Project Management in Education and Training

Assess the risks associated with a project from a case study and propose a risk management plan 15.. Reflect upon how the project management skills, strategies, and methods they’ve learn

Western New Mexico University SCHOOL OF EDUCATION

ITD 577

Project Management in Education and Training

Term

Instructor

Office

Phone

FAX

Email

Office Hours

Class Meeting Online Course Delivery

TEXTBOOKS AND SUPPLIES:

Portny, S E., Mantel, S J., Meredith, J R., Shafer, S M., Sutton, M M., & Kramer, B E (2008) Project management: Planning, scheduling, and controlling projects Hoboken, NJ: John Wiley & Sons, Inc

Ertmer, P., & Quinn, J (Eds) (2007) The ID casebook: Case studies in instructional design (3rd ed.) Upper Saddle River, NJ: Pearson Education, Inc

Greer, M (2010) The project management minimalist: Just enough PM to rock your projects! Baltimore: Laureate Education, Inc

PREREQUISITES: none.

COURSE DESCRIPTION:

Students learn to use various project management tools, procedures, and methodologies, and apply them to projects in a real-world education or training environment Students analyze the interrelated nature of the triple constraints of time, cost, and scope, and their impact on the overall quality of the project

PURPOSE OF THIS COURSE:

Purposeful and careful planning is a key element to the success of any project In this course, students are introduced to systematic approaches to project management

INSTRUCTIONAL OBJECTIVES/STUDENT COMPETENCIES

Instructional Objectives:

Students will:

1 Explain how the roles of the Instructional Designer and Project Manager influence the key factors and priorities that are considered during the initial phase of an

instructional design (ID) project

2 Design a Statement of Work document that details the purpose, objectives,

constraints, and assumptions for an upcoming ID project

3 Explain how they will engage various stakeholders in an ID project in order to avoid potential obstacles

4 Conduct a post-mortem analysis of a past project

5 Create a Project Scope document for their ID project in which they outline the range

of the project

6 Evaluate the communication, management, and design issues described in a given case study and propose strategies for resolving the resulting issues

7 Analyze the implications effective communication can have on ID projects

8 Create a Work Breakdown Structure for their ID project in which they define the tasks associated with the project

9 Identify the challenges that can influence a project’s schedule and propose strategies for addressing them

10 Specify and sequence project activities, tasks, and deliverables and analyze the effort, resources, and costs associated with their project

11 Propose a course of action for a project manager faced with a budgeting dilemma as outlined in a case study

12 Locate and evaluate resources for estimating the duration and costs associated with project activities

13 Complete a Project Schedule and Resource Allocation Plan for their ID project

14 Assess the risks associated with a project from a case study and propose a risk

management plan

15 Create a Communication Plan and Project Monitoring Matrix for tracking

communication and keeping stakeholders accountable during their ID project

16 Analyze how they could have handled “scope creep” issues that arose during a past project

17 Examine the qualities and characteristics associated with successful Project Managers

18 Devise a checklist for tracking project close-out criteria and activities

19 Evaluate the utility of a software program that can be used for project management

20 Reflect upon how the project management skills, strategies, and methods they’ve learned in this course connect to their future work as an Instructional Designer

Student Competencies:

B2 – B3 (2) Apply theories of learning, teaching, and instructional design and their relationship to the use of technology to support teaching and learning

(3) Identify human and equity issues concerning the use of computers and related technologies in education

C1-7 Facilities and resource management: Candidates will be able to demonstrate knowledge of issues related to facilities and resources planning and management Candidates will be able to:

(1) facilitate and use budget planning and management procedures related to educational computing and technology facilities and resources;

(2) plan, develop, implement, and evaluate strategies and procedures for resource acquisition and management of technology-based systems including hardware and software; (3) identify, describe, and analyze procedures related to basic trouble shooting, preventive maintenance, and procurement of system wide maintenance services;

(4) describe and maintain current information involving facilities planning issues related to computers and related technologies;

(5) demonstrate knowledge of issues related to design and development policies and procedures concerning staffing, scheduling, and security for managing technology in a variety of instructional and administrative settings;

(6) evaluate school and technology plans and recommend improvements of facilities;

(7) collaborate and build alliances and partnerships involving educational

technology initiatives;

