Integrating Educational and ICT Innovations To sum up briefly, by the use of CoFFEE and the related pedagogical approach, it has been pos- sible to carry out a dense collaborative problem solving activity with a quite large number of post-graduate students in a relatively short lesson time. The result of this activity has been that of enabling students to work and reflect upon a real problem of health-care management. Students seemed to improve some of those "life skills" that will be part of their professional identity, such as ­ collaboration, reflection, communication, creativity, etc. They also seemed more aware of the relevant aspects of the human-centered ap- proach in healthcare. The first positive evaluation of the experience led to the formal integration of CoFFEE-enhanced problem solving approach into the DAOSan curriculum. Obviously, these preliminary results require rigorous evaluative analyses, which will be carried out during the following academic year. Duffy, T. M., Lowyck, J., & Jonassen, D. (Eds.). (1993). Designing environments for constructivist learning. Berlin: Springer-Verlag. Enriquez, J., Ainsworth, S., Gelmini Hornsby, G., Buda, M., Crook, C., & O'Malley, C. (2008). Turn-taking and mode-switching in text-based communication in the classroom. In Proceedings of the International Conference of the Learning Sciences, Utrecht, The Netherlands. Flyvbjerg, B. (2006). Five Misunderstandings about Case-Study Research. Qualitative Inquiry, 12(2), 219­245. doi:10.1177/1077800405284363 Glouberman, S. (2005, March 29). Changing Conceptions of Health and Illness: Three Philo- sophical Ideas and Health. Paper presented at the Workshop on Shaping the Future of Home Care, Toronto, ON, Canada. Jonassen, D. H. (1999). Computers as Mindtools