Blueprint for Success: Crafting a Group Charter for Collaborative Learning

Reflecting on our group project, in which we developed a 3.5-hour workshop integrating origami and Kolb’s experiential learning theory to teach procedural skills, I am struck by the effectiveness of our collaboration and the seamless integration of our ideas (1). This project not only strengthened my understanding of experiential learning but also highlighted the benefits & possibilities of virtual teamwork.

My great-grandfather, Jack McNish's draft blueprint for a cylinder head (c. 1932).

Our team of four primarily collaborated through Microsoft Teams, meeting six times to coordinate our efforts. From the outset, we established a group charter that outlined our expectations, roles, and responsibilities. This structured approach fostered accountability and ensured that all members felt valued in their contributions. The clarity provided by this document set a positive tone for the project and reinforced our commitment to collective success. The group charter was instrumental in clearly delegating tasks, allowing each member to focus on specific responsibilities while ensuring all aspects of the project were covered. It also outlined our shared expectations regarding participation, communication, and contribution levels, ensuring that everyone was aligned in their efforts. While not all of the aspects of the charter were relevant for our project, one of the biggest takeaways I had from developing our group's charter was identifying our realistic objectives for this project (e.g. just looking to pass the course v. A-level grade achievement). I feel in reflection that this injects a level of honesty into the group project that lets others in the group know where you stand. Each group member is different and juggles different commitments. For myself, as the lead clinician of a busy group practice and a father of three children under age 4, this allowed me to be candid about my competing commitments and the work I could realistically contribute. This was a highly usable and relevant aspect of this process. Additionally, it emphasized shared responsibility for meeting deadlines, which helped us stay on track and manage our time efficiently. I wish I had come across this tool earlier in my education for its use in group assignments.

Team Charter.pdf

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One of the most remarkable aspects of this experience was the joint development of our workshop outline and presentation. From our October in-person session until the February session, we met exclusively online. I was very skeptical as to how this would work, as I have never participated in group work in such an exclusively remote fashion. However, by maintaining an open-access PowerPoint presentation, we were able to contribute asynchronously, refining our ideas in real time. This approach allowed for flexibility and encouraged iterative improvements based on group feedback. Each meeting built upon the last, demonstrating our ability to adapt and grow as a team. Upon reflection, I believe that creating our group charter significantly contributed to the success and cohesiveness of our workshop, despite the geographical distance between group members.

The choice to incorporate origami into our workshop as a medium for procedural skill development was both innovative and engaging. This hands-on activity provided a tangible way to illustrate Kolb’s experiential learning cycle—concrete experience, reflective observation, abstract conceptualization, and active experimentation. Watching our workshop come together in a way that was both educational and interactive was deeply satisfying.

One of the key strengths of our group dynamic was our mutual respect and appreciation for each other’s contributions. Despite working primarily in a virtual environment, we maintained clear communication and ensured that everyone’s voice was heard. Tasks were distributed equitably, and we celebrated each milestone together, reinforcing a positive team spirit. This collaborative and supportive atmosphere was integral to our project’s success.

Our workshop was well received, which validated our efforts and demonstrated the power of effective teamwork. The experience underscored the importance of structured planning, adaptability, and open communication in virtual collaborations. Virtual collaboration can sometimes have an unstructured feeling but I felt this was offset by use of our group charter initially. We were able to effectively plan meetings and have clear expectations of one another from the outset. Looking back, I am grateful for the opportunity to work with such a dedicated group and for the skills I have developed through this process. This project reinforced my appreciation for experiential learning and the value of creative, hands-on approaches in education.

References:

(1) Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7–44.