1

Running Head: Statement of Work

Designing Learning Objects for Primary Learners: Statement of Work

Carrie Auer

Walden University

Dr. Raymond Pastore

Project Management in Education and Training, EDUC6145
May 11, 2015
Statement of Work: Designing Learning Objects for Primary Learners
Purpose

Project Scope

Our Nation and Society, for children in grades K 12, is a project of SchoolsOnline, a
national initiative to develop online digital learning resources in specific curriculum areas in
Australia (Ertmer, Quinn, & Glazewski, 2014). This project specifically focuses on developing
online digital resources in the study of history, geography, indigenous studies, environmental
studies, values and cultural studies, and study of civic life of particular regional and rural people
(Ertmer, et al., 2014).
The Our Nation and Society project will be governed by the Project Steering Committee
responsible for making decisions on the following: learning outcomes and pedagogical approaches;
the content focus of each learning object; and sign-off on the final design specifications. The
Review Panel, made up of subject matter experts and school education experts, will be responsible
for reviewing the full design specifications and providing feedback to the design team. The Project
Manager will be responsible for managing the team and keeping the project on track. The project
team consists of three teams: the writing team, the design team, and the development team. The
writing team is responsible for capturing the ideas of the steering committee, documenting these,
and reaching additional content, as required; revising the briefs and preparing the content. The
Design Team is responsible for preparing the design specifications based on the finalized design
briefs. The Development Team is responsible for developing the learning objects based on the
finalized designs.
Objectives
The overall aim of the Our Nation and Society project is to develop learning objects for K
12 class learners based on a constructivist approach to support students to:

Project Closeout

3333333

develop understanding about contemporary society as a springboard for

understanding self and other and for examining the contributions needed to bring

about preferred futures

investigate interconnecting social, cultural, ecological and economic systems,

political and ethical issues, and alternative worldviews

develop values, understandings, skills, dispositions, and behavior associated with
civic decision making and with principles of the democratic process, sustainable
futures, and social justice (Ertmer, et al., 2014, p. 24).

The project entails the design and development of high-quality online digital content
organized around one or more of the following themes:

geographical, economic, environmental, ethical, ideological,, and political systems,

and/or issues
the way we are now
what we want for the future (Ertmer, et al., 2014, p. 24).

It is expected that all of the above content will be covered within the overall body of content in the
project but not all elements need to be present in each individual learning object.
Constraints
There are several constraints that need to be taken into account while developing the
learning objects for Our National and Society. The project brief indicates that the following
parameters have been set by SchoolsOnline for the project:
1. learning objects that are
a. focused on one or a few objectives that are flexible enough for a teacher to
use with a whole class or for a student to work with independently
b. small in file size yet substantial enough to use as the focus of a lesson or an
activity which may require them to be much larger than normal
c. developed in Flash for a particular set of end-user specifications
TM

Project Closeout

4444444
d. engaging learners in activities based on a constructivist approach (Ertmer, et

al., 2014).
2. Total timeline for the design component is three months.
Assumptions
The assumptions on which the project team will base how they proceed are outlined below:
1. There will be a consultative process between the three work teams, the project
manager, the Review Panel, and the Project Steering Committee.
2. A timeline is developed amongst the project team and everyone respects the
standards set for meeting deadlines.
3. The constraints set by SchoolsOnline will be respected by the design and
development teams.
4. Each of the work teams will ensure appropriate resources are provided to complete
their component of the project.
Rationale Statement
The case study I am basing my project on is Scott Allen: Designing learning objects for
primary learners (Ertmer, et al., 2014). While the case study is presented from the perspective of
the design team, as the overall project manager I will take a broader view that will need to include
not only the design team but also the other two work teams, the Review Panel, and the Project
Steering Committee.

