Project Managing E-Learning: A Handbook for Successful Design, Delivery and Management by John Roecker and Maggie McVay Lynch

6759c4c5cc8a80a-261x361.jpg Author John Roecker and Maggie McVay Lynch
Isbn 415772192
File size 5MB
Year 2007
Pages 208
Language English
File format PDF
Category economics


Project Managing E-Learning Managing an e-learning project requires more than the usual project management knowhow. It requires skills of project management, instructional design, program leadership, team management, and information technology – in other words someone who can integrate two divergent fields of knowledge and make them work together seamlessly. This unique survival guide is packed with project management methods and techniques built on using a well-known systematic approach to instructional design. Avoiding theory and focusing on valuable and practical information, Project Managing E-Learning integrates proven instructional design and project management techniques into one seamless process to help you successfully manage every aspect of the e-learning development cycle, from cost estimate to product delivery. Highlighting the most common development problems and how to avoid them, this book will teach you how to: • • • • • • organize the project; establish the scope; calculate costs and risks; design the work breakdown structure; prepare estimates and proposals for contracts; manage teams for maximum quality and productivity. Full of expert advice guidelines, and templates, Project Managing E-Learning will help you to bring your e-learning project in on schedule, within budget, and to your clients’ satisfaction. It is essential reading for those in higher education institutions, as well as those in corporations and corporate universities involved in employee and customer training online. It will also appeal to educational administrators and students in Education, Business Management, MIS, or Instructional Technology Programs. Maggie McVay Lynch is Director of Teaching and Learning Services at Oregon Health and Sciences University, Oregon, USA. John Roecker is Career Framework Manager at the Project Management Institute, Pennsylvania, USA. Project Managing E-Learning A handbook for successful design, delivery and management Maggie McVay Lynch and John Roecker First published 2007 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2007. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to” © 2007 Maggie McVay Lynch and John Roecker All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Lynch, Maggie McVay, 1954– Project managing e-learning : a handbook for successful design, delivery and management / Maggie McVay Lynch and John Roecker. p. cm. Includes bibliographical references and index. 1. Project management. 2. Web-based instruction—Management. 3. Internet in education. I. Roecker, John, 1942– II. Title. HD69.P75L96 2007 658.3′12402854678—dc22 2006039511 ISBN 0-203-94699-5 Master e-book ISBN ISBN10: 0–415–77219–2 (hbk) ISBN10: 0–415–77220–6 (pbk) ISBN10: 0–203–94699–5 (ebk) ISBN13: 978–0–415–77219–8 (hbk) ISBN13: 978–0–415–77220–4 (pbk) ISBN13: 978–0–203–94699–2 (ebk) For Jim, whose continued support of my career and writing is invaluable to managing my time and commitments For Barbara, whose support of my dreams enables me to realize them Contents List of figures List of tables Acknowledgements How to use this book xii xiii xv 1 How is the book structured? 1 How does your role change the way you use this book? 2 Case studies 3 What this book is not about 3 Other books you may find useful 4 1 Definition and goals of the e-learning environment 5 What is e-learning? 5 What is project management? 7 Using ADDIE for design and project management 7 Overview of the project management model 11 What differentiates e-learning projects from other project plans? 11 Top 20 reasons e-learning projects fail 12 2 Initiating the project 14 An introduction to project teams 14 Build the business case – the project charter 18 3 Planning the project Relationship of ADDIE analysis stage to project planning 31 Analysis and quality assurance 32 Project description data 33 30 viii Contents Technical analysis data 36 Data collection methods for planning 36 Determining project team configuration 37 Overview of the project management plan 38 Scope definition 40 The work breakdown structure (WBS) 41 Resource estimating 42 Formal tools to help present resources, tasks, dependencies 46 Risk management planning 49 The change management plan – scope management 51 Budget 52 Staffing plan 55 Communication management plan 56 Evaluation plan – picking the right things to measure 56 Project planning summary 60 4 Executing the project 62 ADDIE role in the execution phase of project management 63 How scope impacts training delivery 64 Configuration management 65 The importance of standards compliance 71 Component integration 75 Vendor/contractor selection and contracting 77 Prototyping/creating e-learning materials 79 Rapid e-learning design and development (rapid prototyping) 90 How roles change as the project matures 91 5 Controlling the project Monitoring scope 96 Monitoring the schedule (time constraint) 97 ADDIE role in the controlling phase of project management 99 Monitoring the budget (resources constraint) 102 Issue management 102 Managing sponsor and stakeholder expectations 104 Monitoring risk 104 Project plans used during the controlling phase 105 Formative evaluation and evolutionary design 106 Summary of the controlling phase 108 94 Contents 6 Closing the project ix 109 Hand-off to the implementing organization 110 Obtain agreement on deliverables 111 Project closure report 111 Close the project 112 Close contracts 112 Post-project review – document lessons learned 113 Celebrate the accomplishment – party hearty! 