E1 E2 E5 (1) research and recommend purchasing strategies and procedures for

administrative and instructional software and hardware;

(2) research and recommend technology maintenance agreements;

(5) research and recommend ethical and legal procedures for maintaining

software;

F6 (6) evaluate school and district technology plans and recommend improvements

COURSE ASSIGNMENTS:

As best practice suggests, Instructional Outcomes will be assessed in a variety of ways including formative and summative assessments The course will include the following assessments:

* Postings to the Discussion forums

* Blog postings

* Course Project

* Course Reflection

Each student will be expected to develop a Program Portfolio as a degree requirement The Program Portfolio will contain evidence that the student has achieved the defined program outcomes and may include artifacts such as course assignments, projects, or the course reflection

Additionally, each student will be expected to develop a Program Portfolio as a degree requirement The Program Portfolio will contain evidence that the student has achieved the defined program outcomes and may include artifacts such as course assignments, projects, or the course reflection

COURSE OUTLINE:

Week 1 & 2: Why Project Management?

Week 3 & 4: Defining the Scope of the Project

Week 5& 6: Communicating with Stakeholders

Week 7 & 8: Scheduling Project Activities

Week 9 & 10: Budgets and Resource Allocation

Week 11 &12: Managing Ongoing Projects

Week 13 & 14: Project Close-out

Week 15 & 16: Technology Tools of the Trade

COURSE FORMAT:

The following is an overview of the course format with a general description of each course component:

Introduction

Each unit begins with an Introduction that presents an overview of content to be addressed and establishes the context for the new knowledge

Learning Objectives

The Learning Objectives articulate the knowledge and/or skills that students will demonstrate in completing the assignments They are related to the conceptual framework, professional standards, and expected program outcomes

Learning Resources

The Learning Resources provide new knowledge on the topic(s) covered within a unit and are provided via multimedia and reading assignments The Learning Resources provide support, research, and information related to the topic(s) of the unit and will inform the Discussion forums, Application Assignments, and the Reflection

Online Discussion

Discussions will provide the student with an opportunity to interact with other students as they exchange thoughts and points of view about the topics as well as student’s educational experiences in general Together students will brainstorm ideas, pose questions about the Required Readings and resources, discuss their practice of new skills and strategies, and support and respectfully challenge one another in your application of new knowledge

Each Discussion consists of the following:

* Introductory information to be considered prior to making the initial

Discussion posting

* A Discussion activity, in which students are asked to interact with the

members of their discussion group to brainstorm ideas, practice using new skills and strategies, and begin applying knowledge For the online Discussion, students will be directed to:

Post thoughts/insights/ideas for your colleagues to consider

Read a sampling of colleagues' postings

Respond to a designated number of postings

Return to the Discussion in a few days to read colleagues’ responses to the original posting and reflect on what was learned and/or any insights gained

Application

The Application Assignment is an opportunity for students to transfer new

knowledge and skills to an authentic context Each Application Assignment requires independent reflection, analysis, synthesis, and personalization of the concepts and strategies presented during the unit

As students proceed through this course, they will be learning about the various steps and processes involved in managing an instructional design project They will place themselves in the role of a project manager assigned to manage an instructional design project To provide students with the background and context for this project, they may select from one of the four case studies listed below, found in The ID Casebook: Case Studies in Instructional Design

 Case Study 1, “Scott Allen: Designing Learning Objects for Primary Learners”

 Case Study 11, “Jennie Davenport and Pedro Lopez: Converting a

Powerful Workshop to an Online Format”

 Case Study 23, “Margaret Janson: Developing Learning Objects for Adult

Learners”

 Case Study 25, “Davey Jones: Designing an Electronic Performance

Support System”

Note: These case studies provide some background and context for instructional

design projects in various environments However, to complete some of the

assignments, they will need to make certain assumptions and “fill in” some

missing information not provided in the case study Students will prepare a simple

rationale statement that includes a summary of the assumptions made and the

additional information filled in for each case study Alternatively, students may

create their own case study based upon an education or training project from their

own work or school environment

Throughout this course, students will develop a Project Plan for the project

described in the selected case study Students will submit the components of the

Project Plan for grading according to the following schedule:

