Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
GROUPIFY
A SOLUTION TO THE GROUPING WOES OF EDUCATION
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
COMPREHENSIVE LITERATURE REVIEW
The objective of this literature review is to investigate the potential of a website service that allows
university students to create their own groups and complete group projects. This research will be
conducted in order to find out the viability of a website service that provides university students
with the ability to create their own groups, the creation of student groups for project work and the
impact of technology on students' projects will be assessed by this literature review.
Using Technology to Support Ethical Group Formation and Decision Making in Higher Education
This article primarily explores the potential of technology to support ethical group formation and
decision making in universities. The authors are convinced that technology can be used to promote
ethical learning “The use of technology provides the opportunity to both foster ethical learning and
support decision-making” (Hartman, Pryor & Harris, 2014). It is argued that technology allows
instructors to better understand the ethical processes and provide students with said information.
The authors conclude that technology is an effective tool for promoting ethical decision-making in
the field of education and “can be used to support learning, developmental activities as well as
group formation” (Hartman & al., 2014).
Group Decision Making with Ethical Considerations: An Application of Group Support Systems
This article by Eastin and Smith (2006) details the application of Group Support Systems, henceforth
referred to as ‘GSS’, to group decision making in ethical contexts. GSS is an effective and efficient
way to make decisions within groups, while also giving members the ability to vocalise their ethical
concerns. This is stated as “GSS and ethical considerations are combined with GSS and can lead to
more informed decisions, better discussion of ethical issues, and increased organizational learning”.
Concluding, the authors of this article allege that GSS can be a valuable tool for group finding
purposes.
An Ethical Group Formation Model for Higher Education
This article studies an ethical group formation model specific to higher education. According to the
authors, their model “aims to provide a systematic approach for forming ethical groups in higher
education by integrating ethical theories and by formulating a series of ethical decision-making
steps” (Park et al., 2009, p. 461)
They also argue that this model can even “improve the ethical decision-making skills of the members
of a group” (Park et al., 2009, p. 461)
This study indicates that a technology, specifically group formation services, would be a valuable
contribution to the field of higher education provided that they adhere to ethical practices.
Group Formation Based on Ethical Considerations: An Application for University Students
This article by Janice J. C. Kwan and Stephanie S. C. Lai (2010) examines the dynamics of group
formation, as well as the ethical considerations that arise in this process.
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
Authors Kwan and Lai allege “The formation of an effective group is a complex process that is
affected by a variety of factors” before further highlighting the importance of identifying and
understanding these factors in order to build a cohesive environment for successful group
formation.
The authors conclude “in order to foster successful group formation and reduce ethical issues, it is
necessary to understand the individual and group dynamics, take into account diversity issues, and
provide an environment in which individuals can express their views freely”.
This study heavily emphasises the importance of managing different issues within a rudimentary
group formation system. These issues can be summarised as power dynamics, dominance,
groupthink and ethical disagreements.
Developing an Ethical Group Formation Tool for Higher Education
The authors of this article argue that group formation is an important factor in student learning and
that the use of technology can aid in creating more ethical and diverse groups.
They state, “Group formation is a critical factor for successful student learning. It is important for
teachers to form groups that are both ethically and academically appropriate for student learning”
(C. H. Lee, K. Y. Park, 2013).
The authors identify a number of advantages that technology can provide in group formation, such
as increased efficiency, the ability to tailor groups to different educational needs and expediting the
process. They argue, “The use of technology in group formation is a promising area of research, and
further research is needed to develop an ethical group formation tool that is suitable for higher
education.” This specific segment provides valuable insight into the potential of using technology to
benefit the collaborative processes in higher education.
This study provides strong arguments for the use of technology in group formation along with
outlining various advantages and considerations to ensure that the technology is fair and equitable.
They recognise the importance of further research in this area and actively advocate for the
development of the very tool we’re aiming to create.
Ethical Group Formation Tool: An Application for University Students
This source specifically discusses an innovative application to help university students form more
ethical groups.
The application proposed by J.Y. Kim is designed to identify group members who possess the same
values and ethical concerns which is suggested to be beneficial for the group’s overall success.
According to Kim, “the proposed tool can help university students easily form ethical groups, which
can foster meaningful and effective collaborations and discussions”. This implies that the application
is not only beneficial for the ethical formation of groups but also for the group members'
development and growth.
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
The authors conclude that their proposed tool can “enhance the collaboration among university
students by creating a platform for ethical discussions and debates” which specifically highlights the
potential for a tool to build meaningful and productive conversations regarding ethical dilemmas.
Online student collaboration: Advantages, disadvantages and the future of virtual learning
This source, by Bostrom and Soller (2013), explores the specific advantages and disadvantages for
online student collaborations within a virtual learning experience.
The authors report that online student collaboration can have a positive effect on student
engagement, motivation and “improve the quality of learning” (Bostrom and Soller, 2013). They also
note that there are potential drawbacks to this technology as well such as “the lack of face-to-face
contact and the potential for technical difficulties” (Bostrom and Soller, 2013).
The authors conclude “as technology advances, the potential for online student collaboration is
immense” (Bostrom and Soller, 2013) and suggest that further research is necessary in order to
“refine and develop effective strategies for enabling and supporting effective online student
collaboration” (Bostrom and Soller, 2013).