Project Closeout

5555555
References

Ertmer, P. A., Quinn, J. A., and Glazewski, K. D. (2014). The ID CaseBook: Case studies in
Instructional Design (4th ed.). Boston, MA: Pearson Education, Inc.7.14.09

Designing Learning Objects for Primary Learners: Project Scope

Carrie Auer

Walden University

Project Closeout

6666666
Dr. Raymond Pastore
Project Management in Education and Training, EDUC6145
May 24, 2015

Designing Learning Objects for Primary Learners: Project Scope

Statement of the Project Scope
The scope of this project is to design and develop 15 high-quality online educational
learning objects tailored for Australian K 12 students that will be used as part of the Our Nation
and Society curriculum. The educational learning objects that are developed will be as per the
technical educational specifications provided in the project brief.
Purpose
Our Nation and Society, for children in grades K 12, is a project of SchoolsOnline, a
national initiative to develop online digital learning resources in specific curriculum areas in
Australia (Ertmer, Quinn, & Glazewski, 2014). This project specifically focuses on developing
online digital resources in the study of history, geography, indigenous studies, environmental
studies, values and cultural studies, and study of civic life of particular regional and rural people
(Ertmer, et al., 2014).
Objectives
The overall aim of the Our Nation and Society project is to develop learning objects for K
12 class learners based on a constructivist approach to support students to:

develop understanding about contemporary society as a springboard for

understanding self and other and for examining the contributions needed to bring
about preferred futures

Project Closeout

7777777

investigate interconnecting social, cultural, ecological and economic systems,

political and ethical issues, and alternative worldviews

develop values, understandings, skills, dispositions, and behavior associated with

civic decision making and with principles of the democratic process, sustainable
futures, and social justice (Ertmer, et al., 2014, p. 24).

The project entails the design and development of high-quality online digital content
organized around one or more of the following themes:

geographical, economic, environmental, ethical, ideological,, and political systems,

and/or issues

the way we are now

what we want for the future (Ertmer, et al., 2014, p. 24).

It is expected that all of the above content will be covered within the overall body of content in the
project but not all elements need to be present in each individual learning object.
Constraints
There are several constraints that need to be taken into account while developing the
learning objects for Our National and Society. The project brief indicates that the following
parameters have been set by SchoolsOnline for the project:
3. learning objects that are
a. focused on one or a few objectives that are flexible enough for a teacher to
use with a whole class or for a student to work with independently
b. small in file size yet substantial enough to use as the focus of a lesson or an
activity which may require them to be much larger than normal
c. developed in Flash for a particular set of end-user specifications
TM

Project Closeout

8888888
d. engaging learners in activities based on a constructivist approach (Ertmer, et
al., 2014).

4. Total timeline for the design component is three months.

Assumptions
The assumptions on which the project team will base how they proceed are outlined below:
5. There will be a consultative process between the three work teams, the project
manager, the Review Panel, and the Project Steering Committee.
6. A timeline is developed amongst the project team and everyone respects the
standards set for meeting deadlines.
7. The design and development teams will respect the constraints set by SchoolsOnline.
8. Each of the work teams will ensure appropriate resources are provided to complete
their component of the project.
Stakeholders
The Our Nation and Society project will be governed by the Project Steering Committee
responsible for making decisions on the following: learning outcomes and pedagogical approaches;
the content focus of each learning object; and sign-off on the final design specifications. The
Review Panel, made up of subject matter experts and school education experts, will be responsible
for reviewing the full design specifications and providing feedback to the design team. The Project
Manager will be responsible for managing the team and keeping the project on track. The project
team consists of three teams: the writing team, the design team, and the development team. The
writing team is responsible for capturing the ideas of the steering committee, documenting these,
and research additional content, as required; revising the briefs and preparing the content. The
Design Team is responsible for preparing the design specifications based on the finalized design

Project Closeout

9999999

briefs. The Development Team is responsible for developing the learning objects based on the
finalized designs.
In addition to the stakeholders described above, teachers and students who will be using the
educational learning objects should be consulted during the project to provide inputs and feedback
on the design of the learning objects. They should be consulted throughout the project.
Rationale Statement
The case study I am basing my project on is Scott Allen: Designing learning objects for
primary learners (Ertmer, et al., 2014). While the case study is presented from the perspective of
the design team, as the overall project manager I will take a broader view that will need to include
the design team as well as the other two work teams, the Review Panel, and the Project Steering
Committee.

Project Closeout

10101010101010
References

Ertmer, P. A., Quinn, J. A., and Glazewski, K. D. (2014). The ID CaseBook: Case studies in
Instructional Design (4th ed.). Boston, MA: Pearson Education, Inc.

