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Computer Assisted Language Learning

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Learner activities in a collaborative

CALL task
C. Leahy

School of Arts and Humanities, Nottingham Trent University ,

Nottingham, UK
Published online: 29 May 2008.

To cite this article: C. Leahy (2008) Learner activities in a collaborative CALL task, Computer
Assisted Language Learning, 21:3, 253-268, DOI: 10.1080/09588220802090295
To link to this article: http://dx.doi.org/10.1080/09588220802090295

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Computer Assisted Language Learning

Vol. 21, No. 3, July 2008, 253268

Learner activities in a collaborative CALL task

C. Leahy*
School of Arts and Humanities, Nottingham Trent University, Nottingham, UK

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(Received 14 September 2006; nal version received 2 January 2008)

This paper briey discusses dierent research approaches in CALL and makes a case for
applying grounded theory (GT) to data gathered from an electronic role-play conducted
in L2. The article shows that this method can help gain a better understanding of what
learners do when engaged in the task. Through the process of open coding, four
categories emerge which are introduced in turn.
Keywords: learner activities; collaborative CALL task; grounded theory

Introduction
The methodology of CALL research with which to both capture and explain students
processes when engaged with CALL activities and also to evaluate the experience and the
learning outcomes is still being developed.
Some research looks at analysis of the interaction itself (Hegelheimer and Tower,
2004), while a considerable amount of research looks at various design questions, e.g., in
relation to second language acquisition (Chapelle, 2001), interface design (Hemard, 1997),
CALL design and opportunity for student interaction (Colpaert, 2004).
Several recent studies also evaluate CALL research itself (Burston, 2006; Felix, 2005
and Zhao, 2001). All this points towards a continuous discussion of what may constitute
appropriate CALL research, i.e., which methodology/ies to apply.
Using grounded theory for its theoretical underpinning, this article aims to
conceptualise student behaviour in a computer room in which students solve a subjectspecic task in L2. The article sets out to answer the following general question.
. Can qualitative research open a window to a better understanding of what learners
actually do while engaged in task-based language learning in the computer room?
Below, the framework of the study is outlined and the methodology and research
approach discussed, before the results of this study are introduced.
The electronic role-play and the study group
Ten advanced learners of German, divided into ve groups of two or ve dyads,1
participated in this study. The study was conducted in a computer room, with each student

*Email: christine.leahy@ntu.ac.uk
ISSN 0958-8221 print/ISSN 1744-3210 online
2008 Taylor & Francis
DOI: 10.1080/09588220802090295
http://www.informaworld.com

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accessing one computer. In the background of each computer Camtasia software was run,
this is a non-intrusive programme which captures all screen movements in real time and
records all sounds in the vicinity of the computer. Prior to the start of the role-play
sessions, students gave their consent to participate in the research and were made aware of
the software running in the background.
One week in advance of the project, the task outline was distributed to give students a
chance to familiarize themselves with it.2 The electronic role-play itself took place over
four consecutive weeks with two hours contact time per week.
The role-play has one overall aim, to develop collaboratively an outline for a
marketing strategy for a product of the students choice, thereby giving the students the
opportunity to apply their subject-specic knowledge in the target language. The ve
groups have sub-tasks and need to communicate with each other in order to progress in a
focused way and produce an outcome within the tight time frame. The task is deliberately
designed to facilitate communication between groups, to incorporate subject-specic
knowledge in L2 and to allow student choices, thereby enhancing student motivation.
Characteristics of the electronic role-play
The electronic role-play follows an open task framework and is used as part of a business
German class.3 By denition, open tasks allow students freedom to choose their individual
learning paths and are, for that reason, not fully predictable. Therefore the actual content
of the role-play varies from cohort to cohort, since the students themselves decide on their
product for which they produce an outline for a marketing strategy.
Even though there is a generic pathway for the entire role-play (Figure 1), the task to
be fullled, namely the development of a marketing strategy for one specic product,
varies from role-play to role-play.
Within this generic structure, students have the opportunity to use their subject-specic
knowledge. They may wish to apply dierent subject-specic methods and support their
recommendations with dierent approaches, such as the use of focus groups or a SWOT

Figure 1.

Generic pathway for the entire electronic role-play.

