This paper presents the “Multi-Role Project” method (MRP), a broadly applicable project-based learning method, and describes its implementation and evaluation in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. The MRP method is designed around a meta-principle that considers the project learning activity as a role-playing game based on two projects: a learning project and an engineering project. The meta-principle is complemented by five principles that provide a framework to guide the working practices of student teams: distribution of responsibilities; regular interactions and solicitations within the team; anticipation and continuous improvement; positive interdependence and alternating individual/collective work; and open communication and content management. This paper presents the implementation of MRP in a course teaching software engineering, UML language, and project management. The results show that MRP helped the course's students to acquire important professional knowledge and skills, experience near-real-world professional realities, and develop their abilities to work both in teams and autonomously

Creativity and capabilities of innovation are often desirable goals of interactions between people. This involves actors to be open, receptive as well as communicative. In this paper we propose a tool named QLIM that aims to support collective intelligence through tailorability, by allowing participants to continue the construction of a questionnaire while being used. After a state of the art, we present QLIM features and architecture, then we present the experiments we conducted and the hypotheses that they inspired to us. The main goal of this paper is to show how QLIM helps us to understand the group interactions and how it can help to support collective intelligence.

In the framework of lifelong learning, learning outcomes target a set of skills for work based on contextualized previous experiences. Specially designed activities performed during the training path will become formative thanks to guiding and feedback, but also formative assessment before summative evaluation. Higher education learning performance motivates this learner-centered pedagogical choice that requires a real commitment from the audience. By relying on our practices in an engineering school and satisfaction surveys, the chapter puts the focus on how peer review during activities supports personal development. The authors present a gradual assessment process as a part of the pedagogical scenario for groups enrolled in initial and vocational trainings. This should provide a key lever to develop skills not only for the work but also for learning autonomy, commitment, human and social qualities, thanks to the external feedback from their peers and supervised debriefings. This process supports the satisfaction of all with respect to a common objective embodied by accepted and shared assessments.

The Reciprocity project is an attempt ro design new collaborarive environmenrs based on rhe criticisms of the more centralized approaches. The project uses the potenriol of new Interner Peer-lo-Peer middlewore ro support fully distributed collecrive activiries. Each activity is managed in a disrribured approach, and is specrfied through a se! of X M L documents, in accordance with our meramodel for collaborative activity. Our motivarions for developing rhis projecr include a desire to exploit the potenrialfor a more ocrive and collaborative learning process. and a need for the kind of interorganizational exchanges that could lead ro more learners becoming interesred in the same ropics. Our experience in the use of Computer Supporred Collaborative Learning (CSCL) pln@rms has led us to rhink seriously obour the social value of linking or exchanging learning resources and the necessiry of collaborating across organizarional boundaries. In rhese condirions, acknowledging rhe differenr acrors' contributions becomes essential in order ro encourage and empower their parriciparion.Index Terms -LiJ-Long Learning, CSCL. Peer to Peer. distributed activity model.

RESUME MOTS CLES :ABSTRACT KEYWORDS :