Week 1: Statement of Work (SOW) document

Week 3: Project Scope and Work Breakdown Structure (WBS)

Week 5: Project Schedule and Resource Allocation Plan (RASCI)

Week 7: Communication Plan, Project Monitoring Matrix, and Project Close-out Checklist

In Week 15, students will submit a complete Project Plan, composed of the

documents and deliverables designed throughout this course

In Week 16, students will submit a final Project Plan, incorporating any faculty

feedback, as an artifact for the program portfolio

Reflection

In Week 16 a Course Reflection will provide students with an opportunity to

review, synthesize, and evaluate distinct concepts as they have affected the

student’s practice The reflection paper should reflect knowledge gained through

the video programs, the readings, Discussions with class mates, Application

Assignments, and personal experience

A suggested assignment length is provided for the Reflective Essay Note: This

page length does not include (if applicable): Cover page, reference list, and

appendices

The Reflective Essay must follow American Psychological Association (APA) guidelines

Program Portfolio

Throughout this master’s degree program, students will be constructing an electronic Program Portfolio (ePortfolio) that contains evidence of professional growth and expertise Portfolios are vehicles for reflection and evaluation that can

be used to foster and record professional growth In each course, there may be one

or more assignments identified for students to include in the ePortfolio

EVALUATION PROCEDURES AND GRADING SCALE:

Students are expected to complete all assignments according to the due dates and to submit work that meets defined criteria for graduate-level work If any assignments are late or missing, the final course grade may be be reduced Grades of A for exemplary work, B for graduate level work, C for minimal work, and F for submitted work, but poor, will be assigned In determining the final course grade, the weight of each type of assignment will be as follows:

Discussions (40%) Applications (50%) Reflection (10%) Additionally, in determining the final course grade, the weight of each type of assignment will be as follows:

Course Project assignments:

Course Project: 35%

Week 1 & 2 (Statement of Work) = 5%

Week 3 & 4 (Project Scope and Work Breakdown Structure) = 5%

Week 5 & 6 (Project Schedule and Resource Allocation Plan) = 10%

Week 7 & 8 (Communication Plan, Project Monitoring Matrix, Project

Close-out Checklist) = 15%

Blog Postings (Weeks 2, 3, 6) 15%

The following rubric will be used to evaluate discussion postings:

Formative Evaluative Criteria for Discussion Board Assignments

Quality of Work

Submitted

A: Exemplary Work A= 4.00; A- = 3.75 All of the previous, plus the following:

B: Graduate Level Work B+ = 3.50; B = 3.00;

B- = 2.75

C: Minimal Work C+ = 2.50; C = 2.00;

C- = 1.75

F: Work Submitted but Unacceptable

F = 1.00

Contribution to the

Learning

Community

The student’s contribution meets all assigned criteria and frequently prompts further discussion of a topic.

The student takes a leadership role in discussions.

Regularly contributes to collaborative learning

The student demonstrates exemplary awareness

of the community’s needs.

The student’s contribution satisfactorily meets the assigned criteria for contributions to the discussions

The student interacts frequently and encourages others in the community.

The student demonstrates an awareness of the community’s needs.

The student’s contribution is minimal to the posting and response

deadlines

Occasionally, the student makes an additional comment

The student makes minimal effort to become involved within the community.

The student’s contribution does not meet the assigned criteria

The student does not respond or responds late to postings.

The student does not make an effort to participate in the community as it develops

Initial Posting:

Critical Analysis of

Issues

**May include, but are

not limited to,

scholarly articles,

collegial discussions;

information from

conferences, in service,

faculty development,

and/or meetings

Demonstrates critical thinking to analyze and relate key points.

Supports content with required readings or course materials, and may use creditable

sources** in addition

to those materials.

Relates to the assigned discussion topic with satisfactory evidence of critical thinking

Summarizes and supports content using information from required readings and course materials.

Summarizes or restates discussion topic components with minimal evidence of critical thinking skills.

Post is off topic.

Post has minimal or

no connection to course materials.

Does not relate to the assigned discussion topic.

Post does not summarize or contain a connection to required readings or course materials .

Responses: Quality

of Learning for

Colleagues and Self

Provide specific, constructive, and supportive feedback to extend colleagues’

thinking

Encourage continued and deeper discussion

Offer additional resources or experiences.