The impact of technology on student collaboration
Liang (2015) conducted a study to investigate the impact of technology on student collaboration. He
concluded that “the use of technology in classrooms can facilitate student collaboration by allowing
for more efficient communication, easier and faster access to resources, and improved collaboration
and coordination among students” (Liang, 2015).
Liang found that technology had a positive effect on student collaboration, as it allowed students to
access a variety of resources and communicate with their peers more easily and quickly.
Furthermore, he found that technology enabled students to work together more effectively, as they
could plan and coordinate tasks with relative ease. Thus, Liang's study suggests that group finding
technology can be an effective tool for enhancing student collaboration.
This article's findings suggest that group finding technology can be an effective asset for student
collaboration. This is due to it enabling students to access a variety of resources, communicate with
their peers, and coordinate tasks all in a more time efficient manner.
PROJECT DEVELOPMENT PROCESS
Project development is the process of creating a new product, service, or system through a set of
organised and structured activities. Project development strategies are important to ensure value
for potential customers as well as ensuring products/services are of the highest quality before being
released to the public for use. Achieving the very best result can only be achieved through thorough
project development and consistent project management. A project development process typically
involves 7 important stages, all of which are analysed below with close relation to the creation of the
Groupify website.
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
Conceptualisation
In this stage, the initial idea or concept for the project is developed, and the project goals and
objectives are defined. Throughout this stage, the ultimate goal of the project is determined, and
approval from relevant stakeholders is sought (Upqode, 2022). University students tend to find
themselves participating in group work/projects with other students who do not share the same
willingness and motivation to learn and achieve high marks in their subjects. Prior to the
implementation of the Groupify website, no solution was created to solve the problem. Hence, the
idea of the project was determined by focusing on a significant problem that needs to be solved and
figuring out the most efficient and effective way to solve it.
Planning
In this stage, a detailed project plan is created that outlines the specific tasks, timelines, budget, and
resources required for the project. This plan serves as a roadmap for the project team, guiding them
through the execution of the project. In this stage, the group set themselves S.M.A.R.T goals,
meaning they are specific, measurable, attainable, realistic, and time bound (HBR, 2016). Examples
of such goals include creating a website completely fit for purpose and doing so all within an 11week reasonable time frame. Those undertaking roles such as group leader and project manager are
responsible for ensuring tasks are completed within the set-time frame as well as making sure one
task is completed prior to moving onto the next in order to increase efficiency. This approach is
known as the waterfall methodology (the time-management methodology which was determined as
most suitable for the project). Following the identification of these goals, group members are made
responsible for certain aspects of the project according to their strengths and experience in the field.
The roles and responsibilities are created according to the project goals and deliverables. It is also
important during this stage of the project that a significant amount of research is undertaken to
ensure there are no hiccups along the way.
Design
In this stage, the project team develops the detailed design of the product, service, or system. This
can involve creating drawings, prototypes, or mock-ups to test and refine the design (Kissflow,
2022). The members who were in charge of this phase, came up with a range of designs and ideas in
order to present them to a large group seeking feedback and opinions on which is most suitable
according to the desired outcome of the project. Upon receiving feedback on the most appropriate
design the development team began working on the next steps in the process such as creating the
website’s main home page. The design process can be lengthy as it is important to ensure the design
suits all the website’s needs to save time by eliminating any potential reason to make changes later
down the line. Additionally, discussion regarding the necessary features required took place. This
includes factors such as the database service in which information is stored as well as outlining
potential services such as mail chimp that can be used for email verification purposes.
Development
In this stage, the project team builds or creates the product, service, or system according to the
design specifications. This may involve coding, manufacturing, or other production activities. This
phase may be known as the execution phase as the group begins to work towards achieving goals by
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
undertaking the relevant tasks to do so. Along the way, the team’s progress is monitored, and
success is measured in order to outline what needs to be improved on, whether they are large or
minor changes. This helps to stay on track towards achieving goals. In relation to the creation of the
Groupify website, the development phase included a number of crucial stages. Throughout the
project development process, project managers must ensure that the project remains on track,
within budget, and meets the project goals and objectives. Effective communication, collaboration,
and risk management are also critical to the success of a project.
Testing
In this stage, the project team tests the product, service, or system to ensure that it meets the
project goals and objectives, and that it is functional and reliable. Following website concepting (first
stage) as well as determining goals and features needed in order to achieve desired outcome came
prototyping. Developing a prototype allows for the correction of any issues, to see what works and
what doesn’t and provide flexibility to make improvements or major changes before the final
product. In some cases, this process could include moving back a few stages and making minor
changes. There are 4 main benefits of creating a prototype, these include firstly accuracy (Bonnie,
2022). Prototyping helps eliminate ambiguities by outlining any factors causing doubt and allowing
time to correct/resolve them. Secondly, the website developers are given the chance to test their
design and how well it works towards achieving the desired outcome. Thirdly, a prototype is the best
way to gain feedback. Changes can then be made based on feedback received which ultimately saves
time by correcting errors in the early stages rather than later on when the project is completed and
implemented. Finally, the most important reason a prototype is needed is test the idea and
determine whether it is practical and fit for its purpose or if it needs to be tweaked. Even if it is fit for
purpose, factors such as accuracy may be improved.
