Classification of Lessons Learned Generated by Students in the Practice of Project-Based Learning

  1. Jaime, Arturo 1
  2. Blanco, José Miguel 2
  3. Domínguez, César 1
  4. Usandizaga, Imanol 2
  5. Arruabarrena, Rosa 2
  1. 1 Department of Mathematics and Computer Science, University of La Rioja, Logroño, Spain
  2. 2 Department of Languages and Information Systems, University of the Basque Country/Euskal Herriko Unibertsitatea (UPV/EHU), Donostia-San Sebastian, Spain
Revista:
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje

ISSN: 1932-8540,  2374-0132

Ano de publicación: 2023

Volume: 18

Número: 3

Páxinas: 250-257

Tipo: Artigo

beta Ver similares en nube de resultados
DOI: 10.1109/RITA.2023.3301429 GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: IEEE Revista Iberoamericana de Tecnologias del Aprendizaje

Repositorio institucional: lockAcceso aberto Editor

Obxectivos de Desenvolvemento Sustentable

Resumo

Some project-based organizations report and share knowledge through lessons learned in order to improve performance in future work. The objective of this study is to test whether the use of this technique, in Project-Based Learning, is sustainable over time. Also, it is interesting to test what are the types of lessons generated most frequently, whether they have interest for the learners, and whether the activities involved are satisfactory for them. The research is carried out by incorporating the lessons learned technique into a Project-Based Learning experience over several years. The methodology consists of the analysis and classification of lessons, published in a blog, and the data collected about the students (grades and opinions). The results show that technological lessons are the most numerous and visited, followed by methodological lessons in terms of generation, and work organization lessons in terms of visits. Moreover, the opinions of the students are very positive in all activities related to the dissemination, generation, learning achieved and usefulness of the lessons in a fairly unanimous way. In conclusion, the lessons learned technique serves as a good complement to reinforce Project-Based Learning, enabling students to acquire knowledge, perceive its practical usefulness, and express satisfaction with the activities involved.

€ Ver financiamento

Información de financiamento

Financiadores

Referencias bibliográficas

  • baldassarri, (2016), Proc en Actas de las 23th Jornadas sobre Enseñanza Universitaria de la Informática (JENUI), pp. 195
  • redondo, (2009), Proc en Actas de las 15th Jornadas sobre Enseñanza Universitaria de la Informática (JENUI), pp. 201
  • 10.1007/s10956-016-9604-x
  • risco, (2011), Proc en Actas de las 18th Jornadas de Enseñanza Universitaria de la Informática (JENUI), pp. 283
  • 10.1111/jcal.12111
  • 10.1080/01443410500345172
  • 10.1080/09537287.2019.1630682
  • 10.1002/kpm.1415
  • zorrilla, (2013), Proc en Actas de las 19th Jornadas de Enseñanza Universitaria de Informática (JENUI), pp. 3
  • reverte, (2007), Proc en Actas de las 13th Jornadas sobre Enseñanza Universitaria de la Informática (JENUI), pp. 285
  • jaime, (2022), Proc en Actas de las 28th Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI), pp. 7
  • 10.5539/ies.v8n6p24
  • 10.1016/j.compedu.2018.05.017
  • 10.1177/1365480216659733
  • niño, (2015), Proc en Actas de las 9th Int Technol Educ Develop Technol Educ Develop (INTED), pp. 3277
  • vilaboa, (2010), Revista Electrónica de ADA-Madrid, 4