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This paper is not intended as a scientifically rigorous study but rather an informal account of the authors' experiences that they hope may have some motivational value and offer some useful ideas and techniques for others involved in group project work in universities. Although this paper is based in a computing department - which brings particular challenges and opportunities - many of the pedagogic principles are relevant to other disciplines such as engineering, design, business studies, psychology and architecture. These ideas and experiences derive from a thorough redevelopment of the undergraduate curriculum for two undergraduate computing degree programmes (BSc Computer Science and BSc Information Systems) during 2008-2010 at Brunel University, London.
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