Implementation
In this stage, the project team deploys the product, service, or system to the end-users or
customers. This may involve training, installation, or other activities to ensure a smooth transition to
the new product, service, or system (Monday.com, 2021). Before going live, the team must ensure
that the website is ran-through for the last time to confirm that all files have been uploaded
correctly, and the site is fully functional and fit for purpose. The website domain name needs to be
registered and the web hosting accounts set up. Project-monitoring software systems can also be
introduced to measure progress. Responding quickly to changes in data and information as they
come in is important as it helps identify problems during early stages. Monitoring without exercising
control will not benefit the project as you won’t receive timely feedback and information, so
problems won’t get solved.
Maintenance
In this stage, the project team provides ongoing support and maintenance for the product, service,
or system to ensure its continued functionality and reliability. Once the website is live, it is important
to conduct regular maintenance checks. User testing can be run on new content and features to
improve usability and discoverability of features. This can also lead to new designs or developments.
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
EXPERIMENTAL RESULTS AND DISCUSSIONS
A survey was conducted with Information Technology students to gain feedback on Groupify and how
their experience was during the time of use. The reason for conducting the survey and feedback for
the website is to gather information from the students about their firsthand experiences, opinions,
and suggestions for improvements. This information can be used to identify areas of the website that
are working well and areas that need improvement. By gathering feedback from each information
technology student, we can get a better understanding of how the website is being used and what
changes might be needed to make it more effective and user-friendly. Ultimately, the goal of collecting
feedback is to create a better experience for our users and ensure that the website is meeting its
intended purpose of helping university students form teams based on shared goals and outcomes.
Survey
Survey Link: https://forms.gle/JFj2h1nHsg74RKwp6
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
Most common student answers to Q9:
Positive Feedback
Laura, H - “The website was user-friendly, and it looked good”.
Joey, F - “The work management tools made it easier for our team to stay on schedule and
organised.”
Tamara, E - "I loved the fact that we could find team members using criteria like common objectives
or grade goals."
Andy, R - “The website's design made it simple for us to navigate and find what I wanted.”
Katherine, T - "The chat tool was useful for immediately communicating with team members."
Negative Feedback
Emily, S - "The search feature wasn't always reliable,"
Alex, B - "Some online functions were unclear."
Eleanor, A - “I wish there was an option where I can report team members who don't perform their
fair share and incur negative points/stars to their profile.”
Chris, A - "The conversation element was annoying and made it difficult to listen."
Martin, L - "The colours on the webpage were overly vibrant and difficult to read."
SURVEY BASED FEEDBACK
Based on the Google Survey sent out to Information Technology students, results have come back,
and these were the findings.
Positive Feedback
•
•
•
•
•
A relatively high number of students found the website to be well-designed and userfriendly.
Many students felt that the website's layout was intuitive and easy to navigate.
A significant portion of students found the search function helpful for finding team members
based on specific criteria.
Many students found the website's features helpful for creating and managing teams,
assigning tasks, and tracking progress towards shared goals.
Many students found the chat feature helpful for communicating with team members in
real-time.
Negative Feedback
•
•
•
A relatively high number of students found the search function to be inconsistent and
inaccurate.
Some students felt that the website's features were poorly explained and difficult to
understand.
A significant portion of students felt that there was a lack of accountability for team
members who failed to contribute or meet their obligations.
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•
Some students found the chat feature to be distracting or overwhelming.
DESIGN BASED FEEDBACK
Positive Feedback
•
•
•
•
•
Many students found the website to be well-organised and easy to navigate.
The website's design was praised for being visually appealing and engaging.
Students appreciated the website's clear and concise instructions for completing tasks.
Many students appreciated the use of colour and icons to help distinguish different sections
of the website.
The website's task management features were praised for being user-friendly and effective.
Negative Feedback
•
•
•
•
•
Some students found the website's colour scheme to be distracting or difficult to read.
The website's search function was criticised for being inconsistent and difficult to use.
Some students found the website's layout to be cluttered or disorganised.
A few students found the website's icons and symbols to be confusing or unclear.
The website's chat feature was criticised for being distracting or disruptive to workflow.
Overall, it seems that the website's design and layout received mostly positive feedback, with a few
minor areas for improvement. The good feedback focused on the website's overall ease of use, clear
instructions, and effective use of design elements. The bad feedback focused on specific design
elements, such as the colour scheme, search function, and chat feature, that were found to be less
effective or even distracting.
QUALITY AND DEPTH OF REFLECTION
Designing a system can be seen as very challenging as a lot of research is required in order to directly
target its audience. This was seen with the system as we had thought we had come up with a clear
and effective design however after surveying we had realised this was not the case. We have noticed
positive feedback on the design an interaction aspect of the software however received a lot of
negative feedback on the interactive and functionality aspect, with minor design aspects such as
colour. We have decided to resolve these issues to develop a more effective system for our targeted.
all although we had received this mix feedback overall or students were very satisfied with the
functionality and the effectiveness of the system.
The results from the surveying were surprising yet expected, when we originally planned out the
system, we had designed it to work most effectively for uni students. The results showed this clearly
as many of the students found the system to be overall effective with little to no issues.
