Examination arrangement

Course content

After completing this course, students will understand the importance of integrated multidisciplinary collaboration, and have some experience in mastering this kind of interactions. Students will be able to participate in multidisciplinary collaboration through the use of different collaboration methods, such as the Concurrent Design method. Students should master problem solving in multidisciplinary projects in an effective way, as well as being able to contribute to the introduction of Concurrent Design in an organization or company. Through the course, students will be able to solve complex problems in a more efficient way, when this is measured in time, quality and resources. The students will also get an introduction to other current collaboration methods such as agile methods, design thinking and virtual projects.

Learning outcome

After completing the course, the following overall learning outcomes should be achieved:

Knowledge

Students should:

• Be able to explain what multidisciplinary collaboration is and what benefits we can achieve by integrated multidisciplinary collaboration.
• Be able to explain important elements needed to succeed with multidisciplinary collaboration.
• Be able to explain the different principles within Concurrent Design.
• Be able to explain the different phases and activities that are carried out when using the Concurrent Design method.
• Be able to explain how the Concurrent Design method can be used in a concrete problem-solving process.

Skills

Students should:

• Be able to plan, prepare and be a participant in interdisciplinary collaboration sessions.
• Be able to carry out problem solving using relevant collaboration methods.
• Be able to participate in and be responsible for the implementation of multidisciplinary working sessions.

General competence

Students should:

• Be able to contribute to increased efficiency and improved achievement of results, by facilitating good multidisciplinary and integrated collaboration.
• Be able to adapt relevant collaboration methods to different projects and problem areas.

Learning methods and activities

Various forms of working and learning activities will be used. This includes a combination of lectures, group-based work between the lectures, participation in interdisciplinary working sessions in a collaboration room, as well as work before and after the sessions.

Compulsory assignments

• Further information in the course description

Further on evaluation

REQUIREMENTS FOR STUDENT WORK:

Participation in a minimum of 75% of the learning activities. The activities are announced at the start of the course. In special cases where 75% participation is not satisfied, the student can enter into an agreement with the course coordinator (emneansvarlig) about alternative learning activities.

ASSESSMENT:

In this course we have portfolio assessment and the taks are solved in groups of up to 4 students. The folder consists of the following 2 assignments:

• Assignment 1 - Group work/project that counts for 25% of the grade. Detailed assignment descriptions are communicated to the students during the course.
• Assignment 2 - Group work/project that counts for 75% of the grade. Detailed assignment descriptions are communicated to the students during the course.

All the assignments included in the portfolio are submitted together at the end of the semester.

Postponed exam: next time the course is runed.

Specific conditions

Recommended previous knowledge

TDMA4003 Scientific Methods, TDMA4008 Cooperation Technology and TDMA4009 Project Management

Required previous knowledge

The course is reserved for students admitted to the Master's Degree Program in Digital Collaboration.

Course materials

Course literature is determined at the start of the course. In this course, we will use some study material written by the academic staff and selected articles. Possible research articles can be:

- Bandecchi, M., Melton, B., Gardini, B., Ongaro, F. (2000). The ESA/ESTEC Concurrent Design Facility. Proceedings of 2nd European Systems Engineering Conference (EuSEC 2000).

- Osburg, J., Mavris, D. (2005). A Collaborative Design Environment to Support Multidisciplinary Conceptual Systems Design. SAE transactions, 114, 1508-1516.

- Oxnevad, K. I. (2000). The NPDT-the next generation concurrent design approach. Proceedings of 2nd European Conference on Systems Engineering, Munich, Germany, 2000.

- Smith, P. G. (2004). Concurrent Product-Development Teams. In Field Guide to Project Management, Second Edition, Editor David I. Cleland, by John Wiley Sons, Inc. ISBN 0-471-46212-8

- Strand, K. A., Staupe, A. (2010). Action Research Based Instructional Design Improvements. In Falmyr, T. (Eds.), Norsk konferanse for organisasjoners bruk av informasjonsteknologi, NOKOBIT 2010, (pp. 25-38). Gjøvik University College.

- Strand, K. A., Staupe, A., Hjeltnes, T. A. (2013). Principles of Concurrent E-Learning Design. In Enterprise Resource Planning Models for the Education Sector: Applications and Methodologies. IGI Global 2013, ISBN 9781466621930. p. 48-75

- Strand, K. A., Staupe, A. Maribu, G. M. (2012). Prescriptive Approaches for Distributed Cooperation. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 1011-1020). Chesapeake, VA: AACE.

- Wakefield, M. A., Frasciello, M., Tatnall, L., Conover, P. (2001). Concurrent Instructional Design: How to Produce Online Courses Using a Lean Team Approach. Syrtis, ITFORUM Paper, 56.