EDUC 6145 Project Management In Ed and Training

Amanda Sutliff
Course Project

Case Study 1 Designing Learning Objects For Primary Learners

10/20/2013

Statement of Work For this project, I am designing learning objects for primary learners according to Scenario 1 in Ertmer and Quinns ID CaseBook (2007). A statement of work is a written confirmation that describes the product a project team will create, and defines the terms and conditions for the project (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008). The first step in developing a project is to define the concept and get approval and support to complete the project by writing a statement of work (Greer, 2010). According to Greer (2010), the purpose of the Statement of Work is to get approval for the project. In this case, the project will be sponsored by SchoolsOnline. The project manager for this project will work closely with the design team primarily, while the members of the writing team will work closely with the client and subject matter experts. Purpose and Overview In order to receive support from people in the organization, I have defined the purpose and overview for this project below (Greer, 2010). The purpose of this project is to create educational learning objects for SchoolsOnline, a national initiative to develop online resources for primary and secondary schools. The project team is composed of three academic faculty members, all with instructional design experience who will serve on the design team, as well as two other small teams. The development team has prior experience with developing software, while the writing team has experience with research and will work closely with the client. Along with the client, the writing team includes subject matter experts and educational experts. The project will be funded through a tender from SchoolsOnline.

Objectives Objectives are created in order to define the specific outcomes the project will produce (Portny et al., 2008). The specific outcomes of this project are as follows: The team will create learning objects that engage learners in constructivist activities to meet objectives for specific content. The client and subject matter experts will be involved in defining the specific educational objectives of the learning objects. The subject matter experts will be working closely with a team of writers who will write briefs that will be used to design and develop the learning objects. The learning objects for this project will be geared toward Australian students and designed to meet specific national curriculum objectives. The design and development teams will use the briefs to design specifications and create the actual learning objects. Constraints Constraints are defined using restrictions that will limit whats achieved, including the budget and timeframe (Portny et al., 2008). There are many constraints for this project. The client requires the learning objects to each focus on only one or a few objectives. The files need to be small in size. The learning objects need to be flexible enough to use with the whole class or for students to use independently and individually. The required file size causes many constraints. The team will avoid using full-color graphics and video in order to keep the file size low. The team will use Adobe Flash PlayerTM for all learning objects in order to meet a specific set of end-user specifications and to keep the system requirements for the learning objects consistent. A complete project schedule will be created once the project team determines how many learning objects will be created. As of now, the project manager will assume that each learning

object will take a week of planning with the writing team. Each design brief will be delivered to the design team for specifications, which will take no more than a week to be passed on to the development team. At this point, the development team will have two weeks to complete the learning object. The development team members may request extensions to this timeline if they are working on more than one learning object at a time. Assumptions Assumptions include uncertain information used to conceive, plan, and perform the project (Portny et al., 2008). The project manager will sign off on the design specifications before any learning objects are developed. The project manager will use the agreed upon constraints to determine if the design specifications are cleared for approval. The project manager will also need reports from the subject matter experts and specific learning objectives in order to determine if the designs meet the clients specifications. If a design brief does not appear to fit certain constraints or objectives, the design team can return a learning object to the writing team or they can make the necessary adjustments to the plan themselves before sending the proposal to the project manager for approval. If the development team has problems with a certain learning objects restrictions or requirements, the team will hold a meeting before sending the learning object back to the writing team or design team for revisions. In order to create this Statement of Work, I have made a few assumptions and additions to the case study found in the CaseBook by Ertmer and Quinn (2007). Primarily, I added details about the roles of the project manager, the subject matter experts, and the client. I defined the timeframe based on many assumptions, including the amount of time it takes to complete the steps outlined in this Statement of Work.

Work Breakdown Structure I have used a linear responsibility chart to depict my project roles and responsibilities for Case Study 1, Designing Learning Objects for Primary Learners. Defining and sharing team roles up front can improve performance and identify problems and difficulties during the project (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008). I used information from the ID Casebook (Ertmer & Quinn, 2007) to help me clarify the tasks for the project. I made the following assumptions when designing this work breakdown structure and scope: (1) The Subject Matter Experts and School Education Experts will be involved in the approval process. They will specify the standards needed for approval. (2)The case study mentions 15 best briefs. The identified briefs will be revised by the writing team to streamline the design process. (3) The 15 best briefs must be approved by the Project Manager before the design team will design specifications. Approval will be based on standards set by the Stakeholders (Schools Online) and the Review Panel. (4) The project manager will also serve on the Developing Team, creating the learning objects along with Scott and Penny, or another instructional designer will need to be hired. (5) The team will have weekly group meetings to make sure all teams are on the same page. This will be a good time for members from one team to consult members of another team, and get approval for pieces of the project. (6) The subject matter experts helped design the written briefs, which are, Im assuming, based on appropriate Australian standards as identified by SchoolsOnline.