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
Figure 4.1 (Design Navigation Statistics)
After surveying more than 25 students using the software, we had received very positive feedback
on the design. Many of the students found the system to be well designed and organised and very
easy to navigate, this was due to the clear and concise titling and underwhelming interface which
made the system more user friendly. Overall, the layout of the system was found to be very
appealing to its audience, as you can see in figure 4.1 majority of students found interface to be very
easy with little to none believing it was below a neutral response. This was a huge success as it
allowed us to save more time on developing the system as we did not have to focus on rearranging
components and redesigning the general interface of the software.
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
Figure 4.2 (New Design)
Figure 4.3 (Old Design)
Although all the functionality design of the software was seen to be effective and received positive
reviews, there were some downsides in the design of the overall project. Some students found the
colours of the website to be distracting or somewhat not appealing, we believe this was due to the
green navy colours which made the interface seem dull and boring. We managed to improve this by
including a feature in the settings to change the colour of the interface, offering light colours of blue,
pink and other vibrant colours that the user may use to the liking. Moreover, we rearrange some of
the titles on the interface and introduced a curvy design to the elements in order to make the
interface feel more modern and technological. This is an important aspect of the design, and it is
generally overlooked when designing software interfaces. This was spoken about more within an
article titled The impact of colour on Website appeal and users’ cognitive processes (Bonnardel, N.
Piolat, A. & Le Bigot, L. 2011) as in this journal article they tested 80 participants in a study to find
out which colours were most preferred in an interface. To no surprise green was found to be the
least liked colour out of over 10 colours, with blue being found the most appreciated out of the
bunch. Therefore, we have decided to include a light blue colour scheme within the interface with
the option to change, you can clear see this difference in figure 4.2 and 4.3.
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Figure 4.4 (Features Functionality)
Figure 4.5 (Help Menu Bar)
Although we had thought that sign was to be very successful, we had discovered that a lot of
students were having issues on understanding the functionality of the features within the system.
This will shine within figure 4.4 as we received very negative ratings from neutral and below from
the students. As a result of this we had looked through the open feedback and realise that was
struggling to understand the concepts behind the system. A clear example of this was student Alex B
as he quoted “some of the online functions were unclear, I could see how the system is useful, but I
just don't know how to use it come on would be good if it could have some sort of instructions all
tutorial”. In order to resolve this issue, we had decided to include a help page which can be accessed
through the main menu bar, this concern this can be seen in figure 4.5 as you can clearly see the
outlined help bar which will introduce the functionality of a fax page and a video demo explaining
how the system works and its outline features.
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
Figure 4.6 (Overall Design)
Overall, the design was seen to be highly effective and successful as it had executed the main
objective of the system. Although we had received negative feedback on some aspects of the system
this was reasonable as we managed to redesign and resolve these issues. We generally believe that
these resolved changes combined it with the new interface design will result in a highly effective and
useful system for uni students that can be used across multiple universities and schools around the
world. We strongly believe this as we had received such high positive feedback from the surveyors
with high consistent results. This was evident within figure 4.6 where more than 70% of students
were highly satisfied with the websites ability and truly believed it can help them form a team based
on their shared goals and marked outcomes.
To conclude surveying helped us realise the issues and the strength of the system, this allowed us to
make changes to the system to develop a platform that benefits all uni students and reaches its
targeted audience effectively. We believe the system has gained a massive improvement due to the
feedback received from the surveying.
ISSUES AND CHALLENGES
Digital Divide
The unequal access to technology can create an environment of technological privilege, which can
cause disparities in access to resources and opportunities. This can lead to groups forming without
everyone having the same level of technological understanding, creating a divide between those
who are able to take advantage of the technology and those who are not. As the authors of "Using
Technology to Support Ethical Group Formation and Decision Making in Higher Education" (Hartman,
Pryor, & Harris, 2014) point out, it is essential to ensure that all members of the group are
adequately trained in the use of the technology, as this will ensure that the group is able to use the
technology effectively and efficiently.
Technology Overload
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If the technology is used too much, it can cause information overload and overwhelm the group. This
can lead to decisions being made without all the necessary information and may result in a lack of
consensus within the group.
Ethical Issues
While technology can be used to support ethical decision-making, there is a risk that it could be used
to manipulate or mislead. Additionally, there is a risk of bias in the data used to make decisions, as
technology can be used to favour certain ideas or perspectives. As the authors of "An Ethical Group
Formation Model for Higher Education" (Park, Kim, Lee, & Lee, 2009) explain, it is essential to ensure
that the technology is being used in a way that is ethical, respectful, and consistent with the values
of the group. This means that the technology should be used to facilitate open and honest
discussion, and that all members of the group should be given the opportunity to express their
opinions and contribute to the group's decisions.
Communication Challenges
Technology can be used to facilitate group communication, however, there is a risk of
communication breakdowns due to misunderstandings or lack of clarity in messages sent via
technology. Additionally, some people may be more comfortable communicating in person than via
technology, leading to a lack of engagement in group discussion. As the authors of "Group Decision
Making with Ethical Considerations: An Application of Group Support Systems" (Eastin & Smith,
2006) explain, technology can create a disconnect between group members, as it can be difficult to
maintain a meaningful conversation when members are not physically present. Furthermore,
technology can also make it difficult to judge nonverbal cues and to build trust and rapport between
group members.
Unfair Group Formation
One of the issues that may arise from a new group finding technology is unfair group formation.
