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| Problem | The form and extend of task description has a significant influence on the participants’ work in the VCL project. At the same time, the description is closely related to the actual topic of the course as well as the learning aims. |
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| Framework | the use of a case study, constructivist understanding of learning processes, limited time for solving the task, limited background knowledge and experience |
| Solution | In a VCL project, participants’ learning processes are triggered by a complex task, typically a case study. The process of finding a solution is an important part of the learning experience and should be thus controlled by the students themselves. The instructor adopts a role of a mentor, adapting his or her advice to the needs of the students: staying passive when not needed and supporting the students in case they experience problems or have questions. While ideally the instructor would allow the participants to make their own decisions and find their own way to the task solution, under some circumstances the lack of advice or direction can be problematic. This is the case particularly if the project duration is limited (e.g., less than 6 weeks), if the participants have little experience in autonomous group work, if they have little background knowledge on the subject area, or if they have no experience with the use of information and communication technologies. In this case, it is helpful to provide more precise directions regard the task solution. Still, not to disturb the autonomous learning experience, the directions should focus on the solution form or method, rather than on the actual content of the solution. When providing directions to case-study solution, following approaches can be adopted: Dividing the task into subtasks When students approach a complex task, they need to divide it into manageable subtasks. In order to do so on their own, they need knowledge of the subject area as well as some previous project experience. In the absence of the necessary background, they must either be given enough time for the solution process or the subdivision can already be provided by the instructor. Milestone assignment To further decrease the complexity, subtasks can be connected to particular milestones. This can be either binding (then usually connected to the submission of interim results) or provided as a suggestion. Role concept The task of assigning responsibility in a team can be time consuming and difficult for some student groups. Providing a concept of predefined roles, which describe the activities expected of each role holder, makes it easier for students. It also decreases the time needed for the team to coordinate itself and start working. Suggestions with regard to actual proceeding To halp the students get started or to practice particular approaches, instructors can suggest steps necessary to reach the task solution. While these suggestions can be helpful, instructors must take care not to be too restrictive. Example Correct: “Find three alternative approaches to addressing the problem in the company. Choose one of them and explain your decision.” Too restrictive: “Use brainstorming.” Each of the described possibilities of structuring the task description decreases the complexity of the project and lessens the length of time necessary for the learning process. While many feel comfortable receiving clear direction, the instructors must take care not to limit the creativity and autonomy of the group, as this experience is an important part of the VCL projects. Further directions The participants should be informed about the form and the extent of the outcomes/deliverables. This not only increases the transparency of the course (especially grading), but also makes the results better comparable. |
| References | Aims of the case study Topic of the case study Learning objectives of the VCL project Management of Roles |
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