Providing a framework for learning in an open task environment

Abstract

Teaching students how to perform open tasks can present problems. In a case study with a group of students learning how to evaluate multimedia interfaces, a constructionist approach was taken. They were required in groups, to produce their own multimedia teaching systems and then to evaluate those of their colleagues. The strategy helped enhance their learning but was still inadequate in some respects. The use of this technique within a more structured framework is advocated.