoc@ecu.edu.

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Abstract

Virtual Project Teaming: Incorporation of Immersive Environments and Role-played Case Study AssessmentsAbstract.The recent growth of online educational delivery has in many ways paralleled the growth ofvirtual collaboration and teaming in the corporate setting. In many respects, delivering an onlineclass has many of the same challenges that corporations face. These similarities become evenmore obvious when the online course topic involves virtual project teaming.The overarching objective of this phase of research has been to gain a better understanding of thepractical challenges associated with the integration of virtually immersive technologies intocourse deliveries that involve extensive virtual teaming. Incorporating virtually immersiveacademic workspaces for virtual student teams, especially for an online project managementcourse, can provide significant opportunities for both students and facilitators.Beyond the virtual technologies themselves, however, it is also important for academics toclearly outline the virtual team structure, processes, and roles, in order to reduce ambiguity andalign course expectations and outcomes. In order to ensure that these virtual teams aresuccessful, a critical first step is determining the virtual media and tools that the offering willuse. The technology planning for the course offering must account for everything from basicinfrastructure to innovative tools that enhance frequent communications.The purpose of this article is to present a role-play based approach to virtual project teaming andassessment that provides graduate students with collaborative working spaces, a context withinwhich students can interact with their peers, and a structured approach for facilitators to evaluatethe efforts of these virtual teams. Content and analytics for this study stem from data collectedover the course of three semesters while offering a graduate-level Technology ProjectManagement course. To offer this online course several virtual working spaces were utilized topresent course lectures and discussions, and provide for virtual in-world team skills training.Discussion includes the incorporation of virtual role-play centered on the use of a contextuallyappropriate case study that spans a period 10 of the 14 weeks of the semester-long course. Thearticle also addresses both the structure of the course delivery, the case study and role playstructure, and challenges faced in maximizing the immersive capabilities of these types of virtualenvironments all while ensuring that content delivery and required course assessments werebeing realized. A summary of student survey data and discussion of lessons learned is alsoincorporated.

Citation
Format

Lesko, C. J. (2013, June), Virtual Project Teaming: Incorporation of Immersive Environments and Role-played Case Study Assessments Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22744

TY  - CPAPER
AB  -                Virtual Project Teaming: Incorporation of Immersive              Environments and Role-played Case Study AssessmentsAbstract.The recent growth of online educational delivery has in many ways paralleled the growth ofvirtual collaboration and teaming in the corporate setting. In many respects, delivering an onlineclass has many of the same challenges that corporations face. These similarities become evenmore obvious when the online course topic involves virtual project teaming.The overarching objective of this phase of research has been to gain a better understanding of thepractical challenges associated with the integration of virtually immersive technologies intocourse deliveries that involve extensive virtual teaming. Incorporating virtually immersiveacademic workspaces for virtual student teams, especially for an online project managementcourse, can provide significant opportunities for both students and facilitators.Beyond the virtual technologies themselves, however, it is also important for academics toclearly outline the virtual team structure, processes, and roles, in order to reduce ambiguity andalign course expectations and outcomes. In order to ensure that these virtual teams aresuccessful, a critical first step is determining the virtual media and tools that the offering willuse. The technology planning for the course offering must account for everything from basicinfrastructure to innovative tools that enhance frequent communications.The purpose of this article is to present a role-play based approach to virtual project teaming andassessment that provides graduate students with collaborative working spaces, a context withinwhich students can interact with their peers, and a structured approach for facilitators to evaluatethe efforts of these virtual teams. Content and analytics for this study stem from data collectedover the course of three semesters while offering a graduate-level Technology ProjectManagement course. To offer this online course several virtual working spaces were utilized topresent course lectures and discussions, and provide for virtual in-world team skills training.Discussion includes the incorporation of virtual role-play centered on the use of a contextuallyappropriate case study that spans a period 10 of the 14 weeks of the semester-long course. Thearticle also addresses both the structure of the course delivery, the case study and role playstructure, and challenges faced in maximizing the immersive capabilities of these types of virtualenvironments all while ensuring that content delivery and required course assessments werebeing realized. A summary of student survey data and discussion of lessons learned is alsoincorporated.
AU  - Charles J Lesko Jr.
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Virtual Project Teaming: Incorporation of Immersive Environments and Role-played Case Study Assessments
UR  - https://peer.asee.org/22744
DO  - 10.18260/1-2--22744
ER  -