Let’s Scrum: How Scrum Methodology Encourages Students to View Themselves as Collaborators
Rebecca Pope-Ruark, Michelle Eichel, Sarah Talbott, Kasey Thornton · Scholarship, Research, and Creative Work at Bryn Mawr College (Bryn Mawr College) · 2011
Much published research emphasizes the value of collaborative learning between students in the classroom, citing benefits including increased levels of achievement, productivity, intellectual insight, motivation, and persistence (Johnson and Johnson, 1999;Morgan and Murray, 1991;Pfaff and Huddleston, 2003), as well as increased intellectual risk taking (Lundeburg and Moch, 1995) and improved interpersonal negotiation skills (Ede and Lundsford, 1992;Burnett, White, and Duin, 1997).In her collection of collaborative learning strategies for instructors, Elizabeth Barkley and her co-authors (2005), drawing on Kenneth Bruffee (1999), argue collaborative learning encourages students to build knowledge, develop stronger interpersonal skills, and listen and think critically for understanding. Students will learn, often through working hands-on with actual clients/partners, how to analyze, reflect on, assess, and effectively act within complex contexts and rhetorical situations. Students will study a wide variety of rhetorical techne (i.e., strategies) and, by working within and reflecting on actual rhetorical contexts, learn to adapt and develop rhetorical strategies and heuristics appropriate to specific situations.