2. Situated supervision Ability to read the situation ….
Where in the process
Where in the education
Type of projects and objectives
Type of students
Experienced?
Brilliant or poor students
Social competence
Ability to read the situation ….

3. Facilitator interventions
Summarizing
mirroring
asking open-ended questions
use why, how, what, where
dynamic list of questions
feedback as thinking loudly

4. project supervision “supervisor ” “Students”

5. Communication maps during a project
Beginning of the project
Progressing in the project

6. Ideal Learning environment from the perspective of students – group work
Ideal group size: 3-4 people
Most important things that make group work function
Positive attitude
Constructive communication
Cooperation
Compromise
New perspectives

7. Learning environment from the perspective of students -lectures
How do lectures function for learning?
- Application to practice
- Relation to the project.
‘Lecturers give you kind of indications – what are we talking about here? What is the motivation? What is the subject? But normally you don’t really understand it during the lectures. Then you come back to the group room and sit down, facing the problem. You are motivated when you get into the thinking process when trying to solve the problem in the course exercises, especially when they are related to the project. You can look at the computer and get some experiences by doing it. Then the lecturers will visit the group room, and you can talk with them, who can explain to you things in a situation and context. In this way you can gain more understanding.’

8. Learning environment from the perspective of students -lectures
Expectation to lecturers
Technical knowledge
The art of teaching (more important)
to make the ‘killer courses’ interesting rather than to kill the interesting courses
Engagement – pay attention to students
Providing interesting, understandable informative presentation with clear overviews and well-organized structures (providing slides by s)
Providing clear learning goals
Providing examples to link abstract theories and real life
Personality – humorous, motivating, provocative

9. Learning environment from the perspective of students –supervision
Functions of supervisors
Beginners of each project / the study program
More direct inputs regarding how to the project work started and relevant technical knowledge
Later part of the project / education
Structural comments, emergency support
‘In the first year, we had no idea what we can expect from them and how to communicate with them. So lots of problems coming out along the way. Now we know what we can do from our part. If we have specific problem we have to solve, we will tell him and be clear about what specific help we expect to get. We prepare something for him to read for comments.’ – student group

10. Learning environment from the perspective of students –supervision
Expectation to supervisors
clear information about what can be expected
Technical knowledge
The art of teaching (more important)
Engagement, willingness to help
Accessibility
Mental support, especially in case of problems
Instruction of methods (how to learn) regarding how to solve the project and do the project rather than facts answers
Constructive communication – with clear knowledge about the expectation from both sides

11. Evaluation/Assessment
YEAR 1
YEARS 2-5
Examiners – supervisors
censor
students
Students
Peer
group
Examiners – supervisors
censor

12. Assessment practice Exam procedures (around 5 hours)
All the member in the group present part of the project, 10 minutes each person. Examiner (the supervisor) and the censor give comments.
General discussions on the report.
Individual questions
Individual marks are based on
Report
Presentation
Discussions