Human-computer interaction (2nd ed.)
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There is a shift going on in Dutch higher education from traditional, teacher centred education to student learning activities. The trend is to structure these activities in real-life tasks, projects or case situations in which Information and Communication Technology (ICT) is integrated.This paper discusses results of a two-year project implementing this type of education. The focus of the project was on task-based team learning with Information and Communication Technology. In this project two Dutch universities worked together. One partner was the Hogeschool van Utrecht, a university for applied science and professional development. The other was the University of Utrecht, a general university. A large department and an educational expert centre were involved in each university. Learning environments were developed in two settings: Economics and Management (Hogeschool van Utrecht) and Medicine (University of Utrecht).An example of a task-based team learning environment is described. It is a course on E-business of 280 hours of study for part-time students in Economics and Management. The didactical model of task-based team learning underlying this course is presented. The results confirm that the model is relevant and useful.In an analytic part of the project good practice for design, development and implementation was identified from literature and assembled in two sets of guidelines, one design of task-based team learning with ICT and one for development and implementation. Substantial implementations of new learning imply changes in the organisation of education, the roles of students and teaching staff, and the infrastructure. Because of this, the design and development process become complex activities and have to be split into sub-processes for effectiveness. A process model for design, development and implementation was therefore introduced in the project and is presented here.The developed guidelines were reviewed with respect to (critical) success factors contributing to success or failure of the courses developed. There are always risks in course design and development, and specifically so in task-based team learning, because students have an explicit responsibility for their own activities. What are then the essential factors decisive for success or failure of design, development and the running of such courses? Design and development guidelines were reviewed to identify success factors and the actors involved. Some of these success factors were deemed to be critical, others non-critical. In the last stage of the project these success factors were validated with experienced designers and developers. Some examples are presented.