According to Kwan and Lai (2010), “there is a risk that some groups may be formed that are not fair.
For example, it is possible that the group composition could be biased in favour of certain
individuals, which may lead to an unfair distribution of workloads and a lack of equal opportunity for
everyone to contribute.” In addition, Park et al. (2012) state that “it is important to ensure that the
group formation is fair and equitable, so that each group member has the same opportunity to
contribute to the group’s success.”
Unclear Group Goals
A third issue that may arise from a new group finding technology is the lack of clarity regarding
group goals. According to Kwan and Lai (2010), “it is important to ensure that the group has clear
goals and expectations in order to ensure that the group is working towards a common purpose.
Without clear goals, it can be difficult for the group to stay on track and to measure success.” Park et
al. (2012) also point out that “without a clear understanding of the group’s objectives, it can be
difficult for the group to work together effectively and efficiently.”
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Lack of Trust
Finally, a fourth issue that may arise from a new group finding technology is the lack of trust among
group members. According to Kwan and Lai (2010), “in order for a group to be successful, it is
essential that there is a high level of trust among the members. A lack of trust can lead to decreased
communication and an inability to work together effectively.” Park et al. (2012) also state that
“without a strong sense of trust among the group members it can be difficult to build a cohesive
team.”
In conclusion, there are multiple issues and challenges that may arise from a new group finding
technology, including unfair group formation, unbalanced group dynamics, unclear group goals, and
lack of trust among members. It is important to consider these issues and challenges when
developing and implementing a new group finding technology in order to ensure that the groups
formed are fair, balanced, and successful.
SOLUTIONS TO ISSUES AND CHALLENGES
Digital Divide
Digital divide is a common issue that affects a number of students particularly when participating in
group work. This program allows students to seek and form a group with those who have the same
access to technology as them as well as the same level of proficiency in using the technology. They
are able to work together to solve problems and work through challenges and eliminate one
student’s worry about another student’s proficiency bringing them down.
Technology Overload
Technology can overload the content and can make students feel distressed. Take a step back when
you feel overloaded, listen to music, practice mindfulness, and take adequate breaks to keep your
mind fresh and thinking clearly to prevent procrastination. Another way to decrease technology
overload is sleeping without any device in the bedroom and having a specific work/study space to
maintain a good study/life balance. Think of technology as a tool to aid in clearly and concisely
presenting your thoughts.
Ethical Issues
Although technology can support ethical decisions it can also result in manipulative and misleading
information. The majority of students' tasks address moral dilemmas like plagiarism, cheating, or
mistreating other group members. This program may take the following actions to resolve these
problems. By having clear a message that this program should be used for individuals to find a group
to complete their group assignments and anything other than this will require extra caution, hence
each individual’s work will not result in plagiarism or be similar to one and another in any way.
Additionally, this program will encourage individuals to use this platform for networking to discuss
and research their ideas rather than using other individuals ideas in the group as their own, hence
portraying that technology can be used in a way that is ethical and respectful to the values of the
group.
Communication Challenges
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Technology is a significant factor when it comes to group communication for assignments,
nevertheless there are still risk of communication or lack of clarity. Hence having trouble
communicating properly with one another during group assignments may cause confusion or
conflict. To overcome communication issues, this program is designed to do several things, such as
setting explicit expectations for how group members should communicate: by supporting group
members to listen to one another and work out any misconceptions before replying to promote
active listening. Offer chances for feedback and reflection by asking group members to consider
their communication methods and pinpoint any areas that need work. By implementing these
actions, this program will improve communication issues in group projects and create a more
productive, cooperative learning environment. Effective communication is essential for practical
group work, and instructors may assist in ensuring that all group members feel heard and
appreciated by promoting an atmosphere of open communication and mutual respect. (Could there
be prompts inside the program that encourage 1 or 2 face to face meet ups for group work?)
Unfair Group Formation
Unfair group formation is an issue that arises from new groups finding technology, it creates risks
such as unfairness, and creates group composition that can be biased in favour of each individual,
hence creating unfair distributions of workload. Consequently, this program will assign each
individual their own work creating a fair and equitable workload. This program will also portray all
members each individual contribution, hence the group arrangement will not be in favour of certain
individuals. By overcoming these issues each member will have the opportunity to contribute to the
group’s success.
Unclear Group Goals
An issue that arises from technology is the lack of clarity regarding the group’s goal. It is significant
for the group to have clear goals and expectations as without this the groups work quality and the
assignment's overall performance will be affected causing uncertainty, irritation, and a lack of
direction. Hence this program will allow group discussions to take place when needed to overcome
problems and have a clear understanding of the group’s objectives and goals. Furthermore, this
program will allow member to create a thorough project plan that details the specific activities,
deadlines, and milestones necessary to accomplish the project's goals. This plan will be distributed
to all group members and periodically evaluated to ensure the project is moving forward and
everyone is aware of their responsibilities. Through these resolutions the group will understand and
work towards their goals.
Lack of Trust
Finally, when organising groups for assignments through technology, lack of trust may be a typical
problem, especially when group members are unfamiliar with one another or have never worked
together before. There are several ways that a lack of trust might appear and decrease the inability
to work together. To overcome this problem the program has a system in place that tracks
contribution and productivity as a way that can potentially self-police or provide some
encouragement for increased self-discipline. It will also have a rating system that can rate group
members post completion around work and input communication that can be factored into decision
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
making in the future. Hence by overcoming the issue of trust cause by technology group members
will be able to work together effectively.
