Final year students enrolled in the Interactive Multimedia course at Edith Cowan University arerequired to develop skills and expertise in managing the design and development of client websites. “Project Management Methodologies”, uses teams of four or five students to utilise theirspecialist 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. Theenvironment 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 sitesand assignments developed by previous students and a student details database. Within this setting,two teams were selected for investigation. One team was highly successful in developing a qualityproduct, and collaborated in a highly successful manner. Another team, experienced severe teamproblems, which caused it to become dysfunctional and had to be split.Case question:i) From the above case, discuss in detail the benefits of working in a team
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. “Project Management Methodologies”, uses teams of 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,
two teams were selected for investigation. One team was highly successful in developing a quality
product, and collaborated in a highly successful manner. Another team, experienced severe team
problems, which caused it to become dysfunctional and had to be split.
Case question:
i) From the above case, discuss in detail the benefits of working in a team
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