This paper presents a project design that has been used at a Midwest College with upper-level undergraduate and graduate students for eight semesters. This project incorporates a collaborative learning model that addresses limitations often found in teaching technical courses. The collaborative learning model engages the student more actively in the learning process by enabling them as the topic researcher and paper editor, which is not the case in traditional classes. The students produce relevant course-related content that is evaluated and improved using an easily accessible online medium available to class members and faculty. The papers or chapters are then presented using an online book format which includes two navigation techniques. The benefits of this project design are also discussed in this paper.
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