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255

analysis.4 Students are also encouraged to use their socio-political knowledge (regarding
the target country), which they may have further developed whilst studying and working
abroad as part of their university programme. Freedom of student choice is an essential
cornerstone built into this task.
The above makes clear that tasks with such open frameworks do not allow for a
prediction of specic content and therefore make it dicult to formulate hypotheses
regarding content acquisition, which can be tested and veried.
Equally, the prediction of specic L2 use would be dicult. It is complex to dene
what constitutes an advanced learner and which prociency level of L2 s/he may have.
Therefore it would be dicult to predict and measure quantitatively the added value such
an open CALL task may have produced.
In general, advanced learners are encouraged to learn more independently, to make use
of the Internet in their own time, e.g., in the form of electronic newspapers and journals or
to listen to foreign language reports on TV or the radio and are therefore exposed to L2
inuences outside class. This makes clear that when dealing with advanced learners of a
second language, variables cannot be controlled in the same way as, for instance, for
beginner learners.
While beginner learners may be mainly exposed to L2 input as directed through
contact time and specied directed learning material, L2 input for advanced learners
cannot be fully controlled. The importance of learner autonomy5 and strategies to
enhance this independence have been recognised by SLA researchers for a long time.
However, this same learner autonomy produces additional variables, which may
hinder quantitative research methods in open task frameworks for advanced language
learners.
Discussion of research approaches
As outlined above, when researching advanced language learners in an open task
framework, it is dicult to work with a quantitative research paradigm for three main
reasons: rstly, the freedom of choice makes the learning path less predictable; secondly, it
is dicult to dene what constitutes an advanced learner and measure quantitatively the
added value an open CALL task of this type may have produced; and thirdly, the
variables and the second language (L2) input cannot be fully controlled.
Traditionally, quantitative research methods are based on an epistemology that sees
truth (singular) being discovered through application of the appropriate method to
capture this truth (Hesse-Biber & Leavy, 2004). The research questions can be formulated
into hypotheses, which can be tested, veried or falsied. If the research framework is
appropriate and stringent enough, it should be possible to replicate the research itself and
the results. This positivistic approach based on validity, reliability, and replicability has
been successfully applied to the natural sciences, but is somewhat more problematical in
the social sciences. For example, when researching human behaviour it becomes clear that
claiming the discovery of one truth, which can be replicated under similar research
conditions, is more dicult.
Dierent qualitative research approaches, such as ethnographic methods, (Tella, 1991;
Warschauer, 1999) have been applied to overcome some of the shortcomings positivistic
approaches can bring. In this article, however, the focus is on the application of grounded
theory (GT) to computer-assisted language learning processes in open framework for taskbased learning in order to get closer to an understanding of what students actually do
when engaged in such tasks.

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The research method employed for this electronic role-play6 includes the observation of
learner behaviour as an evidence-gathering technique, by using the tracking software
Camtasia, which records screen movements in real time and student talk in the vicinity of the
computer. Teacher background talk as well as student discussions can therefore be transcribed
and analysed. Student behaviour while engaged with the machine is visible on screen,7 e.g.,
mouse movement, use of web sites, use of spell checker, etc. The rich data gathered can then
form the base material, which is the subject of analysis using grounded theory methods.

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Grounded theory
The concept of grounded theory (GT) was developed in the 1960s, an incidental discovery
(Glaser & Holton, 2004, {75) of a new research approach in social sciences. The
originators, Glaser and Strauss (2006) wanted to get away from positivistic research
methods and developed an approach, which should ultimately generate theory. Here,
theory is seen as a process [. . .] as an ever developing entity, not as a perfect product
(Glaser & Strauss, 2006, p. 32).
Grounded theory is situated opposite logico-deductive theory (Glaser & Strauss,
2006, p.5), even though, grounded theory does not exclude quantitative methods per se.
For Glaser and Strauss (2006, based on the rst publication in 1967)
there is no fundamental clash between the purposes and capacities of qualitative and
quantitative methods or data. What clash there is concerns the primacy of emphasis on
verication or generation of theory to which heated discussions on qualitative versus
quantitative data have been linked historically. (ibid., p. 17)

