June 23, 2013
June 23, 2013
June 26, 2013
23.1359.1 - 23.1359.13
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.
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. https://peer.asee.org/22744
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