To What Extent Can Structured Tasks Within A Group Project Foster The Transferable Soft Skills of Communication, Problem Solving and Presenting?
This qualitative research project sought to explore the impact of adopting a structured task allocation approach to teaching subgroups as they created a digital animation. The development of soft skills including communication, problem solving and presenting were a core concern. The development of these soft skills is important for students, in order to receive a full well-rounded education that equips them to proceed into higher levels of education and the working world. The aim of this study was to investigate if and how structured tasks develop students soft skills stated above while collaboratively working in a 2D cut out stop motion project that discusses the Vikings that invaded Limerick city, where the students who participated in this study live in. Throughout this study the researcher used action research’s cyclical nature to collect data and investigate this topic of art and design education. The findings of this study discovered that structured tasks can aid in the development of the transferable soft skills of communication, problem solving and presenting. While also unexpectedly developing leadership skills and confidence throughout the project. The findings also show professional development for the teacher researcher, as interventions were developed in tandem throughout the project to best support the type of learning environment and learning intentions set out on commencement.