Classroom-based projects are insufficient, in of themselves, when preparing students for positions in the digital media field today. David Kolb and Roger Fry argue that effective learning entails the possession of four different abilities: concrete experience, reflective observation, abstract conceptualization and active experimentation.2 Encouraging students to participate in community-based projects outside the classroom can help build the necessary skill sets in learning how to work in a real-world environment. Community-based learning teaches the student on three distinct levels: intellectually, socially, and emotionally including feelings, values, and meanings. Digital Media students should involve themselves in community projects to exercise their skills and broaden their experience. Working on community-based projects allows them to build their portfolio while affording the opportunity to start working under the constraints of actual projects with timelines and budgets. Students learn what an individual’s time is worth, what mistakes can cost, and how to deal with a client. Students also learn how to manage a real world project with deadlines. This paper describes our approach in having students come together to enhance their digital media skills by contributing in the development of a community-based animation festival. This paper also addresses how students learned to plan and manage a festival event while working with a community-based organization.
Hriso, Peter; and Clark, W. Andrew. 2007. Project Management Through Experiential Learning. Proceedings of the 2007 American Society for Engineering Education Annual Conference & Exposition, Honolulu, HI. 12.1203.1-12.1203.10. https://peer.asee.org/project-management-through-experiential-learning ISSN: 2153-5965
© 2007 American Society for Engineering Education. This document was originally published by the American Society for Engineering Education.