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The 'Fantastic Four of the Ocean' was a new village and this was the first time that it is offered at NTNU. The general planning and development of the course was based on the guidelines provided by Experts in Teams course. The village itself had a broad range of topics within the ocean space operations and there were 5 guest lecturers (and partners) who were invited to share their research areas with the students. There were also a number of partners added along the way based on the need of the students. The course followed the suggested structure in EiT handbook.

My assessment of the course as the village supervisor was that EiT can be planned better. There are a number of guidelines but they are still very general and sometimes we need a more solid guidance. This is for example needed when we grade the reports. I have noticed that different supervisors have different styles of grading and the translation of the grading criteria table can sometimes be arbitrary. It would save much more time to have a clearer guide for grading so that the graders can spend less time on discussing the reports. Furthermore, I asked for an example of good reports for the students to follow, but I was told that it is not available. I think it is a good idea to have that especially for the English villages where students come from various universities in the world that might have different styles and trainings in writing reports for school. However, I do believe that working with other villages and having more graders discussing each report is a very good approach to grading for this course. We had two major forms of evaluation. One was for the students themselves to reflect on their learnings about teamwork. This was thoroughly addressed in the long dialogue meetings where we covered all challenges related to project and to process reports. Another major evaluation was the extensive meeting with the students representatives. In the course of the village, I have actively asked their feedback about scheduling of activities, format of the course, if they receive the support that they need from the supervisor and learning assistants as well as their project partners. The students' assessment of the course, their feedback on what was positive and what can be improved and how is attached in an excel document. There were four student groups in this village and each group had a student representative. The student representatives collected feedback from their respective group and documented it. In addition to that, I gave them a list of questions to discuss in their groups and to document their answers. I went through each and every feedback and suggested ways to improve it when there was room for improvement. This document was later discussed in a collective meetings with all the representatives and we either modified the steps to be taken or agreed on them being good as they are. In general, the students agreed that this course is a good practice to learn more about the working in teams. They very much appreciated having dialogue meetings with me (supervisor) and the learning assistants. They were however, not satisfied with the rooms with no window and no proper ventilation system. Better room needs to be assigned to this course if the students are required to sit there all day. The working hours was also perceived to belong by the students. They also mentioned that they would like to sometimes work off campus. Most students measured their learning based on the project progress and tended to forget about actively reflecting on their team dynamics. When we held meetings with individual groups, they considered it as the most useful meetings in the village. Some groups called it 'group therapy'. They were asked to reflect on their team dynamics, what is going well, what is not working well and is causing conflicts. The students welcomes this 'safe space' where they openly talked about their team dynamics to each other. They all seemed to be very engaged in this dialogue meetings and were mentioning that it gives them new insight into their collaboration dynamics. They also reported that this helped the team members bond better after the meeting. I also asked them to say why they think these conflicts exist, as well as why they think their team dynamics is very good and what are the consequences of having conflicts and not having conflicts? These talks were unanimously referred to in their process reports and they all found it to be the session where most 'learning' about their team dynamics took place. Regarding their projects, they were all learning something new and some even learned for the first time how to structure a report, how to conduct literature review, how to work with different kinds of data and a glimpse into how to analyze data. Some students for the first time used LateX for example to write reports. They were also given the chance to take part in topic relevant conferences and they met experts in the field that they were doing their projects in. They expanded their network at the same time. The guest lecturers were covering the four thematic areas of the village: technology, human, organization and environment. They were planned to show the depth and breadth of the ocean-related research and activities. The students mentioned that it was good to see how wide this area was. However, they also mentioned that choosing a topic for their project became sometimes challenging due to this breadth of themes and practices. Some groups were invited to visit their project partners' sights (company or research centres) and they also learned from these visits. The achievement of the overall learning outcomes was varied amongst the student groups. I believe THAT some challenged themselves to be a better member of the team and to learn to value team dynamics as much as the project. The overall team dynamic played an important role in how reflective and open the individual members want to be regarding collaboration and group work. I believe in this course, team dynamics and motivation is key to achieve the learning outcomes.

NTNU:TIA:REST

Institutt for design

Department of Design

Engelsk

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Muntlig presentasjon

Utarbeide samarbeidsavtale

Eksperter i team - The fantastic four of the future oceans: human, technology, organization and the marine life

Teknologiske fag

Industriell design - masterstudium (5-årig)

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Eksperter i team - The fantastic four of the future oceans: human, technology, organization and the marine life - TPD4853