Designing Learning Objects for Primary Learners: Work Breakdown Structure

Carrie Auer

Walden University

Dr. Raymond Pastore

Project Closeout

11111111111111
Project Management in Education and Training, EDUC6145
May 24, 2015

Designing Learning Objects for Primary Learners: Work Breakdown Structure

Introduction
The SchoolsOnline project to design learning objects for primary learners will consist of
three major components of work: design briefs, design specifications, and the development of the
learning objects. Each of these components will need to be completed sequentially as each
subsequent component is dependent on the completion of the previous component. The design
briefs will need to be finalized and approved by the Steering Committee before they are handed
over to the Design Team to develop the design specifications. Once the design specifications are
completed, they will be shared with the Review Panel for feedback and inputs into the finalization
of the design specifications before they are shared with the Steering Committee for final approval.
Once the design specifications are approved, they will be shared with the Development Team to
develop the actual learning objects. The learning objects will be shared with the Review Panel for
their feedback and inputs for any revisions. Once the revisions are completed, the final learning
objects will be shared with the Steering Committee for final approval.
The Work Breakdown Structure describes each project teams work assignment, tasks and
subtasks that will need to be completed for each of the three major components of the project. The

Project Closeout

12121212121212

following table displays the Work Breakdown Structure.

Design Briefs

Design Specifications

Learning Objects

Finalize content for 15

draft briefs selected
research content areas
revise briefs
prepare content brief
share finalized content
with design team

Design specifications
finalized for 15
educational learning
objects
Learning O bjectives
developed
instructional strategy
documented
assessm ent
instruments developed
user interface and user
experience designed
prototype created
visual design applied
review panel provides
feedback
revisions m ade as
needed
final design
specifications approved
by the steering
com m ittee

15 Educational learning
objects developed
story boards created
graphics created
technologies
integrated
beta tests com pleted
m aterials debugged
procedures
documented
Develop support m aterial
draft teacher materials
draft student materials
test m aterials
revise m aterials
finalize m aterials
15 educational
learning objects
approved by the
steering com m ittee

Responsibility Chart
The following responsibility chart shows the role that each of the three project teams, the
Review Panel, Steering Committee, and Project Manager will play in performing the different
project activities. Against each project activity, it is indicated if the team will have an approving
(A), primary (P), or secondary (S) role.

Task / Person

Steering
Committ

Responsibility Chart
Review
Writing
Design
Panel
Team
Team

Developm
ent Team

Project
Manager

Project Closeout

Design Briefs
Design
Specifications
Finalized
Learning
Objects
Developed
Responsibilitie
s

13131313131313
ee
A

A = Approval
Secondary

P = Primary

Designing Learning Objects for Primary Learners:

Project Schedule and Resource Allocation Plan

Carrie Auer

Walden University

S
S=

Project Closeout

14141414141414

Dr. Raymond Pastore

Project Management in Education and Training, EDUC6145
June 7, 2015
Designing Learning Objects for Primary Learners: Project Schedule and Resource
Allocation Plan
Project Schedule
The scope of this project is to design and develop 15 high-quality online educational
learning objects tailored for Australian K 12 students that will be used as part of the Our Nation
and Society curriculum. It is estimated that the project will take approximately 200 hours per each
instructional hour of computer-based training (Clark, 2010; Russell, 2000). Given that there are 15
learning objects that need to be developed, and using the 200 hours of development time needed per
each hour of computer-based training, the estimated overall time needed is approximately 3,000
hours. The estimated span time The finalization of the 15 briefs is estimated to take 60 hours over 1
week; the design phase is estimated to take 1,260 hours over 12 weeks; and the development phase
is estimated to take 1,680 hours over 14 weeks. The Gantt Chart in Annex 1 provides the overall
project schedule and incorporates resource requirements.
Resource Allocation Plan
The overall estimated budget for the project is $380,000. The Resource Allocation Table in
Annex 2 provides an overview of the resources needed, the amount of time needed for each, and the
estimated cost. The costs are for each key deliverable in the project.