Demonstrate

Provide constructive and supportive feedback to colleagues.

Refer to sources from required readings and course materials

Demonstrate satisfactory evidence of personal learning as a result of interaction with colleagues.

Provide general feedback with minimal or no connection to required readings or course materials

Demonstrate minimal evidence of personal learning as a result of interaction with colleagues.

Provide agreement without substance or connection to required readings or course materials

Demonstrate no evidence of personal learning as a result of interaction with colleagues.

exemplary evidence of personal learning as a result of interaction with colleagues

Expression Provides clear, concise

opinions and ideas effectively written in Standard Edited English

Includes appropriate APA-formatted citations and reference list for outside sources and direct quotes.

Provides clear opinions and ideas written in Standard Edited English

Includes satisfactory APA-formatted citations and reference list for outside sources and direct quotes

Expression is unclear

or interrupted by errors

Includes minimal or no APA-formatted citations and reference list for outside sources and direct quotes

Unacceptable written expression

May include outside sources and direct quotes that lack appropriate citations

Final Assignment

C: Minimal Work F: Work Submitted

but Unacceptable

The Discussion Board is intended to foster a dynamic, flowing discussion that stems from

students’ engagement with course materials, one another, and faculty Students are expected to

ground their ideas and responses to one another in the course materials, in their own experience,

and when relevant, in additional outside references

The following rubric will be used to evaluate the application and reflection assignments:

Formative Evaluative Criteria for Application and Reflection Assignments

Quality of Work

Submitted

Work reflects

graduate-level

critical, analytical

thinking.

A: Exemplary Work

A = 4.00; A- = 3.75

All of the previous,

in addition to the following:

B: Graduate Level Work

B+ = 3.50; B = 3.00;

B- = 2.75

All of the previous,

in addition to the following:

C: Minimal Work

C+ = 2.50; C = 2.00;

C- = 1.75

F: Work Submitted but Unacceptable

F = 1.00

Assimilation and

Synthesis of Ideas

The extent to

which the work

reflects the

student’s ability

to-Demonstrates the ability

intellectually to explore and/or implement key instructional concepts

Demonstrates insightful reflection and/or critical thinking, as well as creativity and originality of ideas.

Demonstrates a clear

understanding of the assignment’s purpose

Provides careful consideration of key instructional concepts.

Shows some degree of understanding of the assignment’s purpose.

Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped

Minimally

Shows a lack of understanding of the assignment’s purpose.

Does not apply theories, concepts, and/or strategies

Does not include

1. Understand

the

assignment’s

purpose;

2. Apply presented

strategies

3. Understand

and apply

readings,

discussions,

and course

materials

*When referencing

web-based sources,

an active hyperlink

to the original

source must be

included (if

applicable)

Demonstrates exceptional inclusion of major points, using creditable sources*, in addition to required readings and course materials

* May include, but

are not limited to, scholarly articles, web-based information, etc.

Includes specific information from required readings

or course materials

to support major points.

includes specific information from required readings

or course materials

specific information from creditable sources.

Adherence to

Assignment

Expectations

The extent to which

work meets the

assigned criteria

and integrates

technology

appropriately.

Assignment meets all expectations, integrating exemplary material and/or information.

Assignment demonstrates exceptional breadth and depth.

All parts of the assignment are completed, with fully developed topics

The work is presented in a thorough and detailed manner.

Assignment demonstrates appropriate breadth and depth.

Assignment integrates technology appropriately.

Most parts of assignment are completed.

Topics are not fully developed.

Assignment demonstrates minimal depth and breadth.

Some elements of technology are included.

Does not fulfill the expectations of the assignment

Key components are not included.

Assignment lacks breadth and depth.

No technology integrated or integration method

is inappropriate for application.

Written

Expression and

Formatting

The extent to which

scholarly, critical,

analytical writing is

presented using

Standard Edited

English ( i.e correct

grammar,

mechanics)

Work is unified around a central purpose with well-developed ideas, logically organized

in paragraph structure with clear transitions

Effective sentence

Ideas are clearly and concisely expressed

Ideas are not clearly and concisely expressed.

Elements of

Major points do not reflect appropriate elements of communication