| Preface |
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xviii | |
| Section 1 Introduction |
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Chapter 1 Project Management of Educational Technology Projects |
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1 | (11) |
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Shahron Williams van Rooij |
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Educational technology projects are carried out using a variety of tools, methodologies, and processes, both formal and informal. |
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These projects can be described using the project management framework. |
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This chapter introduces the project management framework and draws conclusions about its use in education and training from the 18 educational technology cases presented in this book. |
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| Section 2 Educational Technology Projects in K-12 Schools |
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Chapter 2 Planning and Implementation of a Small-Scale 1-to-1 Pilot Program for Using E-Readers in Elementary School Classrooms |
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12 | (20) |
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One-to-one computing initiatives are becoming increasingly common in P-12 schools today. |
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Tablet devices, including e-readers, are replacing laptops as the personal device of choice for these initiatives. |
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This chapter describes a school district's pilot project to determine the feasibility of providing Barnes & Noble Nook e-readers to individual district students for use at school and at home. |
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The school district operates at Level 1 (ad hoc) project management implementation maturity in which there is no organizational implementation of project management and any use of project management processes depends on the expertise of individual project managers. |
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Chapter 3 The Production of Learning Resources for the Study of Information Technology with Limited Project Management Capacity |
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32 | (25) |
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The management of educational technology projects is framed not only by process, but also by the context in which the project occurs. |
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Organizational context is often included in the discussion of educational technology projects; the impact of cultural, regional, or national contexts has received more modest attention. |
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This chapter describes a project undertaken by a South African-based non-profit organization to produce learning resources for Grade 12 students studying Information Technology in an evolving South African school system. |
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The non-profit organization operated near Level 2 of the five-level project management implementation maturity model, where some project management practices are used but enterprise-wide application is inconsistent or incomplete. |
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Chapter 4 Implementing a Course Management System in a Religious School Cooperative |
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57 | (19) |
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Course management systems are being used in public and private K-12 schools to provide both blended and online learning opportunities for students. |
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This chapter provides an in-depth look at the processes a private school system used to select and implement a course management system to serve twelve geographically dispersed church-based K-12 schools. |
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The school system operated at Level 1 on the project management implementation maturity scale. |
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Chapter 5 Planning and Implementation of a 21st Century Classroom Project |
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76 | (18) |
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Twenty-first century classrooms provide teachers and students with the tools to integrate technology across the curriculum and provide enhanced student learning opportunities. |
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This chapter describes one school district's project to implement 21st century classrooms across the district. |
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The district, which operates at project management implementation maturity Level 1 (ad hoc), used a project planning approach that included research, collaboration, prioritizing, implementing, and evaluation. |
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The use of project management processes depended on the expertise of the project manager, who used Microsoft Project software to manage the project. |
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| Section 3 Educational Technology Projects in Higher Education Institutions |
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Chapter 6 Discovering Ways That Don't Work on the Road to Success: Strengths and Weaknesses Revealed by an Active Learning Studio Classroom Project |
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94 | (20) |
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Instructors are seeking innovative technology and facilities to support active learning activities for local and distant students. |
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A team of instructional design and information technology professionals proposed a solution for a sophisticated learning studio. |
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The organization did not implement formal project management procedures, and was operating at the Kerzner project management maturity Level 1 (ad hoc). |
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The chapter describes the need for formal change management procedures and communication plans to mitigate increased project scope and risks. |
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Chapter 7 Project Realities: Shifting Course Delivery Method |
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114 | (20) |
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Implementing methods to effectively assist faculty with the transition from campus-based classroom courses to technology-infused hybrid courses is a common activity in university settings. |
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During this transition, faculty revisited their pedagogical approaches to instructional activities and the use of tools to support those activities. |
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This chapter describes an institutional strategic initiative, the Summer Hybrid Academy that began with an ad hoc project management process but implemented more formal methodologies by its second year. |
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Chapter 8 From Stacks to Collaborative Learning Commons: Transforming Traditional Library Space with a Planned Infusion of Digital Technology |
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134 | (19) |
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Technology is influencing library design. |
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This chapter describes the renovation of a university library space into an open, technology-enabled learning commons that supports collaborative student and faculty projects. |
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The space transformation involved the removal of over 100 tons of print journals and books, replacement of flooring to accommodate technology needs, and input from various stakeholders. |
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Level 2 (some practices) represents the team's project management implementation maturity. |
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Chapter 9 Project Management Methods for the Implementation of an Online Faculty Development Course |
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153 | (15) |
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As online education increasingly becomes an integral part of the higher education landscape, more and more institutions are recognizing the need to train and support faculty with both the technical and pedagogical skills needed for a successful transition to online instruction. |
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This chapter describes how a small liberal arts university applied the principles of project management to design, develop, and implement a faculty development course using the institution's existing technology infrastructure and learning management system. |
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The university functioned at project management implementation maturity Level 2 (some practices). |
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Chapter 10 Piloting the Change: Migrating a Learning Management System while Discovering a Project Management Protocol |
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168 | (20) |
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Choosing a Learning Management System (LMS) involves consideration of stakeholder needs, ability to provide technical support, and determining organizational flexibility as it relates to system updates. |
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This chapter illustrates the issues that must be considered when an institution transitions to a new LMS and collaborates with other academic institutions for central hosting and support of the system. |
