In this paper, we report on a longitudinal study into instruction in a technology based course directed at the creation of multimedia applications. Students come from both the Computing and Media Arts areas and group project work has been the main assessment strategy employed. A metric referred to as the Difficulty was arrived at through a factor analysis of questionnaire data. This metric has been the focus of successive offerings of this action research. A disparity in this metric between students groups became evident and efforts have been employed in subsequent iterations of the course to appease these differences. The project based instructional methodology that has been employed, is characterised by the giving of control over to the students during the development process. Peer review and assessment were also embedded within the instructional methodology to both provide exemplars of work conducted and subsequent feedback, and equity within the assessment process. A number of assessment rubrics were introduced to aid in this process. Interestingly, the end result was an movement on the Difficulty factor for the Computing students. Both cohorts agreed that the instructional methodology was satisfactory.