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Case study
Final year students enrolled in the Interactive Multimedia course at Edith Cowan University are required to develop skills and expertise in managing the design and development of client web sites. The unit IMM 3228/4228 – “Project Management Methodologies”, uses teams of HERDSA 2002 PAGE 642 four or five students to utilise their specialist skills to meet a “real need” for an industry client. Team roles include programmers, graphic designers and project managers. There were 82 students (20 teams) completing this unit. The aim was to have students experience project management issues that occur when dealing with “real” clients in “real” projects and was heavily focused on teamwork and problem solving. The environment was based on the learning principles of authenticity, self-regulation and reflection (Luca & Oliver, 2001). Features included student contracts, journals (for self/peer assessment & reflection), “Conference Centre” for problem solving, bulletin boards, time management tools, syllabus and assessment materials, lecture notes, legal/QA templates, relevant URL’s, web sites and assignments developed by previous students and a student details database.
Within this setting, one team experienced severe team problems, which caused it to become dysfunctional and had to be split. Data was collected on both of these team from focus groups sessions, interviews and questionnaires that were recorded and transcribed for analysis.
A team of students experienced severe team problems, which caused it to become dysfunctional and had to be split. At the first peer assessment session, marks were transferred between team members, as it was perceived that some team members weren’t contributing. Even though agreement was made at this meeting that marks should be transferred, and suggestions were made about how to improve the situation, resentment amongst team members escalated. This was clearly evident from the comments being made through the
Final year students enrolled in the Interactive Multimedia course at Edith Cowan University are required to develop skills and expertise in managing the design and development of client web sites. The unit IMM 3228/4228 – “Project Management Methodologies”, uses teams of HERDSA 2002 PAGE 642 four or five students to utilise their specialist skills to meet a “real need” for an industry client. Team roles include programmers, graphic designers and project managers. There were 82 students (20 teams) completing this unit. The aim was to have students experience project management issues that occur when dealing with “real” clients in “real” projects and was heavily focused on teamwork and problem solving. The environment was based on the learning principles of authenticity, self-regulation and reflection (Luca & Oliver, 2001). Features included student contracts, journals (for self/peer assessment & reflection), “Conference Centre” for problem solving, bulletin boards, time management tools, syllabus and assessment materials, lecture notes, legal/QA templates, relevant URL’s, web sites and assignments developed by previous students and a student details database.
Within this setting, one team experienced severe team problems, which caused it to become dysfunctional and had to be split. Data was collected on both of these team from focus groups sessions, interviews and questionnaires that were recorded and transcribed for analysis.
A team of students experienced severe team problems, which caused it to become dysfunctional and had to be split. At the first peer assessment session, marks were transferred between team members, as it was perceived that some team members weren’t contributing. Even though agreement was made at this meeting that marks should be transferred, and suggestions were made about how to improve the situation, resentment amongst team members escalated. This was clearly evident from the comments being made through the