Time management skills

by: D-Eva Project

First, we ask from the learners to reflect for how they are spending their time. Taking a good hard look at how they spend their day (especially when working remotely) can give us insights on where time is being wasted. The initial proposal for the whole group of learners is to spend a week “journaling” how their time is spent. This will be accomplished by keeping an online record using Miro board. Miro is a Standard collaboration tool for the traineeship at the Digital Society School, so everyone is familiar with it. At the same time, they have access to their peers’ online records and their tutor has access to this Information. Once they all have integrated their online record for the whole working week, they organize a brainstorming session to reflect on good practices for time management skills. This session ends with “actions” to be taken from each learner to improve their time management skills. After this, and on weekly basis, the students fill in the time management personal online survey and at the end of the semester they reflect with their tutor on the progress made.

Summary of the activity: Activity takes place in big group with individual assignments

Duration: 20 weeks

Methodology: Online collaboration, brainstorming and reflection

Digital solution developed by D-Eva project: https://rihl22.dss.cloud/time_management/

Keywords

Time management, skills assessment, survey, COVID-19 pandemic, traineeship

Problem justification

The Digital Society School (Amsterdam University of Applied Sciences) offers a 20 week-traineeship program, which aims to support learners grow their skills and develop their full potential in innovative interactive media. Specifically, every semester, 50 diverse learners participate in this hands-on learning experience, which involves practice-based work with industry partners and applied research. The diversity of our learner population and of the tasks they have to complete leads to significant differences with respect to how learning is shaped by participating in this program. Since this is a every practice-oriented program, it relies on the on campus interaction of the students with experts in digital transformation, the participation in hands-on workshops and collaborative projects. Every team of learners is assigned to a coach, who guides them throughout the program. Since March 2020, when the COVID-19 pandemic started, the program has been offered partially or fully online, which has created additional complexity to the learners’ experience. Quantitative and qualitative data collected from our graduates over the last two years has demonstrated that our learners need additional support in managing their tasks, behaviors and emotions while being online. The learners use SCRUM and Design Thinking methodologies to complete their projects, working in sprints. This rigorous working pattern requires well-developed time management skills, even more when working remotely. The goal of this e-assessment activity is to evaluate the time management skills of the learners to enable them to complete their tasks while working remotely on their traineeship project.

Competences

Time management, task prioritization, use of technology for skills assessment

Assessment strategies and instruments

Strategies:

Identification of the strengths of the learners

Identification of the areas for improvement

Track progress of the learners

Collect feedback on current time management practices

Tools:

Collaborative online board

Online survey

Teleconferencing tool

Assessment criteria

Please see the questions in bullets as suggestions for the more specific assessment criteria or for the creation of the customized rubrics.

Quality of the online records

are the records specific?

are the records noted daily?

are the records noted a few times a day (at least 5)?

are the records descriptive?

Critical reflection and participation in the brainstorming sessions

has the student given feedback to other students during those sessions?

has the student asked questions?

has the student participated actively in the brainstorming sessions?

has the student attended the brainstorming session?

or at the end of the semester

has the student participated actively in 90-100%, 80%-90%, 70%-80%, 60%-70% of the sessions?

have 90-100%, 80%-90%, 70%-80%, 60%-70% of the sessions been attended?

Timely completion of the “time management personal survey”

has the survey been completed by the student by the deadline?

has the survey been completed by the student at all?

or at the end of the semester:

have 90-100%, 80%-90%, 70%-80%, 60%-70% of the surveys been completed by the student by the end of the semester?

Description of the feedback

Oral feedback during the online sessions (synchronous)

Written feedback in the collaborative online board (asynchronous)

Agents involved: learners and coach

Type of digital tools

Miro Board

Google forms

Zoom

Levels of potential digital transformation

Accessible and available: developed lots of times, easy and known

Example of a case

References

Adams, R. V. & Blair, E. (2019). Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance. SAGE Open, 9(1), 215824401882450–. https://doi.org/10.1177%2F2158244018824506

Britton, B. K. & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of educational psychology, 83(3), 405. DOI:10.1037/0022-0663.83.3.405

Wayne State University. (2007). Time Management Personal Assessment. http://med.fau.edu/healthfirst/Time%20Management%20Questionnaire.pdf

Documents

Class 'Em windows.zip

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