Project Steering Committee

Review Panel (Subject Matter Experts, School Education Experts) Writing Team
Design Briefs Identify 15 Best Briefs

Design Team
Review Briefs Design Specifications

Development Team
Analyze Briefs Develop Learning Objects

Project Scope Matrix Subject Matter Experts Panel Advise on P Design Briefs Design 32 S Briefs Identify 15 Best Briefs Revise Identified Briefs as Needed Design Specifications Develop A Learning Objects Finalize A Learning Objects P = Primary Responsibility Writing Team Design Team Scott Allens Team Development Team ScarletMedia Project Manager Gordon Anderson A P S P A A A Schools Online Stake Holders P

P P

A S = Secondary Responsibility A = Approval

Project Schedule The following schedule was built for Scott Allens project to design learning objects for primary learners, using Ertmer and Quinns (2007) ID Case Study text. Scott Allens project is a smaller component for a larger project. His team will be working with SchoolsOnline writing team and ScarletMedia, a design team that will take the work that Scott Allens team creates, in order to finish the project (Ertmer & Quinn, 2007). I have made adjustments to the original work break down structure I submitted, because Scott Allens team is only designing the instruction, and will not be doing any of the development (Ertmer & Quinn, 2007). ScarletMedia will be in charge of developing the learning objects using the work from Scott Allens team (Ertmer & Quinn, 2007). In order to create the following project schedule, I have made some assumptions. First of all, its unclear which portion of the project I should include in my Project Schedule and Resource Allocation Plan. Because the case study only talks about Allens team members, I am assuming that I am taking on Allens role within the project. He is in charge of his team, and is essentially the project manager for his portion of the project. I have created a schedule and allocation plan for his team only, assuming that the rest of the project has been designed by Gordon Anderson. I have also assumed that Jeff Parker, Penny Johnson, and Tracey Ward will be able to meet with Scott Allen three times a week for two hour meetings. I have limited their time in this way, because all four members of the team are academics who teach classes and work on the education faculty (Ertmer & Quinn, 2007). I know they will have busy schedules, but they have been given three months, or 12 weeks, to complete the work (Ertmer & Quinn, 2007) so I am confident that the schedule will work for this team.

Design Teams Schedule Team Members: Scott Allen, Jeff Parker, Penny Johnson, and Tracey Ward

Week 1 2 hours/day

Monday Read first 8 Briefs individually and complete evaluation reports

Wednesday Read next set of 8 Briefs individually and complete evaluation reports

Week 2 2 hours/day

Read next round of 8 Briefs individually and complete evaluation reports

Read last set of 8 Briefs individually and complete evaluation reports

Week 3 2 hours/day Week 4 2 hours/day Week 5 2 hours/day Week 6 2 hours/day Week 7 2 hours/day Week 8 2 hours/day Week 9 2 hours/day Week 10 2 hours/day

Meet as a team to create the Flow Chart for Brief 1 Meet as a team to create the Flow Chart for Brief 4 Meet as a team to create the Flow Chart for Brief 7 Meet as a team to create the Flow Chart for Brief 10 Meet as a team to create the Flow Chart for Brief 13 Meet as a team to make the necessary revisions to Brief 1 Meet as a team to make the necessary revisions to Brief 4 Meet as a team to make the necessary revisions to Brief 7

Meet as a team to create the Flow Chart for Brief 2 Meet as a team to create the Flow Chart for Brief 5 Meet as a team to create the Flow Chart for Brief 8 Meet as a team to create the Flow Chart for Brief 11 Meet as a team to create the Flow Chart for Brief 14 Meet as a team to make the necessary revisions to Brief 2 Meet as a team to make the necessary revisions to Brief 5 Meet as a team to make the necessary revisions to Brief 8