114 Release resources 115 Evaluate the project process 115 Updates after project deployment 115 Post-implementation review 116 Evaluating the combined ADDIE–IPECC process 117 Summary for closing the project 117 7 Quality management 119 Quality definition 119 Judging quality 120 Quality materials used in a quality management plan 120 Quality events 120 Quality-relevant data in e-learning applications 121 Developing the quality management plan 124 Continuous improvement 127 Quality plan summary 127 8 Change management Role of project manager in change management 129 Getting stakeholders to buy into the new system 130 Characteristics of transformation and change 132 10 guiding principles for change management 133 Developing and documenting a formal change management plan 136 Mapping stakeholders 136 Accounting for the impact of announced change 137 Resistance 140 Breaking down the change management task 140 Change complexity analysis 141 Build the change management plan 142 The change delivery plan 145 The commitment plan 146 129 x Contents Executive sponsorship and change management traps 147 The role of sponsors 150 9 Putting it all together 151 Network diagram 152 The integrated ADDIE–IPECC WBS 154 How rapid prototyping affects the WBS 160 In conclusion 164 10 The future of e-learning and its impact on project management 167 Predicting the future 168 What are the delivery trends in the next 5 years? 169 Trends 10 and 15 years away 170 References Glossary of terms Index 172 173 185 Figures 1.1 2.1 2.2 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5.1 5.2 5.3 5.4 5.5 7.1 8.1 9.1 9.2 9.3 ADDIE model relationship to project management model Illustration of project charter Triple constraints Input to and output from the planning process The project management plan sections ADDIE process design and corresponding WBS deliverables Potential WBS subcomponents of deliverables Gantt chart example Milestones chart example Critical path diagram example Worksheet to document the risk management plan Change request form example Communication management plan template Kirkpatrick’s four levels of evaluation Sample end-of-course evaluation LCMS and LMS integration requirements Reasons to outsource by institution type Course structure templates Icon-driven navigational template Metaphorical navigational template Complex template with clear design Pedagogical patterns matched to associated templates Triple constraints Inputs and outputs of the controlling phase of project management Project schedule with progress bars Issues register (Excel file) Evolutionary design using formative evaluations Quality-relevant data Positive change reaction cycle Network diagram overview Integrated ADDIE–IPECC network diagram Integrated ADDIE–IPECC work breakdown structure 7 20 26 31 38 42 43 46 47 48 51 53 57 58 59 68 78 84 85 87 88 89 95 95 98 102 107 123 138 152 154 156 xii 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 9.13 9.14 Figures Outline of activities to develop the project charter and preliminary scope statement Outline of activities to develop training needs analysis Outline of activities to develop the project management plan Combined activities from the ADDIE design stage and IPECC executing and controlling phases Outline of activities from the develop stage and executing and controlling phases Outline of activities to implement and close the project Outline of activities to evaluate the course Iterative ADDIE course development overview Iterative course development network diagram Iterative course development WBS Sample iteration cycle WBS 157 157 157 158 159 160 161 162 164 165 166 Tables 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 4.1 5.1 5.2 5.3 7.1 7.2 7.3 8.1 8.2 8.3 8.4 8.5 8.6 8.7 9.1 10.1 Typical project team roles and responsibilities Simple table communication plan for small project Communication plan for large LMS migration project Project management team commitment chart Decision-making in timeliness vs. quality Risks to omitting the ADDIE analysis stage Differences in common terminology and slang spellings Resources and corresponding costs Key questions to address during the executing phase Steps in training development process Reasons organizations choose to forego quality assurance Plans by project phase Quality materials used in a quality management plan Quality events used to review deliverables Planning and management activities that meet quality requirements Assessment of triple constraints Stakeholder map The Kubler-Ross grief cycle Four levels of scope and change processes Task complexity analysis People complexity analysis Roles critical to the change management plan Task ID associated with ADDIE–IPECC models Technologies and their use 15 22 23 26 33 34 35 55 66 100 101 106 121 122 125 130 136 138 141 142 143 150 155 169 Acknowledgements No book of this scope is written without help. First, we are thankful for the community of e-learning faculty, administrators, and students who have freely shared their experiences and sometimes research and