Rapid Learning Cycles for project-based learning

Abstract

CONTEXT The Massey University Bachelor of Engineering (Honours) programme is based on a series of Project-based learning (PBL) courses. It is observed historically that students have difficulty initiating project work, planning projects and deciding what decisions and information should be their focus. “Rapid Learning Cycles”, developed by K. Radeka, combines New Product Development models “Lean Product Development” and “Agile Scrum” into a framework that uses regular cycles for project execution. The process identifies Key Decisions to be made in a project and determines the Knowledge Gaps to be closed within cycles. This allows team members to make these high impact/high unknown decisions with a better understanding of the alternatives, maximising the value of the time spent learning. The approach has the potential to be used where student projects are short (one or two semesters), allowing students to make better-rationalized decisions and complete projects with a disciplined framework. PURPOSE OR GOAL It is hypothesised that the Rapid Learning Cycles (RLC) framework, or an adaption of it, is a suitable learning framework for Project-based learning courses, where project teams have to complete a project in a reasonably short time frame, resulting in improved learning outcomes, and project quality and delivery. In particular, those projects within a Product Development context may benefit, improving the relevance of students' skills to industry. APPROACH OR METHODOLOGY/METHODS Final year engineering students majoring in Engineering and Innovation Management (EIM) complete a double semester Industry-based Capstone project in small teams. An EIM team at one Massey University campus was introduced to RLC informally and encouraged to use the approach to manage their project. Other EIM teams at a second Massey University campus were not introduced to RLC and used other product development processes to manage their projects. A post-project survey was used to review the project management methods considering such aspects as ease of project planning, ease of decision making, project delivery, knowledge management, ease of project start-up, and attainment of learning outcomes. This was to understand the factors that the students found difficult in managing and completing projects. ACTUAL OR ANTICIPATED OUTCOMES As expected, the students using the RLC framework, being self-taught in it, adapted the RLC framework to their circumstances and also reduced their use of the framework as the project reached a conclusion at the end of Semester 2 when other course work made maintaining a regular cycle of learning difficult. The project was completed successfully. The results from all students of the elements of project management indicated that different methods were used with success. CONCLUSIONS/RECOMMENDATIONS/SUMMARY The adoption of the Rapid Learning Cycles framework produced a project that was planned well, had a high degree of completion, had few issues getting started, and use of the framework decreased as the project neared completion. With a low survey participation rate there was no evidence of RLC being better than other methods used of managing projects but flexible methods seemed to help students in managing their projects. The use of RLC and other flexible methods of project management will be considered further for PBL based courses.