REFERENCES
CARLA
5 phases of Project Management Process - a complete breakdown (2022) Kissflow. Available at:
https://kissflow.com/project/five-phases-of-project-management/ (Accessed: February 7, 2023).
Bonnie, E. (2022) Project plan basics: Tips for project management, Wrike. Available at:
https://www.wrike.com/blog/foolproof-project-plan/ (Accessed: February 8, 2023).
The four phases of Project Management (2016) The Four Phases of Project Management. Harvard
Business Review. Available at: https://hbr.org/2016/11/the-four-phases-of-project-management
(Accessed: February 6, 2023).
How to ace project development (2021) monday.com Blog. Available at:
https://monday.com/blog/project-management/project-development/#:~:text=What%2
0are%20the%205%20steps,execution%2C%20control%2C%20and%20closing. (Accessed: February 7,
2023).
Upqode (2022) Design concepts for building a website: Main points to consider, UPQODE. Available
at: https://upqode.com/design-concepts-for-building-a-website/ (Accessed: February 6, 2023).
MITCHELL
Hartman, K., Pryor, J., & Harris, M. (2014). Using technology to support ethical group
formation and decision making in higher education. Journal of Education and Practice, 5(19),
21-30. (Accessed: February 10,2023)
Eastin, M. K., & Smith, R. L. (2006). Group decision making with ethical considerations: An
application of group support systems. Journal of Business Ethics, 65(2), 169-178. (Accessed:
February 10,2023)
Park, J. K., Kim, S. S., Lee, M. S., & Lee, W. S. (2009). An ethical group formation model for
higher education. Journal of Computing in Higher Education, 21(2), 117-130. (Accessed:
February 10,2023)
Kwan, J. J. C., & Lai, S. S. C. (2010). Group formation and ethical considerations: A case of
university students. Journal of Business Ethics, 92(S1), 79-91. (Accessed: February 10,2023)
Park, S. H., Cho, S. W., Lee, S. H., & Park, J. K. (2012). Group formation based on ethical
considerations: An application for university students. Journal of Computing in Higher
Education, 24(2), 97-114. (Accessed: February 10,2023)
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
Lee, C. H., & Park, K. Y. (2013). Developing an ethical group formation tool for higher
education. Journal of Computing in Higher Education, 25(2), 93-108. (Accessed: February
11,2023)
Kim, J. Y., Bostrom, S., & Soller, A. (2013). Ethical group formation tool: An application for
university students. Journal of Computing in Higher Education, 25(1), 1-16. (Accessed:
February 12,2023)
Bostrom, E., & Soller, A. (2013). Online student collaboration: Advantages, disadvantages
and the future of virtual learning. British Journal of Educational Technology, 44(2), 202-212.
(Accessed: February 3,2023)
Liang, J. (2015). The impact of technology on student collaboration. Education Sciences,
5(4), 590-598. (Accessed: February 3,2023)
DAVID
Briggs, S., About Saga BriggsSaga Briggs is an author at InformED. You can follow her on
Twitter@sagamilena or read more of her writing here. and Briggs, S. (2014) Information overload?
here are 10 ways you - and your students - can deal with it, InformED. Available at:
https://www.opencolleges.edu.au/informed/features/information-overload/ (Accessed: February
7, 2023).
IvyPanda (no date) How to overcome information overload: Complete guide 101, IvyPanda® Blog.
Available at: https://ivypanda.com/blog/information-overload-101/ (Accessed: February 8, 2023).
Resolving group work issues (2019) my.UQ. Available at: https://my.uq.edu.au/information-andservices/student-support/study-skills/group-work/resolving-group-work-issues (Accessed:
February 7, 2023).
Duncan, C. (2023) Solving communication issues in colleges and Universities, DeskAlerts.
ToolbarStudio Inc dba DeskAlerts. Available at: https://www.alertsoftware.com/blog/communication-issues-in-higher-education (Accessed: February 12, 2023).
Resolving group work issues (2019) my.UQ. Available at: https://my.uq.edu.au/information-andservices/student-support/study-skills/group-work/resolving-group-work-issues (Accessed:
February 7, 2023).
MICHAEL
Bonnardel, N. Piolat, A. & Le Bigot, L. 2011, The impact of colour on Website appeal and users’
cognitive processes, Displays, Volume 32, Issue 2.