Friday Meet as a team to select 8 Briefs to fully develop. Create recommendations for revisions and send the report to the writing team. Meet as a team to select 7 more Briefs to fully develop. Create recommendations for revisions and send report to the writing team. Meet as a team to create the Flow Chart for Brief 3 Meet as a team to create the Flow Chart for Brief 6 Meet as a team to create the Flow Chart for Brief 9 Meet as a team to create the Flow Chart for Brief 12 Meet as a team to create the Flow Chart for Brief 15 Meet as a team to make the necessary revisions to Brief 3 Meet as a team to make the necessary revisions to Brief 6 Meet as a team to make the necessary revisions to Brief 9

Week 11 2 hours/day Week 12 2 hours/day

Meet as a team to make the necessary revisions to Brief 10 Meet as a team to make the necessary revisions to Brief 13

Meet as a team to make the necessary revisions to Brief 11 Meet as a team to make the necessary revisions to Brief 14

Meet as a team to make the necessary revisions to Brief 12 Meet as a team to make the necessary revisions to Brief 15

The Design Teams leader, Scott Allen, will submit each Design Specification (Flow Chart) to Gordon Anderson through email after the completion of each meeting. This will give the Review Panel of subject matter experts plenty of time to start reviewing each individual flow chart, allowing the design team to begin their revisions of Brief One the week after they finish designing the specifications for Brief Fifteen. This also gives the Writing Team plenty of time to revise the Fifteen Briefs that have been selected, because the Design Team only needs three briefs a week. The Writing Team will be able to revise the first three Briefs in one week while the Design Team is selecting the rest of the fifteen Briefs to fully develop. Then they may take their time, revising three briefs a week for the design team to develop into Flow Charts. Design Teams Resource Allocation Plan Team Members: Scott Allen, Jeff Parker, Penny Johnson, and Tracey Ward. I am assuming that the Design Team will work at a flat rate of $50 per day per person, except for Scott Allen, who will make $75 a day to accommodate for the extra work that he will complete. In addition to working as a member of the team, Scott Allen will also communicate with Gordon Anderson, the overall project manger, and handle communication with the Writing Team, and will develop an evaluation report document that the other members of the group will use to the analyze the briefs, helping them select the 15 best briefs for the project. Because the team is made up of four academics who all teach, I am assuming that they can meet in an office or a classroom on their campus. There should be no fees for traveling or

renting meeting rooms. If other costs come up during the designing phase of this project, the salary will cover the costs. For example, if the team needs prints or copies of briefs, the cost of paper and ink will be more than covered in Scott Allens salary. If the team needs to purchase a program in order to design the specifications for each learning object, that cost will be split among the team members and they will be reimbursed for the cost once they complete the project and receive their compensation. This flat rate acts as a 20% contingency budget in case the team needs to put in more hours to complete the work in any given week as well. This budget was created using Greers Project Management Minimalist (2010).

Resource Allocation Plan List of Activities Per Week Penny Johnson $50/day Tracey Ward $50/day Total Costs Per Week

Duration

Scott Allen $75/day

Jeff Parker $50/day

Week 1 (Read 6 hours briefs and choose 8 to design) Week 2 (read briefs 6 hours and choose 7 to design) Week 3 6 hours (Develop 3 Briefs) Week 4 6 hours (Develop 3 Briefs) Week 5 6 Hours (Develop 3 Briefs) Week 6 6 Hours (Develop 3 Briefs) Week 7 6 Hours (Develop 3 Briefs) Week 8 6 Hours (Revise 3 Briefs) Week 9 6 Hours (Revise 3 Briefs) Week 10 6 Hours (Revise 3 Briefs) Week 11 6 Hours (Revise 3 Briefs) Week 12 6 Hours (Revise 3 Briefs) Totals 72 Hours

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225

$150

$150

$150

$675

$225 $2,700

$150 $1,800

$150 $1,800

$150 $1,800

$675 $8,100

Communication Plan Matrix

Team Member Facilitating Communication Scott Allen (Project Manager) Scott Allen

Description of Information Report of 8 selected briefs Report of 7 additional selected briefs (15 total) Revisions to selected briefs

When (How Often or Which Week) Week 1

How (Medium) Post to Google Document Post to Google Document

Team Member Receiving Communication Writing Team

Week 2

Writing Team

Writing Team

Scott Allen (Project Manager)

Gordon Anderson

Gordon Anderson

Scott Allen

Report on each design brief with a complete flow chart to describe the design of the learning object Meet with Review Panel to review weekly reports from Scott Allens Team Send review panels suggested revisions to Scott Allens team, three revision reports per week Revisions to original learning object flow charts will be made to complete the project one learning object at a time.

