Abstract:

Project-based learning (PBL) has become a prominent pedagogical approach in data science education, shifting the focus from passive learning to active engagement through real-world problem-solving and the development of transversal skills. Previously, we have developed a design and looked at the motivation for an optional group-based PBL dissertation unit for a master's level data science programme, identifying significant implementation challenges regarding staff workload, cohort sizes exceeding 290 students, and the complexities of student choice. This follow-up paper details the implementation of strategic solutions designed to address these logistical and pedagogical hurdles.

To effectively manage the student scale issue and balance staff workload for supervision needs, we directed student choice by explicitly aligning the dissertation formats with their future job ambitions. The group-project module was specifically tailored to feature authentic, industry-led projects, appealing to students prioritising career readiness in industry with practical experience. Conversely, the traditional individual pathway was retained specifically for students whose ambitions align with academic and research-focused careers.

Additionally, to address concerns regarding group dynamics, unequal contributions, and the challenge of assigning individual grades within teams, we introduced a robust system of structured scaffolding. Drawing on best practices, this framework is actively facilitated by academic staff and graduate Teaching Assistants who monitor progression through regular check-ins. This human facilitation is supported by integrated technology tools, such as grading applications, to ensure transparent assessment and equitable workload distribution. Students are also optionally encouraged to use AI tools, acting as project managers to facilitate project planning.

Finally, to better understand the impact of this optional units’ approach, we conducted a student survey investigating why students selected their respective pathways. Building upon initial interview data regarding the perceived benefits and disadvantages of teamwork versus independent study, this survey explores how students' long-term ambitions directly influence their educational choices. This work contributes to the ongoing discourse on higher education curriculum design, providing a scalable template for educators implementing experiential, career-driven PBL models in large STEM cohorts.

Keywords:

PBL, Collaborative learning.