According to Charmaz (2004) grounded theory methods are designed to study

processes (p. 499), including interpersonal cooperation and conict (p. 498). It therefore
seems a tting approach to the learning sequence under discussion.
This paper concentrates on the initial attempt to generate some categories and
properties, which are useful in describing a theoretical approach to the electronic role-play
as a form of computer-assisted language learning.
Application of grounded theory
When looking into the potential usefulness of grounded theory for the purposes as
described above, it becomes evident that the researcher needs to guard against looking out
for specic categories, which refer e.g., to discourse analysis terminology in general or
classroom research terms, such as interactional analysis (Chaudron, 1988).
According to Glaser, everything is data (Glaser & Holton, 2004; Glaser & Strauss,
2006), not only qualitative interviews, and all initial open coding should be done with an
open mind and without pre-conceived ideas (Glaser & Holton, 2004, p. 48).
Grounded theory in Glasers sense specically requires engagement with the data
directly, without any inuence from other theories or pet interests (Glaser & Holton,
2004, p. 50) that are tested against the data (Glaser, 1992, 2002; Glaser & Holton, 2004;
Glaser & Strauss, 2006). In this sense, GT sits on the opposite side to a hypothesis testing
approach. Instead, in GT the data should be allowed to speak for itself and categories and
their properties should emerge.
According to Glaser (1992, p. 38), a category is a type of concept [. . .] used for a higher
level of abstraction, while a property is a concept of lesser abstraction feeding into the
category, hence a property is a concept of a concept (ibid; see Figure 2).

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An approach based on GT reverses the order in which the researcher reviews the
literature and approaches the analysis of the given data. GT looks at the data rst, before
the ndings are seen in relation to literature in the eld. Pre-conceived ideas can only
hinder the coding process and may lead to forcing the data into a direction, which is not
supported through the data itself (Glaser, 1992, 2002; Glaser & Holton, 2004; Glaser &
Strauss, 2006; and Charmaz, 2004, pp. 501 and 506). Charmaz gives an illustration of a
forced outcome by referring to a student who looked at individuals adaptation to their
disabilities. Not long before he undertook his research, this student had been disabled
through an accident, and appeared to transfer his negative feelings to the collected data,
even though his interviewees were apparently reecting on positive ways of dealing with
disability. In order to guard against any form of forcing data rather than allowing it to
emerge, Glaser (2004) and Charmaz (2004) advocate a line-by-line approach to open
coding, the rst phase in the coding process.
In order to aid the line-by-line coding process, both Glaser and Charmaz identify
questions to help the process (Figure 3).

Figure 2.

The relationship of category and property to theory.

Figure 3.

Questions to aid line-by-line coding.

258

C. Leahy

Through the dierent processes of coding (open coding, focused coding) categories and
their related properties emerge which nally feed into a theory.
The following ndings are based on data collected during the rst week of the fourweek electronic role-play project that is the focus of the research described in this article.
The line-by-line open coding method was applied to the transcribed data of two dyads
(group 1 and group 48 4 students in total).
Results

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The coding process drawn from the rst week of the project produced the following four
categories, which are discussed in turn:
.
.
.
.

procedural discussions;
development of expert roles between partners;
facilitation of working relationship; and
dealing with language problems.

Categories develop out of the coding process. The rst step, line-by-line coding, can
separate occurrences from one another and therefore make processes more transparent.
The examples given below may illustrate that a particular incident can be described within
one or more categories, depending on the perspective taken. This will be explained further
below.
Procedural discussions
The general task for the electronic role-play was handed out in advance and students were
asked to familiarize themselves with it. During the rst week, students arranged themselves
into groups and started the group-specic tasks. Since the task outline is general and the
actual procedure dependent on the chosen product, students have considerable freedom in
making their own choices.
Within this rst category, three main lines of enquiry can be identied (Figure 4).
Initially, students brainstorm their ideas and formulate the initial questions they want to
answer during the project. This phase is characterised by negotiation of meaning and
discussion of what might be important, emphasis lies initially on the semantics. The
observed behaviour during this phase is characterised by one student starting a sentence,

Figure 4.

Category: Procedural discussion.