Project Closeout

15151515151515

Project Closeout

16161616161616
References

Clark, D. (June 23, 2010). Estimating time and costs in instructional design. Retrieved from
http://www.nwlink.com/~donclark/hrd/costs.html.
Russell, L. (2000). Project implementation for trainers. Alexandria, VA: ASTD Press.
Annex 1: Project Schedule
WB
S
1

Task

Resource

Duratio
n
Hours

Start
Wee
k

Final
Wee
k

Finalize
contentof15
briefs
Design
Specifications
Finalized
Learner
analysisreport
finalized
Createdesign
specifications
Flowcharts
finalized
Script/Story
boardfinalized
Submitto
ReviewBoard
Revisions
finalized
Presentfinal
design
specifications
totheSteering
Committee
Create
Learning
Objects

Writing
team

60

Design
Team

1,260

14

150

300

90

570

30

10

10

90

12

13

30

14

14

1,680

15

29

3.2

Produce/acquir
emedia
Authorcourse

3.3

Evaluate

ScarletMedi
a
ScarletMedi
a
ScarletMedi
a

2.1

2.2
2.3
2.4
2.5
2.6
2.7

3.1

Weeks

1
0

1
1

1
2

1
3

1
4

1
5

1
6

Designteam

Design
Team
Design
Team
Design
Team
Review
Board
Design
Team
Design
Team

Developmen
tTeam
ScarletMedi
a

TOTAL

390
840
450
3,000

Annex 2: Resource Allocation Table

Cost Category by Deliverables

1

Program Management

Duration
(in hours)
1,920

Cost per Unit

(in USD)
62.5

Total
(in USD)
120,000

1
7

1
8

1
9

2
0

Project Closeout
2

5
6
7
8

17171717171717

15 Design Briefs Finalized

Writer 1 Lead Writer
Writer 2
Writer 3
Design Specifications finalized
Scott Allen Team Lead
Jeff Parker
Penny Johnson
Tracey Ward
Learning Objects Created
(ScarletMedia)
Sr. Instructional Designer
Team Lead
Instructional Designer
Sr. Graphic Designer
Graphic Designer
Editor
Total Direct Costs
Indirect Costs @ 25%
Other Direct Costs
Materials
Workshops X 3
Total Project Costs

60
30
15
15
1,260 hours
360
300
300
300

50
50
50
50
54
54
54
54
54

3,000
1,500
750
750
68,040
19,440
16,200
16,200
16,200

1,680 hours

50

84,000

450

60

27,000

410
410
410
55

55
45
35
30

22,550
18,450
14,350
1,650
275,040
68,760
35,000
378,800

Designing Learning Objects for Primary Learners:

Communications Management Plan

Carrie Auer

Walden University

Project Closeout

18181818181818

Dr. Raymond Pastore

Project Management in Education and Training, EDUC6145
June 21, 2015

Introduction
The SchoolsOnline project to develop learning objects for primary learners primarily
involves a steering committee, a review panel, and three technical teams: a writing team, a
design team, and a development team. Given the need to have a highly iterative process, it is
critical to have continuous and effective communication between and amongst each of the
stakeholder groups for the success of the project. This communication management plan sets the
communication framework for the project. The plan identifies the type of communications the
Project Manager will have with each stakeholder, individually or as a group, throughout the
project. It includes a communication matrix that identifies the types of communication,
frequency and modality for each stakeholder individual or group. A guide for conducting
meetings that provides details for the communication rules as well as how the meetings should

Project Closeout

19191919191919

be conducted is included. Also included is a project team directory with contact information for
all members of the steering committee, review panel, technical teams, and the project manager.
Communications Management Approach
The Project Manager will take a proactive role in ensuring effective communications on
this project. The communications requirements are documented in the Communications Matrix
presented in this document. The Communications Matrix will be used as the guide for what
information to communicate, who is to do the communicating, when to communicate it and to
whom to communicate.
Roles
Project Steering Committee
The project steering committee has the overall signoff authority for the project and
authorized the project by signing the project charter. This group was responsible for the learning
outcomes and intended pedagogical approaches, as well as the content each learning object
should focus on. The Steering Committee is ultimately responsible for the projects success.
Communications to the Steering Committee should be presented in summary format unless the
Steering Committee requests more detailed communications. The Steering Committee requires
communication on matters that will change the scope of the project and its deliverables.
Review Panel
The Review Panel consists of subject matter and school education experts. They are
responsible for the reviewing the draft design specifications and providing feedback to the design
team. The communication to the Review Panel will need to be more detailed and focused on the
content of the design specifications for each learning object. Technical design documents, user

