We report on our experiences with a projectbased robotics class in which students designed a gardening multi-robot system, able to autonomously take care of tomato plants. We study the efficiency of different modes of interaction within the class and observe the emergence of peer-to-peer learning that has substantially contributed to the perceived learning experience. Results are based on an anonymous survey from a diverse student population with backgrounds from Computer Science, Electrical, Mechanical and Aerospace Engineering. We argue that project-based, collaborative learning is strongly beneficial to the students, and significantly extends learning that can be achieved during lectures and exercises alone, although requiring high effort and overcoming a steep learning curve.
