This report presents the organisaton of PBL (Project Based Learning) for a subject included in the IT engineering degree course. It is the result of 10 years of experience of the implantaton and contnuous improvement of the PBL class structure. The latest innovatons include the experience of part-tme monitoring with PBL groups using the Open Meetngs tool in Moodle , the adopton of actvites that improve learning and interdependence such as the jigsaw classroom, the clear defniton of deliverables that students should present along the semester and the assessment criteria, both on groups and individuals. | Journal of Technology and Science Education PBL ON LINE: A PROPOSAL FOR THE ORGANIZATION, PART-TIME MONITORING AND ASSESSMENT OF PBL GROUP ACTIVITIES Enric Mart1, Debora Gil1,2, Antoni Gurguí1,2, Aura Hernández-Sabaté1,2, Jaume Rocarías3, Ferran Poveda1 Computer Science Department (UAB), Bellaterra (Barcelona) 1 Computer Vision Centre (UAB), Bellaterra (Barcelona) 2 3 UAB Informaton Technologies Department (UAB), Bellaterra (Barcelona) Spain , , , , , feeper@ Received December 2014 Accepted March 2015 Abstract This report presents the organisaton of PBL (Project Based Learning) for a subject included in the IT engineering degree course. It is the result of 10 years of experience of the implantaton and contnuous improvement of the PBL class structure. The latest innovatons include the experience of part-tme monitoring with PBL groups using the Open Meetngs tool in Moodle , the adopton of actvites that improve learning and interdependence such as the jigsaw classroom, the clear defniton of deliverables that students should present along the semester and the assessment criteria, both on groups and individuals. As a result of this experience, we present PBL student enrolment indexes, student assessment surveys and lecturers’ opinions. We conclude with some topics for discussion about the PBL methodology. Keywords – Monitoring and assessment in PBL, PBL on line, Virtual resources for cooperatve learning, Moodle, OpenMeetngs. ---------- 1 INTRODUCTION In the last 25 years, informaton technologies, Internet and mobile devices, among others, have revolutonised teaching methodologies in every feld, and especially at universites. The fact that informaton is easily accessible to everyone for free has modifed the role of the university lecturer as the only channel for accessing knowledge. It is no longer essental to atend lectures in order to acquire .
