E-learning Project Plan<\/p>\n
Name:<\/p>\n
Tutor:<\/p>\n
Course:<\/p>\n
Date:<\/p>\n
Project Statement<\/p>\n
Information and communication technology (ICT) provides broad opportunities in education especially schooling. It unravels the prior unknown avenues of teaching and study, reinforces the link of schools across the world and generates new opportunities in communications. In a short period of time, internet and computer technology have radicalized education, the methods of doing business and people\u2019s lives. This has shaped and will continue to mold the school system in years to come. The Ministry of Education\u2019s vision for posterity in Australia entails applying internet features as an information utility for schooling (Winston 2000). E-learning constitutes use of educational materials to purposefully impart and communicate between parents, teachers, students, school administrators, employers and all those associated with education (Abudi 2011). This vision entails that fundamental teaching practices build up into what may be termed as distributed education, with students undertaking studies in distributed learning schools.<\/p>\n
Expansion of the Ministry\u2019s policy on ICT involves efforts to reinforce the premises for utility of technology in schools (Morgen 2003). Currently, the educational gateway austagatt.is is being opened to comprise information on the focus points within ICT and education in which the education Ministry will be engaged on for the next two years. The guideline for this work is based on the premise that Australia continues to lead in providing benefits for students in the knowledge society of posterity and the use of new technology to schools in the form of e-learning.<\/p>\n
A) Business case development <\/p>\n
Project scope<\/p>\n
The e-learning project scope describes its objectives, benefits, key performance indicators, strategies and rationale.<\/p>\n
Objectives<\/p>\n
1) To complement classroom training: The attention will be on changed practices on teaching of individual subjects with ongoing education subjects that consider the requirements of a range of professional areas.<\/p>\n
2) To provide as an introduction to prospective clients: The link between ICT studies and the education fraternity emphasizes on the diversity in the supply of new studies and its expected increase in universities and secondary schools.<\/p>\n
Key performance indicators (KPIs)<\/p>\n
Educational gateway austagatt.is<\/p>\n
Curriculum gateway guide<\/p>\n
Recording of Metadata <\/p>\n
Information utilities<\/p>\n
Benefits <\/p>\n
1. It offers a significant degree of flexibility for the trainees <\/p>\n
2. It provides \u201cjust time in time\u201d opportunity for learning<\/p>\n
3. Trainees at their own pace can complete activities <\/p>\n
4. Activities and resources can be accessed at anytime from anywhere <\/p>\n
5. This is an opportunity that delivers activities simultaneously to an unlimited number of trainees <\/p>\n
Rationale <\/p>\n
E-learning project support will be based on the use of a variety of equipment in schooling, such as electronic books, portable computers, and mobile telephones.<\/p>\n
Alterations to school buildings will guide experiments so as to reduce the need for new construction and support distributed education (Craig 2009). Universities, secondary schools, and continuing education institutions will be connected on a high-speed network.<\/p>\n
Secondary schools and universities will have wireless networks installed. Access to the internet will be provided to all the classrooms in primary schools. There will be need to satisfy the expectations\u00a0and requirements of the 2-way street e-learning courseware development project (Kleiman 2011). The client roles will be to provide clear objectives, and manage the project processes and internal stakeholders. <\/p>\n
Purpose <\/p>\n
The aim of the provider of e-learning is in listening to the customer, satisfying their desires, and worth addition to outcomes along the way and the project practice. Development of the course\u00a0in e-learning is a multimedia, multi-discourse process.\u00a0It relies on the value of outcomes coming prior like any other process (Manfred & Vries 2003). From the beginning to the end, provider of e-learning ought to obtain client sign-off, given the clear milestones. This ensures that all is correct prior to proceeding to the next part of the process. The client has a role in completing a comprehensive check prior to signing-off the milestone.<\/p>\n
Strategies<\/p>\n
Changed teaching practices will govern teacher education based on individual subjects with continuing education courses that considers the requirements of various professional disciplines (Stevens 2002).<\/p>\n
Teleprocessing and distributed learning will be reinforced so that students can undertake diverse studies irrespective of their residents (Harrison & Dennis 2004).<\/p>\n
Development and research in the areas of teleprocessing will be amplified<\/p>\n
There should be increase in the supply of fully developed correspondence studies leading to university degrees.<\/p>\n
Assumptions<\/p>\n
The project receives funds from external sponsors to involve a collaborative and joint effort of partnering schools and the Australian Educational Services Division. <\/p>\n
Funding will be consistent with the objectives and will be available till the end of the project (Gomez-Mejia 2008).<\/p>\n
Constraints<\/p>\n
Some of the stakeholders may take on passive roles <\/p>\n
Current funding is only secured for 8 months. <\/p>\n
The scope of the e-learning project may find it hard to obtain agreement from all members of Australian Educational Community. <\/p>\n
Communication with staff in North Western Australia may be difficult owing to cultural preferences, technology, and timeframes. <\/p>\n
The time human and financial costs are not precisely estimated during e-learning implementation<\/p>\n
The organization may not be able to access or source organization-specific, educationally designed and engaging content<\/p>\n