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The university implementing the change was in Level 1 (ad hoc) of the five-level model of project management implementation maturity and did not have a formal methodology for large-scale projects. |
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Chapter 11 Project Management, Complexity and Creativity |
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188 | (18) |
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The earthquakes that struck New Zealand in 2010 and 2011 did not spare that country's institutions of higher education. |
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Repair and replacement was required not only of physical facilities but also of technology infrastructure for teaching and learning. |
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This chapter describes one university's application of the Prince2 project management methodology to the search for and implementation of a new automated lecture capture solution to replace its manual lecture recording system. |
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The university was transitioning from Level 2 (some practices) to Level 3 (consistent practices) of the five-level project management implementation maturity model. |
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Chapter 12 An Integrated Management Approach in a Higher Education Technology Support Unit |
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206 | (23) |
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Quality has become an important goal as institutions evaluate their processes and outcomes. |
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The efficient utilization of resources aligned with the timeliness of activities can impact costs and the overall quality of the final product. |
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This case describes the implementation of a formal, online, process-based Quality Management System (QMS) to improve the instructional design process. |
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There was informal application of project management practices, which reflects a Level 2 (some practices) on the five-level model of project management implementation maturity. |
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The chapter illustrates the merger of three major processes: project management, quality management, and instructional design. |
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Chapter 13 An Online Initiative Goes Viral |
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229 | (23) |
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Online education is growing among higher education institutions that view it as a way to attract new students and better serve current ones. |
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This chapter describes an initiative in the School of Business (BUS) at The University of Alabama at Birmingham (UAB) to increase access and enrollment through online education. |
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While the online initiative process was firmly established, consistently administered, and reevaluated and revised, no formal project management process was in place for the school as a whole. |
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Therefore, project management application is inconsistent, placing the BUS at Level 1 in terms of project management implementation maturity. |
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The instructional design team used Microsoft Excel 2010 for tracking, managing, and reporting training and online course development status. |
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| Section 4 Educational Technology Projects in Healthcare |
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Chapter 14 Agile Management of a Mobile Application Development Project for Surgeon Workflows |
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252 | (22) |
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As the electronic availability of healthcare information begins to expand, new opportunities for physicians to share clinical documentation that can be accessed and monitored 24/7 are also beginning to emerge. |
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Advances in mobile technology have made the sharing of patient data even more appealing. |
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This chapter describes a software development project undertaken by three collaborating organizations to create an iPhone app that allows surgeons to access Electronic Health Record (EHR) data to optimize their workflow. |
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Using Agile Project Management methods, the project team applied User-Centered Design (UCD) principles to address surgeon interface and ease-of-use needs and iterative usability methods to shorten cycle delivery times. |
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The project team was at Level 2 of the project management implementation maturity model. |
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Chapter 15 Volunteer Subject Matter Experts (SMEs) on an eLearning Development Project: The Effect on Timelines, Quality, and Project Management |
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274 | (21) |
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One of the challenges facing the healthcare profession is the shortage of skilled nurses. |
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To meet this challenge requires strengthening the pipeline of nursing faculty in the various colleges of nursing. |
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This chapter describes a collaborative project among eight private and public organizations that combined iterative instructional design processes with the fundamentals of project management at a Level 1 (ad hoc) to develop an e-learning course for staff nurses in various healthcare organizations. |
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Chapter 16 Refresher Training in Clinical Psychology Supervision: A Blended Learning Approach |
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295 | (24) |
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NHS Education for Scotland (NES), a special Health Board of the National Health Service (NHS) Scotland, provides education and training for healthcare professionals and the general NHS Scotland workforce. |
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This chapter describes the processes surrounding the implementation of an online Continuing Professional Development (CPD) module in supervisor training for clinical psychologists. |
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Consistent practices (Level 3) and integrated practices (Level 4) in project management are embedded across the organization. |
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| Section 5 Educational Technology Projects in Industry, Government, and Military |
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Chapter 17 eLearning for Industry: A Case Study of the Project Management Process |
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319 | (24) |
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Industries in the private sector have long recognized the benefits of using technology for building professional competencies for organizational growth. |
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Education and training providers often specialize in particular industry sectors to create solutions custom tailored for the needs of those sectors. |
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This chapter describes how an education and training provider specializing in the food, drug, and healthcare industries uses project management processes and integrated practices (Level 4) to successfully manage multiple instructional projects that meet client requirements and expectations. |
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Chapter 18 Implementing Infrastructure-Related Education Technology Solutions at the Government Primary and Secondary School Level |
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343 | (21) |
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Advances in technology and the increased competitiveness of the world's economy have changed the landscape for developing countries. |
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The chapter describes a project to infuse technology into the curriculum of government-run primary and secondary schools in a developing country. |
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The project highlights the challenges of completing educational technology projects in school systems where funding priorities change with every election cycle. |
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The organization began the project at project management implementation maturity Level 1 (ad hoc) and evolved to Level 2 (some practices) with the creation of a Project Management Office (PMO). |
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Chapter 19 Implementing Simulators to Facilitate Learning for Initial Entry Soldiers |
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364 | (20) |
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The Department of Army has a critical task of training military service members and civilians who carry out the functions of the Armed Forces. |
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The implementation of project management with instructional design projects is a standard process, known as the Army Learning Policy and Systems. |
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This case provides a scenario of project initiation and implementation at Level 5 (continually improving practices) while demonstrating the nature of change and quick response to project demands. |
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| Compilation of References |
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384 | (13) |
| About the Contributors |
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397 | (12) |
| Index |
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409 | |
