The Running in Place Project was a fun, interactive, and challenging activity that involved deep thinking and a strong economic knowledge. As an individual, I was comfortable with the material, and was able to apply the information effectively into the project. However as a group, our actions were hindered by a lack of communal material comprehension and overall effort. Yet, the project still remained interesting and intriguing.
One of the most interesting parts of the project was the plethora of correct answers. At first, having more than one correct answer was a little intimidating. However, as time went on, the amount of correct answers allowed the group to research and explore the best options. In fact, the multiple correct answers forced us to be completely confident in our decision. On top of having to support of answer choice, we had to explain why the other options were simply not as economically efficient. Also, in selecting our shoe, we had to compare all of the shoe choices. Since they all held some validity, we had to go through each type of shoe individually and weigh the pros and cons. For example, the image shoe provided more profit, however it cost much more to produce, therefore resulting in lower revenue.
However, choosing one right answer out of many other correct answers was not the most difficult portion of the project.
By far, the most difficult part of the project was navigating through elements of the project without given directions. I felt somewhat overwhelmed with the amount of choices available because of the lack of directions. However, after making a decision and sticking to it, the group was able to move forward without adversity. Since Mr. Holden was a visual learner, our group decided the best method of education was a Power Point Presentation. Once our group reached our method of teaching, the lack of directions became less difficult to maneuver through. Making out decisions proved to be slightly more difficult. Most of our time was dedicated to teaching new students the material covered in class dating back to the first day of school. Juggling making decisions, creating the project, and teaching the information from class was very difficult when done all at once. Coincidentally, the project did teach me new ways of communicating within the group environment.
Our group took advantage of the Google Documents application. Through this tool, our group was able to add, subtract, and alter the project from any location. Being able to edit that project from anywhere allowed for effective time management while establishing consistent communication. However, our biggest obstacle came in the form of new students with a lack of economics knowledge and medical drawbacks. While the outcome was work we could all be proud of, not every person contributed equally as members of a team. Without naming names, a core group of the team executed most of the research, the application, and the presentation at its entirety. Looking back on this project, I learned to be more selective on my team or group members. I also learned to make sure all the members of the group have equal knowledge of the material covered.
Overall, the Running in Place Project helped me understand and apply the material learned in class into a presentation. Working with others allowed for more work to be done under and shorter time span. While the members of the group were not ideal, I learned some very valuable lessons for my next endeavor in a group project. I would highly recommend the project as an informational tool to assist students in mastering the economics material.
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