Meshat: Monitoring and Experience Sharing Tool for Project-Based Learning

TL;DR

This paper introduces Meshat, a personalized monitoring and experience sharing platform designed to enhance project-based learning by supporting skill acquisition, reflection, and expertise transfer for students, tutors, and project groups.

Contribution

It presents a novel platform tailored for complex educational contexts that integrates activity monitoring with reflection support to improve learning outcomes.

Findings

Identified dysfunctions in current project management training tools.

Demonstrated the platform's potential to improve skill acquisition and reflection.

Enhanced monitoring and expertise transfer in project-based learning environments.

Abstract

Our work aims at studying tools offered to learners and tutors involved in face-to-face or blended project-based learning activities. To understand better the needs and expectations of each actor, we are especially interested in the specific case of project management training. The results of a course observation show that the lack of monitoring and expertise transfer tools involves important dysfunctions in the course organisation and therefore dissatisfaction for tutors and students (in particular about the acquisition of knowledge and expertise). So as to solve this problem, we propose a personalised platform (according to the actor: project group, student or tutor) which gives information to monitor activities and supports the acquisition and transfer of expertise. This platform is meant for the complex educational context of project-based learning. Indeed, as for the majority of project-based learning activities, the articulation conceptualisation-experiment is an important part of the process. The originality of our approach relies on also supporting the articulation between action (experiment or conceptualisation) and reflection. This approach so improves the acquisition of complex skills (e.g. management, communication and collaboration), which requires a behavioural evolution. We aim at making the students become able ?to learn to learn' and evolve according to contexts. We facilitate their ability to have a critical analysis of their actions according to the situations they encounter.