Edu Scrum

EduScrum works well in higher education because it develops both subject knowledge and future-oriented competences, such as collaboration, self-organisation and responsibility for the learning process. The method was adapted for education by Willy Wijnands, drawing on Scrum practices used in project management. In this model, students work in small teams, independently planning and organising their work in order to achieve the learning objectives set by the teacher. The learning process takes place in short, structured work cycles, such as sprints, during which teams plan tasks, carry them out and regularly review their progress. Teams use tools such as Kanban boards, short team meetings or stand-ups, and reflection sessions, which help them monitor progress and gradually improve their results. The teacher primarily acts as a facilitator, supporting students and helping them organise the learning process.

Course: First-semester-project – Introduction to Engineering Studies
Topic: Design and Construction of a Remote-Controlled Car
First-semester students work in small teams on a project to design and assemble a remote-controlled car. The aim of the class is to develop technical knowledge, as well as competences such as collaboration, planning and responsibility for the learning process.

Introduction to the Project (10–15 min)
The lecturer presents the aim of the project and the principles of working in the EduScrum model. Students learn what learning outcomes they are expected to achieve and how the work will be organised into sprints. Teamwork tools, such as a Kanban board, and short team meetings are also briefly discussed.

Team Formation and Sprint Planning (flexible)
Students form teams of three or four and plan their first project tasks. Together, they decide which elements of the project need to be completed in the next sprint, such as analysing the structure, dividing components and planning assembly. They record the tasks on the Kanban board.

Project Work (flexible)
Teams carry out the planned tasks, for example analysing the design, preparing car compo- nents or developing technical solutions. The lecturer acts as a facilitator, answering questions, supporting teams and helping them solve problems. This phase may also take place outside class.

Sprint Review (10–20 min)
At the end, students jointly analyse what worked well in their collaboration and what could  be improved in the next stage of the project. The conclusions from this reflection help them plan the next sprint. This phase may also take place outside class.

• When classes are project-based and students work in teams on a task requiring planning, division of work and iterative improvement of the solution.
• When the aim of the course is not only to transmit knowledge, but also to develop competences such as collaboration, responsibility, self-organisation and communication.
• When the learning process requires regular work and ongoing progress monitoring, and tasks can be completed in successive stages, such as sprints.

• This method may require greater teacher support for students in lower semesters as they often do not yet have experience in organising their own work independently. The teacher must allow extra time for this.
• Large groups may make it difficult to monitor teamwork. If you are using the method for the first time, it is worth starting with a smaller pilot group.

• Conflicts or an uneven division of work may arise in small groups → it is worth establishing clear rules for collaboration and introducing team retrospectives that allow problems to be addressed quickly.
• The method requires a high level of independence, which may be challenging for some students → simple work structures, such as a Kanban board, short team meetings and clear deadlines, can be helpful.

Easier → To support students more effectively, define an approximate schedule and organisational structure in advance.
More Challenging → Allow teams to plan their own sprints, divide tasks and monitor progress independently, thereby limiting the teacher’s role mainly to providing feedback.

• Explain the working principles at the beginning of the course. A brief introduction to EduScrum and the structure of sprints helps students better understand their role in the project.
• Ensure regular feedback. Even when students work independently, it is important for the teacher to remain available and respond to emerging questions or difficulties.
• Explain the purpose of the method. Show students that working in the EduScrum model develops project skills, collaboration and self-organisation as competences that are important in their future professional lives.

Formative Assessment

Observe team progress during successive sprints. Pay attention to how students plan tasks, collaborate within the group and reflect during reviews and retrospectives. Short feedback after each sprint or progress assessment using the Kanban board may be helpful. An individual task at the end of the course guarantees individual assessment.

Summative Assessment

This may include the final project outcome, such as a completed solution, prototype or proj- ect report. It is worth considering not only the final result, but also students’ engagement in the teamwork process and their completion of tasks.