Syaamantak Das ^* Sridhar Iyer ^*

• Interdisciplinary program in Educational Technology, Indian Institute of Technology Bombay, Mumbai, India

Real life project based courses aim to enhance student learning by integrating authentic projects into the curriculum. However the complexity of these projects due to their VUCA (Volatile, Uncertain, Complex, and Ambiguous) nature can pose significant challenges, especially for students new to the concepts and skills being taught. This research explored a model to combine multiple cohorts over a hybrid setup to solve a real life project through a course. Specifically, this study explores the implementation of real life project based learning in an Instructional Systems Design (ISD) course within a cross-cohort class structure using a hybrid setup. A diverse class of 27 students with varying backgrounds participated, and data were collected through surveys, interviews, and instructor observations to examine the impact of the cross-cohort environment and analyze the effectiveness of the proposed solution against the challenges. The objective was to deploy a real life project (a public awareness website for Persons with Disabilities (PwD) students in a university environment) within the constraints of a regular ISD course. To achieve this, a proposed model (3 square model) consisting of multiple student cohorts, primary stakeholders of the solution, subject matter experts and instructors was deployed. Throughout the course, the students also took on the challenge of coordinating in a cross-cohort classroom. They developed their skills in autonomous decision-making, and effective communication, allowing them to work efficiently with diverse group structures. This helped them to manage their time efficiently, meet project objectives, and achieve tangible outcomes such as learning of ISD topics, learning to use new tools, and learning to work in a group. The study provides insights into effectively managing challenges in cross-cohort classrooms for complex projects by leveraging diverse student knowledge and experience, with practical implications for instructional design, and teaching strategies in diverse educational settings.