Project Closeout

20202020202020

impact analysis and implementation strategies are typical of the types of communication this
group requires.
Customer
The customer for this project is SchoolsOnline. They will be informed of the project
status including potential impacts to the schedule for the final deliverable or the product itself.
Project Manager
The Project Manager has the overall responsibility for the implementation of the project.
The Project Manager manages day-to-day resources, provides project guidance and monitors and
reports on the projects indicators as defined in the Project Management Plan. Given that the
Project Manager is responsible for the implementation of the project, she/he needs to be the
primary communicator for the project and distribute information as laid out in this
Communications Management Plan (ProjectManagementDocs.com, n. d.).

Project Team
The Project Team is comprised of three separate teams as follows: the writing team; the
design team; and the development team. It is critical to the success of the project that there is
continuous and effective communication amongst and between all three teams. Each team needs
to have a clear understanding of the work to be completed and the strict timetables that need to
be respected. The three Project Teams are responsible for completing the work for the project.
Each team contributed to the development of the project plan including defining their specific
schedule and work packages. The three Project Teams require a detailed level of communications
that is achieved through day-to-day interactions with the Project Manager and other team
members along with weekly team meetings as well as monthly inter-team meetings.

Project Closeout

21212121212121

Technical Team Lead

The Technical Team Lead is a person on each of the three Project Teams who is
designated to be responsible for ensuring that all technical aspects of their component of the
project (i.e., design briefs, design specifications, learning objects) are addressed and that the
project is implemented in a technically sound manner. The Technical Team Lead is responsible
for all technical designs, overseeing the implementation of the designs and developing
documentation. The Technical Team Lead requires close communications with the Project
Manager and their specific Project Team as well as with the other project teams.
Communications will take place as needed as well as weekly meetings with the Project Manager
and other Technical Team Leads.
Project Team Directory
The following table provides the contact information for all the groups and individuals
identified in this communications management plan. The email addresses and telephone numbers
presented in the table will be used to communicate with each individual and group.
Role

Name

Project Steering
Committee

Chair

Review Panel

Chair

Project Manager

Gordon

Project Teams
Writing Team
Writer 1 Team Lead
Writer 2
Writer 3
Design Team
Team Lead

Scott Allen Team Lead

Email

Phone

Project Closeout

22222222222222
Jeff Parker
Penny Johnson
Tracey Ward

Development Team
Sr. Instructional Designer
Team Lead
Instructional Designer
Sr. Graphic Designer
Graphic Designer
Editor

References

Project Management Docs. (n. d.). Communications management plan template. Retrieved from
http://www.ProjectManagementDocs.com.

Communications Matrix
The following table identifies the communications requirements for this project.
Communica
tion Type

Objective of
Communication

Medium

Frequen
cy

Kickoff
Meeting

Introduce the project Face to Face

team and the project.
Review project
objectives and
management
approach.

Once

Writing Team
Meetings

Review status of
Face to Face
revisions of the design Conference
briefs.
Call

Weekly

Design Team
Meetings

Review status of
development of

Face to Face
Conference

Weekly

Audience

Owner

Project
Steering
Committee
Review Panel
Writing Team
Design Team
Development
Team
Writing Team
Lead

Project
Manager

Design Team
Lead

Project

Project
Manager

Project Closeout

23232323232323
design specifications.

Call

Manager

Development
Team
Meetings

Review status of the

development of
learning objects.

Face to Face
Conference
Call

Weekly

Development
Team Lead

Project
Manager

Monthly
Project
Status
Meetings

Report on the status

of the project to
management.

Face to Face
Conference
Call

Monthly Project Teams

Project
Manager

Project
Status
Reports

Report the status of

the project including
activities, progress,
costs and issues.