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possibly followed by both of them deciding together how to nish it, negotiating the nal
sentence structure, and polishing the accuracy of the language. The latter exemplies a
possible overlap of categories, on one hand the procedure how to organise work within the
dyad, on the other the collaboration regarding language accuracy.
The formulated questions may later be allocated to one of the other groups, e.g., group
three (which researches similar products on the market). However, having formulated
questions which need to be answered during the project can help students to focus and can
guide their research process. Once questions have been identied, patterns emerge which
allow them to be ordered under dierent headings.
As an example, group 4 produced a set of questions they wanted to answer during the
project. Initially, they just produced a list in a word document (Screen Shot 1A below).
While producing and discussing these issues, one of the students suggested
approaching the questions with the 4P analysis in mind. The questions were ordered
accordingly under the 4P-headings of product, place, promotion and price. The ordering
of the questions under these headings, led to rephrasing of some of the questions and thus
to a clearer focus. For example, the general question which age group was elaborated
into a further question under the heading of promotion which demographic
characteristics does the target group have? (Screen Shot 1B).
Another example of how students order their questions and possibly re-allocate them,
but this time to other groups instead of within their own dyad, is group 1 (Figure 5).
Screen Shot 2A shows the questions group 1 had generated 22 minutes into the project.
It is noteworthy that this screen shot also exemplies the students preference
to use the spell checker for language accuracy. When starting the project, she changed
the default language setting to German in order to be able to use the spell checker
feature.

Screen Shot 1A.

Gr.4, student 8; week 1; 9:57.

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C. Leahy

Screen Shot 1B.

Figure 5.

Gr.4, student 8; week 1; 13:29.

Example: Specic property.

During the following 11 minutes, group 1 discussed the questions and the individual
group tasks. They decided which questions would best t each group and re-arranged the
questions under the newly inserted headings. They cut and pasted questions until they
were satised with the allocation (Screen Shot 2B).
Development of expert roles between partners
The rst example, the re-arrangement of questions under the headings of the 4-P-Analysis,
already points into the direction of expertise. It appears that students take on expert

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Screen Shot 2A.

261

Gr. 1; student 1 (the main scribe); 22:01.

roles, according to their individual strengths. Inuenced by the specic task, these
areas of expertise cover four main areas: language (L2), business questions, sociopolitical questions and questions relating to technology, i.e., the use of the computer
(Figure 6).
The following may serve as an example of spontaneous display of expert behaviour, in
this case relating to technology. Student 1 proceeded to answer an incoming email and
took the initiative to ask student 2 to answer the other. The second student appeared
confused about which email his partner was referring to. The following dialogue developed
in which it became clear that student 2 was confused about how to access his emails. He
was not even sure whether he had opened it or not. Student 1 had to guide him through the
process of refreshing and opening his emails (Figure 7).
During the rst week, both students reverted back to English on several occasions. It is
dicult to say whether they did so because a technical problem had been encountered.
Leahy (2004b) had observed that technical problems could lead to students changing from
L2 to L1.9 However, in this incident it is not clear whether the technical issue was part of
the reason for their choice of language.
In this example the second students diculty in negotiating email access is striking and
surprising. Previous discussions with student 2 did not point towards any diculty using
technology. He was in frequent email contact with the tutor and appeared to enjoy
language classes supported by technology. This was his second year of participation in a
language class delivered through technology.

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Screen shot 2B. Gr. 1; student 1; 33:25.

Figure 6.

Category: Expert role.

The emergence of expert roles appears to be spontaneous and their existence uent. A
student who mainly appears as an expert in one eld, e.g. L2, may at other times ask their
partner for help in language related questions.
Once individuals could be considered to have become more dominant due to displayed
expertise in one area, it appears to be particularly important not to appear too

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Figure 7.

263

Example: Spontaneous display of expert behaviour.

authoritarian or to appear patronising to the partner. This could be a reason for students
understated comments. The third category reects this behaviour.
Facilitation of working relationship
It seems occasionally that students attempt to tone down a statement in order to facilitate
a good feeling between partners. This can take dierent forms, but seems to follow a
similar purpose, i.e., to maintain a positive rapport and equal standing, and not to
elevate oneself to a status, which could be perceived by the partner as higher. This type of
vague language has also been referred to as downgrading or softening (McCarthy,
2006, p. 202) and may well be a feature which is more prevalent in some cultures and
countries and may only be transferable cautiously to others.
In the rst example (Figure 8), student 2 is the language expert who suggested the
appropriate grammatical form and corrects a case error student 1 makes. The purpose
may be to appear less forceful and less arrogant while correcting the partner. To keep a
balanced relationship is important in order to maintain a good working basis.
The second example (Figure 8) shows a dierent use of the term from the example
above. Here the term vielleicht (perhaps) was used with its meaning to make a suggestion.
Student 1 and 2 were discussing the possible target group for their chain of pubs and were
thinking of a typical customer. They were considering whether a typical customer would
perhaps be a German drinker, but settled for the more neutral term of a typical
customer prole.
This leads to the fourth category, which emerged out of the data analysed: how
students deal with language problems (Figure 9).