Starting with Week 2, the writing team should send 3 revised briefs to Scott Allens team each week until all 15 revised briefs have been received After each meeting (3 per week, Mondays, Wednesdays, and Fridays)

Post to Google Document after completing each brief.

Scott Allen

Post to the Google Document

Gordon Anderson

At least once a week

Meet in person

Review Panel

By the beginning of Week 7, and the following weeks: 8, 9, 10, and 11

Post to Google Document

Scott Allen

Starting with week 8, the design team will revise and post 3 complete and final flow charts a week, Mondays, Wednesdays, and Fridays, for the following weeks: 8, 9, 10, 11, and 12.

Post to Google Document

Gordon Anderson

Scott Allens team includes Jeff Parker, Penny Johnson, and Tracey Ward. All communication between these four members of the design team will be completed in person three times a week on Mondays, Wednesdays, and Fridays when the team meets to work on flow charts for the weeks briefs. The team will meet until the days flow chart has been created, in order to keep the project on schedule. The exception to this is Week 1 and Week 2, when the design team will work independently to analyze each of the 32 briefs. On Friday in Week 1 and Week 2, the Design team will meet in person to go over the first half of the briefs, share their observations and notes. The team will together decide on which briefs to develop into learning objects. For the rest of the project, Scott Allen will meet with his team in person to design learning objects and make revisions toward the end of the project, following the schedule. Scott Allens Project Monitoring Checklist Week & Day Week 1 Friday Week 2 Friday Description of Task to be Completed Select 8 Briefs to send to Writing Team Select 7 Briefs to send to Writing Team Create Flow Chart for Brief #1 Notes Completion Date

Week 3 Monday

Create Flow Week 3 Wednesday Chart for Brief #2 Week 3 Friday Create Flow Chart for Brief #3

Posted 6 briefs on the Google doc. Will make sure to do the remaining 9 briefs next week. Selected 9 briefs today and posted them to the Google doc. Received revised Brief #1 from writing team today. First flow chart took an hour longer than planned. Worked until the job was done, and posted to google doc. Received revised Brief #2. Todays work went smoother, now that we understand the process better. Posted to google doc. Received revised Brief #3. Team disagreed on the flow chart for Brief #3. Will continue working on Monday. ~ Completed flow chart Monday instead of working on Brief 4.

10-4-13

10-11-13

10-14-13

10-16-13

10-21-13

Week 4 Monday

Create Flow Chart for Brief #4

Create Flow Week 4 Wednesday Chart for Brief #5 Create Flow Week 4 Chart for Brief Friday #6

Week 5 Monday

Create Flow Chart for Brief #7

Create Flow Week 5 Wednesday Chart for Brief #8

Week 5 Friday

Create Flow Chart for Brief #9 Create Flow Chart for Brief # 10

Week 6 Monday

Create Flow Week 6 Wednesday Chart for Brief # 11

Week 6 Friday

Create Flow Chart for Brief

Planned meeting to catch up on Tuesday. Receiving briefs from writing team on schedule. Completed on Tuesday. Reminded team that we will work extra hours to stay on weekly schedule if we have problems again. Completed on schedule and posted. Currently have revised briefs 6-10. Writing team is working on schedule. Completed on schedule. Received first report from review panel, with necessary revisions for Brief 1. Will go over with team so we can make necessary changes to future flow charts, to require less revisions. Revised Brief 1 instead of working on Brief #7. Worked for two extra hours today. This was necessary to make sure team understands how to proceed with designing the rest of the briefs. Worked on Brief #7. Posted to google doc. Received review report for Brief 2 and 3. Revisions will take longer than expected, but Brief #7 will match the review panels expectations and require less revisions. Worked on Brief #8. Posted to google doc. Review team responded positively to our Revised Brief #1. We are on the right track. Worked on Brief #9. Posted to google doc. Received review report for Brief 4 and 5. Again, the revisions will be timely, so I have informed the team that we will work full weeks for a while to catch up on the project. Worked on Brief #10. Team is taking about 30 minutes longer consistently to work on our briefs, in order to avoid making the revision process take longer. Received review panel report on Brief 6. Looks like revisions will go very smoothly. Worked on Brief #11. Posted to google doc. Received review panel report on