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
FINAL REPORT CONTRIBUTION TABLE
CARLA
DAVID
EDWARD
MICHAEL
MITCHELL
•
•
•
•
•
•
AN INTRODUCTION ON PROJECT DEVELOPMENT PROCESS
•
•
•
•
•
QUALITY AND DEPTH OF REFLECTION
SUFFICIENT BIBLIOGRAPHY
FORMATTING
RESEARCH TO IDENTIFY WHAT IS AVAILABLE TO SIMPLIFY ISSUES AND CHALLENGES
SUFFICIENT BIBLIOGRAPHY
EXPERIMENTAL RESULTS AND DISCUSSIONS
SUFFICIENT BIBLIOGRAPHY
A COMPREHENSIVE LITERATURE REVIEW IN THE PROJECT TOPIC
APPROPRIATE IDENTIFICATION OF ISSUES AND CHALLENGES
SUFFICIENT BIBLIOGRAPHY
APPENDIX
(LOGBOOK - SEE BELOW)
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Carla Aiello – 13915513 / David Cebbar – 14140519 / Edward St Baker – 13971421 / Michael Ters – 13905981 / Mitchell Pardey – 13768787
Project Logbook
Introduction
This logbook will discuss the events and achievements of a team project to create a website that
allows students to pick their team mates based on shared grades and goals. The project was created
in response to the need for a website that allows students to find suitable team mates based on
shared grades and goals. This project logbook will explain in detail how to manage each task,
conduct meetings, brainstorm ideas, and how we troubleshoot any mistakes. The project was a joint
effort between five people, each of whom contributed to various tasks during the project.
Team Roles
Each person in the team was assigned a role based on area of expertise.
Project Manager (Carla Aiello): Responsible for the project's overall success and makes sure that
assignments are finished on time and on budget. She will keep an eye on the project's development,
advise and assist the other team members, and handle any potential problems.
Team leader (Mitchell Pardey) Is the team's leader and in charge of defining goals, delegating duties,
and inspiring team members to meet those goals. Additionally, they will make sure that all project
resources are utilised properly and efficiently.
Researcher (Edward St Baker): It is the responsibility of the researcher to keep an eye on the project
and ensure that it complies with the rules and guidelines. At the conclusion of the research, they offer
suggestions after interpreting the data and writing reports on the research findings.
Web Developer (Michael Ters): The web developer role is crucial to the project's successful
completion as coding and building the project is the most important part. They will be in charge of
creating the project's features in accordance with the project's requirements.
Graphic Designer (David Cebbar): Designers will produce visuals and designs for the project and are
in charge of its overall appearance and feel. They need to make sure the designs are aesthetically
pleasing and the project fits the project expectations.
Testing the system (Team Collaboration): Responsible for testing the project to ensure that it meets
the requirements and that there are no bugs or errors. They will perform different types of tests, such
as unit tests, integration tests, and system tests.
Progress
The project was divided into 4 main stages, each of which had their own tasks and milestones.
Phase 1: In the first phase, the team will conduct research on students feedback about what they
want from a grouping system
Phase 2: With the feedback created the basic website structure, developed the content and design of
the website, and created a marketing plan.
Phase 3: In the third phase, the team tested the website, fixed errors, and launched the website.
Phase 4: In the final phase, the team monitored the website’s performance, tracked user
engagement, and made necessary changes and improvements.
Weekly Logs
28 November 2022
The first week of the semester was spent creating and forming a solid group for the project.
The group was initially formed with 4 students who had worked together previously in other
networking subjects at uni. A post was created by Carla and sent to the discussion board searching
for group members who shared the same interests. Following the post, a number of emails were
received by students expressing their interest to be in the group. The final group was formed by
outlining topics of interest and determining who was most suitable to work with according to field of
work and strengths.
5 December 2022
By the second week of the semester, the group was formed with 6 people (maximum number of
students allowed). All students shared the same interests and determined that the most accessible
and efficient method of communication was through both Microsoft Teams and Facebook Messenger.
Facebook Messenger became the main platform in which the team communicated as we are all able
to access the chat through an app on our phone. This allows for quick communication at all times.
The Microsoft Teams Channel was also formed, which served as the platform to conduct meetings as
well as share documents and files that were relevant to the project.
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Throughout this week, we also managed to find a supervisor (Firas Al-Doghman). Thankfully, his
interests lay in the same field as our project idea so he was willing to take our group on board for the
entirety of the semester. Firas was added to our Microsoft Teams channel which provided him access
to all our work and all meeting links.
12 December 2022
Meeting 1
Initial Group + Supervisor Meeting
14 December 2022
This was the first meeting that took place between our group and our supervisor. The purpose of this
meeting was to gather and discuss ideas for the project in order to begin undertaking research and
designating appropriate tasks to team members.
Prior to the meeting, our group participated in a discussion where everyone was given the chance to
discuss their strengths, weaknesses, interests, as well as any areas that they felt would make a great
project. Upon presentation of ideas, our supervisor provided us with feedback and lead us towards
the most suitable project concept/design that he believed would meet expectations once completed.
Additionally, we discussed the overall expectations for the project. This included an in-depth
discussion of what is expected of each group member each week and the quality of work that will lead
to success in the project and the subject overall.
The meeting details taken from Microsoft Teams can be seen below.
19 December 2022
Meeting 2
Requirements, Specification & Planning Phase
22 December 2022
The second meeting took place during the project’s requirements, specification and planning phase.
Throughout the week in the lead up to this meeting, our group had dedicated several hours towards
assignment 2. The purpose of the task was to ensure group members have a clear idea of the
requirements and specifications of the project and a feasible project plan.
Prior to submitting our interim report which demonstrated we had a clear understanding of what
needed to be done, we had a meeting with our supervisor which gave him the chance to run through
our draft and provide us with feedback to lead us in the right direction. Whilst each member had
2
contributed to the task, it was brought to our attention that our efforts were not sufficient and more
detail was required in order for us to succeed in the task and the project.