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Figure 8.

Example: Facilitation of working relationship.

Figure 9.

Category: Dealing with language problems.

Dealing with language problems

When dealing with language problems three main approaches were used: (1) Either a
student asked his/her partner for help, or (2) one partner observed the other making a
mistake while writing an email or a document. Here, s/he may just oer e.g., another
spelling, a dierent case or a dierent word. This uninvited correction was normally
accepted and the other student may be seen elevated to expert status if this is repeated
several times. However, if one student did become more dominant in language questions,
it may be important to tone down the corrections in order to maintain a good working
relationship (see Figure 8).
A third form of solution to language problems may be the appropriate use of computer
tools, i.e., a spell checker or electronic dictionary. Students were encouraged to use both,
but it appears that individual students favoured one form or the other. Student 1 for

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example, used the spell check all the time, as did student 8. Student 7, on the other hand,
was very condent in using the electronic dictionary, often moving between three
languages. As an international exchange student, English was not her rst language. She
looked terms up in dierent combinations: French to German, French to English, English
to German and German to English or French.
Besides these general categories, which emerge from the initial data analysis, other
patterns of work surface. For example, students may simultaneously follow dierent
research routes. In group 4, student 7 experienced a problem with her research terms and
managed to do four topic searches within 32 minutes, but did not produce much
information. Most of her search terms did not link to the information she was looking for.
In particular, she looked for popular drinks among young people and a map of the ve
neue Bundeslaender, which represent the former German Democratic Republic, but her
partner largely generated the information she required. In less time (27 minutes) student 8
managed to research nine search terms, follow links 30 times and look up two terms in the
dictionary. She was able to provide information on both topic areas, which had been
unsuccessfully researched by her partner. In terms of teamwork, student 7 took on the role
of the scribe while student 8 had the role of language expert. In order to deal with language
queries, which arose, student 8 looked up words while student 7 made more use of the spell
checker.
This research has also highlighted several issues, which emerged because the visual
representation of the screen formed part of the analysis. The following points transpired
after a close examination of the screen movements and the dialogues between students
whilst solving their tasks.
(1) The Camtasia recording highlights how one partner in each dyad appeared to take
on a language expert role. Seeing the actual typing on the screen made it clear
how the recorded discussion between partners about, e.g., spelling, can lead to
corrections.
(2) The Camtasia recording also highlights that group 1 in particular, did not send
emails with the information requested to all the relevant groups. Instead, they only
used the reply button and thus did not distribute information in time. This led to
confusion and delay on the part of the other groups.
(3) Furthermore, the tasks were not read in advance, even though students
claimed they had done so. The discussions among partners in the dyads made it
clear that the students had not fully understood the task during week 1. When
asked by the tutor, students said they had read and understood the task, and they
were adamant that they did not have any questions, but they were obviously
unsure of procedure. It appears the entire role-play outline needs to be talked
through before students embark on the actual tasks.
The comparison between the student interaction and the actual screen movements can
thereby help identifying discrepancies which the students themselves may not be aware of.
For example, group 1 believed that they had distributed information to all the groups
when in fact they had only sent it to one group (see above).
Conclusion
This article set out to answer the question: Can qualitative research open a window to a
better understanding of what learners actually do while engaged in task-based language

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C. Leahy

learning in the computer room?. The paper has shown that direct engagement with the
data and the subsequent open coding process applied to the student interaction in the
electronic role-play, can be helpful in generating categories. The following four
categories were highlighted: procedural discussions, development of expert roles,
facilitation of working relationships and dealing with language problems, all of which
can open new insights into student behaviour while engaged in task-based learning in
the computer room.
Dierent properties could be identied for these emerging categories. Properties are
concepts feeding into categories, e.g., three properties were identied for the category
dealing with language problems. These properties were: asking the partner for help,
uninvited oering of help by the partner, and the use of computer tools, e.g., the spell
checker and electronic dictionary.
The identication of these categories with their related properties can facilitate a better
understanding of learner behaviour in the computer room and can therefore contribute to
the making of informed decisions by educators regarding the use of electronic role-plays
and the actual design of tasks.
In my previous research into electronic role-plays, data collection was restricted to
transcribed oral communication within dyads, and all the written work students either
exchanged by email or submitted as word documents. In this article it has been shown that
the use of the Camtasia software to enable access to both the recorded screen movements
and the recorded student talk can help considerably to make sense of the student
interactions and to highlight discrepancies between students statements regarding their
preparatory work and their actual preparation. These insights may inform future use of
such relatively multi-layered tasks as a part of electronic role-plays.
Acknowledgements
I would like to thank TechSmith Corporation for the permission to use the trial CAMTASIA Studio
software for this project.

