Reflecting on running large scale student collaboration projects

Large scale student collaboration projects are commonly used in Computer Science education programs. These endeavors are complex and there are many aspects to consider when using such a learning environment. We propose a model based on four key features for reflecting on how to set up and analyze such projects. The proposal is based on insights from two empirically grounded phenomenographic studies on large scale student collaboration projects at Uppsala University, Sweden. The studies were focused on decision-making and experience of competence, e.g. how the perceived level of competence and the decision-making process among students influence the projects. The overall aim with using the framework is to address issues related to the learning outcomes of such project courses, and thus be useful for both education researchers and teachers.