At a Glance


  • Applied arts

Instructional Level

  • College & CEGEP
  • University

Tasks in Workflow

Social Plane(s)

  • Individual
  • Group
  • Whole Class

Type of Tasks

  • Collecting & seeking information
  • Discussing
  • Reviewing & assessing peers
  • Creating & designing
  • Presenting

Technical Details

Useful Technologies

  • Laptops


  • Part of a semester (4-6 weeks)

Instructional Purpose

  • Application & knowledge building


In this activity, students work in groups (3-5 students per group) to investigate local library design.Groups choose a specific library building to study, and each group must collect data on the library’s design (through guided tours, photos, online research, etc.). Data collection is done outside of class. In class, students bring their raw data to their group and work together on assimilating the data and creating a 15-20 minute-long presentation on their assigned library. The instructor uses class time to answer questions and guide students with their projects. Students present their library project in front of the entire class and receive peer feedback on their projects. Finally, groups submit their project for evaluation by the instructor, and also perform a small survey to evaluate themselves and their group members with respect to their participation in the group work.

Instructional Objectives

Students will be able to:

  • Gather information about the library design via observation and research
  • Explain chosen library design to the class including time period and location relative to other designs from the same period in history
  • Analyze and evaluate raw data
  • Demonstrate effective team dynamics such as division of tasks among members

Workflow & Materials


Activity Workflow

View on CourseFlow

Contributor's Notes

Leigh Barnett Shapiro

Leigh Barnett Shapiro

Dawson College, Montreal


There is less homework and more guided class time by getting students to perform raw data collection outside of class and data integration inside of class. Groups also work more cohesively together during dedicated class time.


Student dynamics are challenge for any type of group work, and it can be difficult to ensure that each student is contributing equally to a given project.

  • Get students to assign themselves roles in their group. It makes them accountable and that sense of responsibility to the group will make sure they get their part of the project completed.
  • Make sure the raw data collection is done outside of class so that class time can be used productively on the final report and presentation.
  • Having self- and peer-evaluation for group work that counts as participation marks also ensures that students pull their weight in the group.

Applied Strategies


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