case studies that were years in the making. In particular, we are grateful to the following researchers who gave permission to use their work: • • • • • Joseph Clark at Florida State University for his course templates; Bryan Bauer, Dave Carson, Paula Yalpani, and Gail Wortman at Iowa Learning Online, partnered with Iowa Public Television, for their Anatomy and Physiology Course example; Coley O’Brien, Director of Sears Merchandise Training, for his Complex ELMS Diagnostic Spreadsheet; Misty Hamideh, Instructional Designer and Adjunct Faculty member, Portland State University, for her icon-driven navigation in the first-year Spanish course, Como; and Virgil Varvel, University of Illinois for his metaphorical template. Finally, special thanks goes to Dennis Gilbert at Portland State University. Through countless meetings and discussions about this book and his participation in a variety of e-learning projects, he provided a great example of how to evaluate risks and constraints. His ability to think clearly, plan ahead, and stay calm in the face of pending disaster is certainly something to be emulated. A veteran of planning and managing a variety of IT projects with limited budgets, very tight timelines, and often difficult political circumstances, Dennis has been a great friend and mentor in how to effectively meld IT and learning. How to use this book To give you a head start in developing your e-learning project management process documents, this book includes a companion website located at http:// where all the template forms are located. Anytime we discuss a form or document to be used in developing and managing your e-learning system, you have the opportunity to download the template from this website. You may wish to download the documents in advance and have them ready to populate as you work through the processes we discuss. This book is based on two models, the ADDIE model for course development and the IPECC model for project management. Both of these models are iterative processes. You do not progress in a straight line. Instead you often must return to a previous process in the model before you move forward. The same might be said for this book. How is the book structured? Following the definition of e-learning, the core processes of project management are presented in the five subsequent chapters. Each chapter will begin with an image showing the ADDIE model and the IPECC model. We hope that this will assist you in tracking the two models together. Chapters 7 and 8 provide more in-depth discussion of two key areas of project management: quality management and change management. Though all five areas of the IPECC model are important, these two areas are key throughout the processes. Furthermore, quality and change management are so complex in themselves that entire books have been written on each. We felt that to even introduce these important concepts, we needed to devote a chapter to them. Chapter 10 is our attempt to look into the crystal ball and make some predictions about e-learning trends. As with all predictions, some may come true and others may not. The entire project management process is about predicting what may happen as the project progresses. Before a project management plan is even begun, an organization tries to predict what the future 2 How to use this book may bring and then plan to address it before it creates problems. We hope that at least some of our predictions will provide good discussion points for you and your organization as you plan to scale your e-learning environment for the future. How does your role change the way you use this book? If you are new to project management, but completely familiar with the instructional design process, then you may wish to go directly to the five core processes of the IPECC model and study those. Frequently, those tasked with e-learning project management are members of a training staff in the corporate environment or a center for academic excellence and instructional design in a university environment. Whether your job is managing a team of designers or you are the sole e-learning developer in your organization, often the projects are taken one course at a time. Eventually, however, the time comes when the institution decides they want many courses developed in a short time period. This is where project management is needed. Whether you are familiar with the ADDIE model or some other instructional design model, you will need to find the matches between your project management process and your instructional design process. Like any project manager, you must complete your projects within limited budgets and tight schedules. Yet, good instructional design principles often collide with these constraints. This book may help you to walk that tightrope between your natural good design conscience and the needs of the project when developing many courses over a short period of time. If your background is in project management, you are probably already very familiar with the IPECC model. In that case, we suggest you pay special attention to the ADDIE model descriptions and the specific application of IPECC to the e-learning environment. Frequently, project managers in computer software or information technology departments may be tapped to be the project manager in a scaled-up e-learning environment. If this fits you, you already have a good understanding of hardware