1963 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 7.6 Can Person-Centered Technology Enhanced Learning Contribute to Develop Project Management Soft Skills in an Academic Context? 1 Renate Motschnig-Pitrik University of Vienna, Austria Michael Derntl University of Vienna, Austria AbstrAct In the preceding years we employed active tech- nology enhanced learning in a course on project management soft skills that was particularly well received by students. This chapter presents the underlying philosophy, the current course design, students’ reactions, and our experiences and lessons learned. Concurrently, we confirm the applicability of participatory action research as a methodological framework suited for improving course design, spe- cific interventions, and theory building. We propose to complement that framework by qualitative and quantitative methods in order to deal with specific research questions. Results indicate that students consider their active involvement in the course, both face-to face and online, the top factor from which they benefit. Furthermore, the majority of students felt that it was easier for them to work in teams and to establish social relationships. The primary goal of the chapter is to provide a pool of inspiration for other educators in practice and research. INtrODUctION Authors from constructivist, learner-centered, and person-centered traditions have argued that learning is most effective if it includes the whole person. This means that for meaningful, deep and persistent learning, not only the intellect but also feelings, meanings, ideas, skills, attitudes, and so forth, need to be included. Recently, this has also been voiced in the European Association for the DOI: 10.4018/978-1-59904-600-6.ch012