Notes
1.
2.
3.
4.
5.
6.
7.
8.
9.

For the purpose of this article, the terms dyad and group are used interchangeably.
See appendix for details.
See Leahy, 2004a and 2004b.
Analysis of Strengths, Weaknesses, Opportunities, Threats.
For a more detailed discussion about learner autonomy, see e.g., Blin (2004) and Littlemore
(2001).
This electronic role-play is the last in a series of studies I undertook, which seek to conceptualise
student behaviour and language learning processes in the computer room. Cp. e.g., Leahy 2004
a b.
See screen shots 1 2 for the type of representation Camtasia provides.
See appendix for their specic tasks.
cf. Jeon-Ellis, Debski & Wigglesworth, 2005.

Notes on contributor
Christine Leahy is Senior Lecturer in German. Her teaching portfolio includes German for nonspecialists on the University Language Programme as well as subject-specic German for Business
and the German specialist course. As part of the MA course in ELT, she teaches a module option on
technology in language learning and teaching.
Her main research interest is computer-assisted language learning (CALL), especially in the
context of advanced language learners; task design in open frameworks; computer-mediated
communication (CMC); output theory and CALL evaluation.

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C. Leahy

Appendix
CMC electronic role-play brief task outline

Situation
Your company (British) wants to expand into a new market (East German states, neue
Bundeslander). You are working in small groups towards the mutual goal of developing a
marketing strategy for a product of your choice, taking the following points into consideration:

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. possible economic problems

. cultural dierences between the countries.

Conditions
All communication between your group and your colleagues has to be in German. You are working
for renowned medium-sized companies. The register used in your written communication should be
appropriate to your role. All communication with your colleagues of the other groups has to be via
email (all emails cc to your tutor, please).
Be (self)critical. The outcome of successful negotiations is important to you. Financial loss
through an unsuccessful business deal may mean losing your job or even nancial ruin for your
company. On the other hand, a successful product launch on the new market will present you with
the salary increase you have longed for.
You work in ve groups, each following their own sub-tasks.

Tasks
(1) Group 1 (student 1 2): Company A (headquarters in Nottingham) wants to expand into a
new market. This group decides the product and informs the others of the choice. Describe
your product and your target group. Contact group 2 and ask for assistance regarding the
launch of your product.
(2) Group 2 (student 3 4): Company B (located in the target country) is a market research
company. You are working on a general market research strategy. Ask other groups to
provide you with relevant information. Develop an appropriate strategy for the product you
want to launch. You need to explain/justify your choice later.
(3) Group 3 (student 5 6): You search the Internet for information on similar products.
Inform the other groups of relevant information.
(4) Group 4 (student 7 8): Using the Internet, collect relevant material on the market
conditions in the target market. Send relevant summarized information to your colleagues
(other groups).
(5) Group 5 (student 9 10): Collate a checklist of possible cultural dierences and economic
problems which could hinder (or help) the introduction of the product to the new market.
Advise your colleagues in the other groups or request specic information from them which
may help your task.

Schedule
Week 1 During the rst week, you formulate relevant questions you want to answer in your group
during the project. You collate information through your own research and through communication
with the other groups.
Week 2 You evaluate the information gathered so far with a view to developing a marketing strategy
for the chosen product. Begin developing a (self)critical presentation of your groups results.
Week 3 All groups introduce their results and describe the development of the project from their
groups perspective (presentation). Name your results and the marketing strategy so far. Include
your knowledge of cultural dierences and economic problems. Name possible, anticipated
diculties for the introduction of the product to the new market and suggest solutions to the
problems.
Week 4 Individual written summary of the project. Final group discussion of the project.