10-22

10-23

10-25

Posted revised Brief 1 to Google doc on 10-28-10

10-30-13

11-1-13

11-3-13

11-6-13

11-8-13

Week 7 Monday

# 12 Create Flow Chart for Brief # 13

Create Flow Week 7 Wednesday Chart for Brief # 14 Week 7 Friday Create Flow Chart for Brief # 15

Brief 7. Worked on Brief #12 and #13. Posted to google doc. Received review panel report on Brief 8. Worked on the holiday and caught up, since there was no classes for us to teach today. Worked on Brief #14. Posted to google doc. Received review panel report on Brief 9. Worked on Brief #15. Posted to google doc. Received review panel report on Brief 10. Team is ready to start revision process. The plan is to revise one brief over two days until we complete revisions for Briefs 2, 3, 4, 5 and 6. Will be back on schedule by week 11 Wednesday. Team will break into two groups to revise 2 briefs in one session for the remainder of the project to stay on schedule.

11-11-13

11-13-13

11-15-13

Revise Flow Chart for Brief #1 Revise Flow Week 8 Wednesday Chart for Brief #2 Revise Flow Week 8 Chart for Brief Friday #3 Revise Flow Week 9 Chart for Brief Monday #4 Revise Flow Week 9 Wednesday Chart for Brief #5 Revise Flow Week 9 Chart for Brief Friday #6 Revise Flow Week 10 Chart for Brief Monday #7 Revise Flow Week 10 Wednesday Chart for Brief #8 Week 8 Monday

Revise Flow Chart for Brief #9 Revise Flow Week 11 Chart for Brief Monday # 10 Revise Flow Week 11 Wednesday Chart for Brief # 11 Revise Flow Week 11 Chart for Brief Friday # 12 Revise Flow Week 12 Chart for Brief Monday # 13 Revise Flow Week 12 Wednesday Chart for Brief # 14 Revise Flow Week 12 Chart for Brief Friday # 15 Week 10 Friday In order to complete this project, I chose topics for each learning object in the project and gave each design brief a name for the close out check list on the following page. This project is based on Greers Project Management Minimalist (2010) as well as project #1 in the ID CaseBook by Ertmer & Quinn (2007).

Project Close-Out Checklist Project Name: Designing Learning Objects for Primary Learners. Please find attached to this Project Close Out Checklist all 15 finished design briefs for the project, as well as the original copies of each brief submitted from the writing team. Review the finished deliverables (learning objects) as of the date identified below. Brief 1: Planning for a Picnic Flow Chart Created by Scott Allens Design Team Brief 2: Reading a Map Flow Chart Created by Scott Allens Design Team Brief 3: Visiting the Outback Flow Chart Created by Scott Allens Design Team Brief 4: Ecosystems in the Great Barrier Reef Flow Chart Created by Scott Allens Design Team Brief 5: Civics Flow Chart Created by Scott Allens Design Team Brief 6: The Sun and the Moon Flow Chart Created by Scott Allens Design Team Brief 7: Legends of the Aborigines Flow Chart Created by Scott Allens Design Team Brief 8: Geometry in Shapes Flow Chart Created by Scott Allens Design Team Brief 9: Measurement Flow Chart Created by Scott Allens Design Team Brief 10: Citizenship Flow Chart Created by Scott Allens Design Team Brief 11: Cultural Studies Flow Chart Created by Scott Allens Design Team Brief 12: Regions of Australia Flow Chart Created by Scott Allens Design Team Brief 13: Mission to the Moon Flow Chart Created by Scott Allens Design Team Brief 14: Money Matters Flow Chart Created by Scott Allens Design Team Brief 15: Right and Wrong Flow Chart Created by Scott Allens Design Team

I acknowledge that all deliverables match the specifications in the Statement Of Work. I also acknowledge that all revisions that were requested have been made to all Flow Charts listed above, with the following exceptions. (Please list any required steps to remedy the exceptions, with deadlines included. Use a separate sheet of paper if needed.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ As always, we thank you for the opportunity to work with you, and we hope to work with you again on future projects. Signed _____________________________________________________ Date: ____________ Gordon Anderson, Project Manager of SchoolsOnline

References Ertmer, P., Quinn, J., (2007). The ID CaseBook: Case Studies in Instructional Design. NL: Pearson Education Inc. Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc. 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.