We therefore utilised all feedback from this meeting to create an extensive project plan ensuring no
details were missed and we checked all boxes outlined by our supervisor. Each team member agreed
that meeting with our supervisor prior to the submission of tasks provided important insight which was
highly relevant to us and helped us learn. This became a habit we ensured to follow in the future,
particular in the lead up to the final project.
The meeting details taken from Microsoft Teams can be seen below.
28 December 2022
This week was Stu-Vac week. The group took this time to work on their individual tasks,
communicating when needed through Facebook Messenger and MS Teams. We took this time to
work on our individual components towards the project and ensure all work was up to date and that
we were ready to begin the next stage of the development process.
9 January 2023
Throughout this week we worked towards our mid-project review. Michael and David determined the
tasks they needed to complete together, while Carla and Edward continued to update the teams logs
as well as keep everyone on track. Mitchell worked on and submitted the mid project review.
16 January 2023
Finally after weeks of planning and surveying it was time to go ahead and design the Project. For this
design it was important both Michael and David work together in an effective manner to develop a
concept that was both effective and easy-to-use. In order to do this we had come up with a soft colour
scheme which helped differentiate many of the design concepts. The colour scheme can be seen
within the attached photo, their colours allowed for an optimistic feeling within the design, this was
done to help encourage uni students to use the new software.
3
Moreover in order to design the concept it was important that we were familiar with the software
therefore we decided to use Adobe XD as both David and Michael had extensive knowledge in
operating the program. Adobe XD does not allow for same time interactions. Therefore we had used
several zoom calls in order to help each other with the Design Needs.
The repetition of squares boxes was carried across the whole design in order to allow for consistency
which would make it easier for the users to understand how the program works. Moreover the
simplest design allowed for everything to be oversaw very easily. The system contains many complex
features however it is very hard to make a very easy interface that would allow these features to be
more accessible and easier to use, therefore we had decided to split the design into 5 sections where
each section allowed the user to.use.in death technology and concepts of in the software.
4
Overall through several zoom causes and extensive planning were able to come up with a design that
was fairly easy to use and looked very pleasing to the eye. We believe that this system design is
highly effective in all aspects of The Project.
23 January 2023
Meeting 3
Mid-Project Review
25 January 2023
The purpose of this meeting was for our group to check-in with our supervisor and conduct a
discussion on the work we had completed towards our project so far and what is still to be done.
In this meeting, we ran through each group member’s progress towards their designated tasks,
analysing the quality of work as well as outlining areas that were lacking depth and needed
improvement.
Our group was given the opportunity to discuss assignment 3 (mid-project report) with our supervisor
and gain valuable feedback. It was noted that our report did not meet the expectations of our
supervisor and his criteria, and factors such as formatting were not done correctly/to a high standard.
Following the meeting, those responsible for each section requiring an adjustment, made changes
according to the feedback provided in the meeting, and made a note of areas outlined by our
supervisor that we do not tend to perform well in and work out how to improve.
Unfortunately, no summary is available on Microsoft Teams for this meeting however the meeting
details listed on our group channel can be seen below.
5
26 January 2023
Feedback
Sending out the feedback survey to Information Technology Students who tried the website to
create groups.
Link to the Survey https://forms.gle/JFj2h1nHsg74RKwp6
The purpose of this feedback survey was to learn more about the students' first-hand experiences,
opinions, and suggestions for changes. The website's strong points and places that want
improvement can be determined using this data. We can learn more about how the website is being
used and what adjustments might be required to make it more efficient and user-friendly by getting
input from each information technology student. Eventually, we want to use the comments we get to
improve the website and the user experience. Students were asked to answer 8 multiple choice
questions and 1 open ended question where they can discuss in depth how they viewed the website.
30 January 2023
Meeting 4
Progress Update
1 February 2023
The purpose of this meeting was to discuss our progress towards the project and to check that each
group member had a thorough understanding of what is expected of them in regard to the standard
and quality of work they produce toward the final report and presentation. We also reviewed all the
feedback that we received from various students and altered some design and functionality aspects
of the website. .
We ran through the report requirements and ensured that all questions held by group members were
answered by our supervisor. We agreed on a date to have a draft report completed by, as well as
decided on a date and time to present and demonstrate our project. Our supervisor provided the
group with feedback on how we’ve individually performed to date and therefore areas in which we
need to improve on before the final presentation date.
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The meeting details taken from Microsoft Teams can be seen below.
6 February 2023
Our group has taken this week to hold discussions and meetings amongst one another to ensure the
final report is on track and everyone is aware of which part they will be completing. A powerpoint was
created and shared by Mitchell for each group member to begin their contribution towards the final
presentation and demonstration. A few emails were also sent out to our supervisor seeking
clarification on a few components required in the final report.
13 February 2023
Today was the final meeting in which every member in the group participated in to discuss the final
presentation and demonstration which is taking place on Friday 17th February. Prior to this meeting,
all team members ensured to have their part of the final report completed, that was shared amongst
one another for feedback purposes. Carla looked after the formatting for the final report, taking into
consideration past feedback from our supervisor.
7
15 February 2023
New changes have been Added based on the feedback received from the survey results, this new
design plans to Target the targeted audience more effectively and generate a more successful
outcome resolving a lot of the negative responses received from surveying.
8