Email

Monthly Project
Steering
Committee
Project Teams

Project
Manager

Guidelines for Meetings (www.ProjectManagementDocs.com)

Meeting Agenda
Meeting Agenda will be distributed 5 business days in advance of the meeting. The Agenda
should identify the presenter for each topic along with a time limit for that topic. The first item
in the agenda should be a review of action items from the previous meeting.
Meeting Minutes
Meeting minutes will be distributed within 2 business days following the meeting. Meeting
minutes will include the status of all items from the agenda along with new action items and the
Parking Lot list.
Action Items
Action Items are recorded in both the meeting agenda and minutes. Action items will include
both the action item along with the owner of the action item. Meetings will start with a review of
the status of all action items from previous meetings and end with a review of all new action
items resulting from the meeting. The review of the new action items will include identifying the
owner for each action item.
Meeting Chair Person
The Chair Person is responsible for distributing the meeting agenda, facilitating the meeting and
distributing the meeting minutes. The Chair Person will ensure that the meeting starts and ends
on time and that all presenters adhere to their allocated time frames.
Note Taker
The Note Taker is responsible for documenting the status of all meeting items, maintaining a
Parking Lot item list and taking notes of anything else of importance during the meeting. The
Note Taker will give a copy of their notes to the Chair Person at the end of the meeting as the
Chair Person will use the notes to create the Meeting Minutes.
Time Keeper

Project Closeout

24242424242424

The Time Keeper is responsible for helping the facilitator adhere to the time limits set in the
meeting agenda. The Time Keeper will let the presenter know when they are approaching the
end of their allocated time. Typically a quick hand signal to the presenter indicating how many
minutes remain for the topic is sufficient.
Parking Lot
The Parking Lot is a tool used by the facilitator to record and defer items that are not on the
meeting agenda; however, merit further discussion at a later time or through another forum.
A parking lot record should identify an owner for the item, as that person will be responsible for
ensuring follow-up. The Parking Lot list is to be included in the meeting minutes.

Designing Learning Objects for Primary Learners:

Project Monitoring Matrix

Carrie Auer

Walden University

Dr. Raymond Pastore

Project Closeout

25252525252525
Project Management in Education and Training, EDUC6145
June 21, 2015

Designing Learning Objects for Primary Learners: Project Monitoring Matrix

Project Monitoring Matrix
Project monitoring is important to ensure that the implementation of the project is kept
on-track as per the project plan (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008). The
following project monitoring matrix for the SchoolsOnline project provides details of how each
project activity is being performed as per the project plan schedule. The monitoring matrix
identifies the baseline start date and the baseline finish date as well as the actual start date and
finish date for each project activity. If there is any variance between the baseline and actual
dates, notes are made in the comments column. The status of the project at the mid project point
is indicated against each activity for Case Study 1: Scott Allen.

Project Closeout

26262626262626
References

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.

Project Monitoring Matrix

WB
S

Task
Kickoff
Workshop

Finalizecontent
of15briefs

Resource
Steering
Committee
Review
Committee
WritingTeam
DesignTeam
Development
Team
Stakeholders
Writingteam

Design
Specifications
Finalized

Learner

BaselineStart
Week

ActualStart
Week

BaselineFinish
Week

ActualFinish
Week

Status

Com

Completed

Ove
proj
prov
Sco
agre
Stee
Com

60

Completed

1,260

14

17

Completed

150

Completed

DesignTeam

2.1

Duration
Hours

Designteam

Del
mul
revi
som
brie
sugg
from
Rev
need
inco
befo
All
brie
byt
Pan
pass
Des
Del
late
desi
and
inco
min
from
Pan
desi
spec
app
han
the
dev
team

Project Closeout

2.2
2.3
2.4
2.5

analysisreport
finalized
Createdesign
specifications
Flowcharts
finalized
Script/Story
boardfinalized
Submitto
ReviewBoard
Revisions
finalized

27272727272727

DesignTeam
DesignTeam
DesignTeam
ReviewBoard

3.1
3.2
3.3

Completed

90

Completed

570

Completed

30

10

10

10

10

Completed

DesignTeam

2.6

2.7

300

Presentfinal
design
specifications
totheSteering
Committee
Create
Learning
Objects

DesignTeam

Produce/acquir
emedia
Authorcourse
Evaluate
TOTAL

ScarletMedia

Development
Team
ScarletMedia

ScarletMedia
ScarletMedia

90

12

13

13

15

Completed

30

14

15

14

15

Scheduled

1,680

15

16

29

390

15

16

25

840
450
3,000

15
25

16

29
29
29

Designing Learning Objects for Primary Learners:

