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Efficient Teamwork Supervision Using Moodle

Publicated to:Gamified Formative Assessment In Local Architectures. Part F2959 243-251 - 2024-01-01 Part F2959(), DOI: 10.1007/978-981-97-2468-0_24

Authors: Fidalgo-Blanco Á; Sein-Echaluce ML; García-Peñalvo FJ

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Abstract

One of the primary challenges in academic teamwork is the unequal workload distribution among team members, leading to reluctance and scepticism about its effectiveness. This challenge extends to teachers, who face difficulties in accurately assessing each team member’s contribution, complicating the training and development of teamwork competencies. Addressing this, our paper introduces a method for the continuous and progressive collection of evidence that reflects each member’s involvement in team activities. The Comprehensive Training Model of Teamwork Competence (CTMTC), which operates on an “open box” principle, is central to our approach. This method facilitates monitoring individual and group progress in e-learning environments, particularly within Moodle. We detail the implementation of CTMTC based on evidence in Moodle’s forums and wikis. This approach enables transparent and real-time tracking of individual contributions and team dynamics. The model effectively captures and analyses data such as forum participation, wiki edits, and overall engagement, allowing for an equitable assessment of workload, commitment, and responsibility. Applied in courses at the Polytechnic University of Madrid and the University of Zaragoza, the model demonstrated its utility in enhancing the transparency and effectiveness of teamwork assessment. It encouraged student accountability and informed teacher interventions to correct imbalances in team dynamics. Our findings underline the importance of an “open box” approach in academic teamwork, advocating for its broader adoption in online learning technologies. The proposed model offers a blueprint for fostering effective teamwork skills, which is crucial for both academic and professional success.

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