Specification and Scaffolding in Project-Based Learning of Systems Architecture

Abstract

Project-based learning (PBL) through open-ended group projects is praised for fostering technical communication, collaboration, and leadership skills. We examine PBL in the group project element of Web Systems Architecture, an upper-level undergraduate systems course. We investigate learning outcomes, team dynamics, technical communication, and confidence-building. Our observations suggest that while learning outcomes are similarly achieved with and without additional specification and scaffolding, when given a choice for receiving further specification and scaffolding, students are inclined towards more specification and avoid taking risks in open-ended projects. Specifically, 86% of our students decided to choose the scaffolded project stream, and by the end of the project, 41% of the students (58% of survey respondents) indicated their preference for even a more specified project. We explore the factors influencing this choice and discuss design alternatives to further motivate risk-taking, and our initial results using them.