Using Activity Theory in Developing Instructional Tools for Project Management Studies
Pirhonen, M. (2014). Using Activity Theory in Developing Instructional Tools for Project Management Studies. In S. Zvacek, M. T. Restivo, J. Uhomoibhi, & M. Helfert (Eds.), CSEDU 2014 : Proceedings of the 6th International Conference on Computer Supported Education. Vol. 2 (pp. 323-328). SCITEPRESS - Science and Technology Publications. https://doi.org/10.5220/0004963203230328
Competence and skills of the project manager are significant to project success. The skills needed in project managers’ work cannot be learned only by reading the books or a lecture hall; one learns them by practice. Therefore, an important challenge for educational institutions is to develop pedagogical practices that allow students to participate in working life projects and to confront real-life problems. Project-based learning (PBL) offers a model that enables students to practice the skills and competences needed in working life projects by utilizing real-world work assignments in time-limited projects. Using PBL method alone does not necessarily guarantee learning result. In order to be successful, PBL method requires effective and competent supervision and guidance of students as well as appropriate tools for instruction. In this study the concepts from activity theory (AT) are applied to development tools for supervising project-based learning.
PublisherSCITEPRESS - Science and Technology Publications
Parent publication ISBN978-989-758-021-5
ConferenceInternational Conference on Computer Supported Education
Is part of publicationCSEDU 2014 : Proceedings of the 6th International Conference on Computer Supported Education. Vol. 2
Publication in research information system
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