RITPU | IJTHE

Revue internationale des technologies en pédagogie universitaire

International Journal of Technologies in Higher Education

Le rôle des objets-frontières dans l’apprentissage et la performance d’équipes d’étudiants travaillant à des projets de conception de bâtiments

The role of object boundaries in the learning and performance of student teams working on building design projects
François Chiocchio - Université de Montréal, CANADA
Daniel Forgues - École de technologie supérieure, CANADA
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Abstract

University pedagogy and the world of work are both influenced by information technologies. In the field of design for sustainable construction, these technologies are used as boundary objects, which means as interfaces driving interactions and knowledge sharing required for multidisciplinary work. Based on social learning and situated action theories, and on convincing data coming from multiple domains such as project management, architecture, civil engineering, system engineering, and participatory design, this article presents a nomological network illustrating relationships between individual and collective phenomena in play within a project team, and which determine group learning and project performance. This results into a useful body of knowledge for teachers and six verifiable hypotheses that researchers can test.

Available online: 2009-11-04

DOI : https://doi.org/10.18162/ritpu.2008.152

Chiocchio, F., & Forgues, D. (2008). Le rôle des objets-frontières dans l’apprentissage et la performance d’équipes d’étudiants travaillant à des projets de conception de bâtiments. International Journal of Technologies in Higher Education, 5(3), 6-21. https://doi.org/10.18162/ritpu.2008.152