and software needs, and some facility with managing development in a software environment. However, managing non-technical people involved with instruction is probably not your forte. Most e-learning project teams consist of content experts and/or instructors who may have very little understanding of computer processes or software design. Furthermore, they are very passionate about what is appropriate for learning design and need to have a means for translating that to the web. You may also be working with instructional designers, students, and administrators who have limited knowledge of the information technology environment they must encounter in this project. We hope that the chapters on planning, change management, and quality management will be particularly useful to you in navigating the sea of concerns How to use this book 3 and issues that will arise between informational technology needs and instructional design needs. Whether your role is primarily as an administrator, a project manager, an instructional designer, or a teacher, we hope this book will serve as a reference tool and help guide as you build your skills. E-learning is a vast subject, as is project management. No one book can cover all of the necessary information needed to become expert in either of these areas. Our hope is to provide an overview of both fields and how they work together, so that you could take the next step in building your e-learning environment and planning for it to scale to meet the needs of your students and instructors for many years to come. Case studies The case studies in this book are used to illustrate where project management might have been improved. No project goes according to plan. All projects have problems, some more than others. If your e-learning project has many problems it may cause long delays, will likely cost more money, and may end in cancellation. All the case studies presented in these chapters come from the authors’ experience in their institutions or in consulting around the world. Some of them are presented as compilations in order to make an example of a failed process. No identifying names or locations have been provided because most institutions do not wish the world to know about the mistakes they made. Our hope is that by reading the case studies, you will learn from those mistakes and at least find new ones for yourself. What this book is not about This book is not about project management in general. Though we use the wellknown IPECC model, we have made suggestions about processes and forms that are specific to e-learning. We do not attempt to generalize our suggestions to any projects outside of e-learning and instructional design. This book is not about managing staff, managing an instructional design department, or managing an e-learning helpdesk or resource center. Though we talk about managing people, we are specific to managing members of the project management team. These members may or may not also be part of the department you manage. Furthermore, these members may be transient – brought together for short periods of time as they are needed in specific parts of the project. Other books speak to general management and supervision principles or organizational structuring and management. This book is not about how to design e-learning modules, courses, or curricula. Though we discuss key areas of the design process and make suggestions about what may be considered a quality module or course, we do not endeavor

Author John Roecker and Maggie McVay Lynch Isbn 0415772192 File size 5MB Year 2007 Pages 208 Language English File format PDF Category Economics Book Description: FacebookTwitterGoogle+TumblrDiggMySpaceShare Project Managing E-learning provides an essential framework, based on the globally accepted IPECC model, for planning, designing, delivering, managing and evaluating e-learning projects successfully. It focuses on practical, easy-to-understand methods and offers applications of project management principles in the real world. Illustrated by case studies of projects undertaken in business and academia it provides a step-by-step guide and highlights where projects typically fail. Each chapter begins with a definition and conceptualisation of the process, provides examples of how the process steps may vary dependent on organization or project size and discusses the typical problems organisations face when performing steps in the project management process. Covering all of the essentials as well as cutting-edge technology, it guides designers and managers through all stages of implementing and managing a project. Selected themes include: using focus groups gaining sponsors risk management pedagogical considerations testing quality control how to know when trouble is imminent PM software systems podcasting. The practical framework and sound advice offered in Project Managing E-learning is essential reading for all those who want to successfully implement and manage high quality e-learning in both academic and corporate training settings on time and to budget.     Download (5MB) Organization at the Limit The Trade Lifecycle: Behind The Scenes Of The Trading Process, 2nd Edition Global Marketing Management, 7th Edition Enterprise-Wide Strategic Management Corporate Valuation: Measuring the Value of Companies in Turbulent Times Load more posts

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