Project Closeout

Carrie Auer

Walden University

Pending

Tim
for

Del
add
revi
requ
Rev

Wai
app
Des
Spe
byS
Com

Project Closeout

28282828282828

Dr. Raymond Pastore

Project Management in Education and Training, EDUC6145
June 21, 2015
Designing Learning Objects for Primary Learners: Project Closeout Checklist
Project Closeout
Once SchoolsOnline has accepted the project deliverables and the Steering Committee
has agreed that the project has met the goals, there will be a project closeout phase (ITRM,
2006). The major focus of the project closure is administrative and to deal with any logistical
issues that need to be completed (ITRM, 2006). The following are the key elements of the
project closure:

Turn over of project deliverables to operations

Closing out financial accounts
Completing, collecting, and archiving project records
Documenting the successes of the project
Documenting lessons learned
Planning for Post Implementation Review (ITRM, 2006, p. 5-3)
In addition to the above elements, it is important for the Project Team to complete a post-

mortem of the project. A post-mortem is an opportunity for the Project Team to reflect at the end
of the project and develop a list of lessons learned to inform future projects so they do not repeat
their mistakes (Greer, 2010). The post-mortem will consist of a two-step process in which team
members will have an opportunity to do some personal reflection on a set of questions, and then

Project Closeout

29292929292929

come together in a meeting to discuss the teams responses to the questions that will lead to the
list of lessons learned (Greer, 2010). The final activity of the closeout phase will be a
celebration of the project successes with the stakeholders. At this time, specific contributions of
the Project Team as well as other stakeholders will be recognized. The first of the tables
following lists all of the Project Team Members and Stakeholders associated with the project,
and the second table is a summary of all the activities that need to be completed for the closeout
phase with the responsible team/person indicated. There is a column to indicate the status of
each activity, the date completed, and any comments or explanations.
References
Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects!
(Laureate custom ed.). Baltimore: Laureate Education, Inc.
Virginia Information Technologies Agency. (2006). Project Management Guideline: Section 5
Project closeout phase (CPM-110-01). Retrieved from
http://www.vita.virginia.gov/uploadedFiles/Library/CPMG-SEC5.pdf.

Project Closeout

30303030303030

List of Project Team Members / Stakeholders

Project Teams /
Stakeholders
Project Steering
Committee

Review Panel

Project Manager
Project Teams
Writing Team

Name
Chair
Member
Member
Member
Member
Member
Chair
Member
Member
Member
Member
Member
Gordon
Writer 1 Team Lead
Writer 2
Writer 3

Design Team
Team Lead

Scott Allen Team Lead

Jeff Parker
Penny Johnson
Tracey Ward

Development Team
Sr. Instructional Designer
Team Lead
Instructional Designer
Sr. Graphic Designer
Graphic Designer
Editor
Project Closeout Checklist
Item
1
1.1

Have all the deliverables been

accepted by the customer?
Have all the sign-off forms for each
component been signed by the
Steering Committee?

Responsible
Project Manager
Project Manager
Writing Team Lead
Design Team Lead

Status

Date
Completed

Comm

Project Closeout

1.2

1.2

7
8

Has the project sign-off form for the

entire project been signed by the
Steering Committee?
Are there contingencies or conditions
related to the acceptance? If so,
describe in the Comments.
Has the project been evaluated
against each performance goal
established in the project performance
plan?
Has the actual cost of the project been
tallied, compared to the approved cost
baseline, and variances documented?
Have the actual milestone completion
dates been compared to the approved
schedule, and variances documented?

Have all approved changes to the

project scope been identified and
their impact on the performance, cost,
and schedule baselines documented?
Has SchoolsOnline formally accepted
responsibility for operating and
maintaining the learning objects
delivered by the project?
Has the project documentation been
archived or otherwise disposed as
described in the project plan?
Have the lessons learned been
documented?
Has the date for the postimplementation review been set and
the person(s) or unit responsible been
identified?

31313131313131
Development Team
Lead
Review Panel Chair
Steering Committee
Chair
Project Manager

Project Manager

Project Manager

Project Manager
Finance Manager
Project Manager
Writing Team Lead
Design Team Lead
Development Team
Lead
Project Manager

Project Manager
Steering Committee

Project Manager
Steering Committee
Project Manager
Project Teams
Project Manager
Steering Committee

Project Closeout

32323232323232