Resistance to change from those comfortable and familiar with traditional teaching and learning approaches<\/p>\n
Specific deliverables <\/p>\n
Number of Templates, Lesson Modules, and HTML Pages needed: The pages will be classified into categories that are based on their degree of complexity such as media content, graphics, and database queries<\/p>\n
Media Content: There will be estimate of typical media elements such as interactive sequences, text, graphics, video, audio among others<\/p>\n
Product Testing Scripts: This will establish the types of tests such as database queries, navigation, user volume, and external links<\/p>\n
Navigation Rules: navigation is based on learner performance and also by clicking through lessons (HTML)<\/p>\n
Milestones<\/p>\n
1. Design brief:\u00a0Details discussed to reflect details of the kick-off meeting and the RFQ inclusions. It outlines the design approach of lessons, graphic style, the assessment approach, animations, and interactivity (Frigenti & Comninos 2002). It also highlights on narration and video, authoring tool, navigation inclusions, and comprehension of the client\u2019s standard operating environment (SOE). Presence of template mock-ups in the form of GUI graphic user interfaces. They are visual treatments reflecting on the corporate feel \/look with the mindset of learners\u2019 experience. The sign-off of GUI should be obtained from Group Communications. Design brief is signing-off.<\/p>\n
2. Test course:\u00a0provider of e-learning to develops a minor course test that reflects the assessment type, all navigation patterns agreed, and interactivity. Check functionality works and Testing of the LMS course. Assessment tracks Test and course completes. Signing-off.<\/p>\n
3. Storyboard:\u00a0Client and e-learning provider to agree on learner course content. E-learning provider to design engagement and learning experience. Scanning the first draft in person. Create several iterations of the storyboard. Production through multimedia. Review project variations.<\/p>\n
4. Narration script:\u00a0Signing off verbatim narrations prior to video or studio production. The script should be concise, compelling and culturally reflective.<\/p>\n
5. Alpha course:\u00a0A user acceptance test (UAT) is run internally. Course technical feature and content checked. Check for minor issues to be archived as a change request. Reviewing the alpha course (Young-Hoon 2005). Sending back to the provider of e-learning for review of quality assurance. Running and tracking alpha test in the LMS. Signing off the adjust request. Return to the provider of e-learning.<\/p>\n
6. Beta course:\u00a0Use change request data to check all actioned items. Re-check the LMS tracking. Making decisions of issues arising. The provider to publish the items. Document items in a\u00a0change request. Reiterate the beta testing process (DeMars 2006).<\/p>\n
Figure 1: e-learning project milestones<\/p>\n
Project partners and stakeholders<\/p>\n
Australian Flexible learning community<\/p>\n
Australian Education Service Division <\/p>\n
Research corporate VLE<\/p>\n
Australia – Program Director Language Support<\/p>\n
Australia – Learning Design Specialist<\/p>\n
Project timeframe<\/p>\n
The estimated duration of the project is 18 months (July 2013-November 2014) <\/p>\n
The sponsor may delay the project timeframes through project endorsement and in selection of regions to be analyzed. An e-learning report to the Australian Educational Services Division is scheduled for September 2014.<\/p>\n
Project costing <\/p>\n
No Item Cost (AUD $)<\/p>\n
1 Project staff remuneration 35,000<\/p>\n
3 Administrative costs 12,000<\/p>\n
4 Equipment and materials 65,000<\/p>\n
5 Travel and reports 11,000<\/p>\n
Total project budget 123,000<\/p>\n
Note: This includes $367 for on-cost variance \/ salary from AUD$38,200). <\/p>\n
Extra funding of $6,000 will be availed by AESD to meet travel expenses for a regional expert involved in evaluation exercise in selected states within Australia to local participation and enhanced communication. <\/p>\n
Resource contribution from stakeholders: Staff time of AESD committee and Australian Flexible Learning Community. <\/p>\n
Assistance where required from A-DLS staff. <\/p>\n
Estimated error margin: +\/- 3% <\/p>\n
Cost implications post-project: These costs will not be counted as part of e-learning project. <\/p>\n
B) Project Management <\/p>\n
Project management tools<\/p>\n
Product context diagram <\/p>\n
Project context diagram<\/p>\n
Priority matrix<\/p>\n
Risk management assessment<\/p>\n
Progress communication plan <\/p>\n
Risk management<\/p>\n
Overall project risk<\/p>\n
The overall risk to the e-learning project is low-moderate.<\/p>\n
Worksheet: risk prioritization and scoring <\/p>\n
Risk Likelihood(Low, Medium, High) Impact (Low, Medium, High) Control Risk index(1-5)<\/p>\n
1-Very High<\/p>\n
5-very low<\/p>\n
Delay in funds disbursement High High Consult with the sponsor on the project readiness 1<\/p>\n
Low response from target communities Medium High Involve local communities at all stages 3<\/p>\n
Delay in listing user requirements Low High Consult with all departments to ensure their needs are documented 5<\/p>\n
E-learning project team roles<\/p>\n
Responsibility Name Roles <\/p>\n
Project Sponsor AESD and Australian Flexible Learning community providing funding for the project<\/p>\n
Aiding in decisions pertaining risk activities and project scope <\/p>\n
Project Manager Jack MacArthur Prioritizes available resources and assigns work <\/p>\n
Keeps all stakeholders informed on the status of the project<\/p>\n
Project Team Monroe, Steve, Cornwall, Henry, Stacy, Jackie, Welby, Freeman, Suzzane, Drake, Williams, Stone Individuals who perform the activities required to complete the project<\/p>\n
Report all activities to the Project Manager<\/p>\n
Educational clients Samson, Simpson, Arrati, Esposito To manage area that will benefit from the e-Learning product<\/p>\n
Provides the schools and universities for the project team<\/p>\n
Schools and universities Don Bosco, Brian Cook, Esther Muffins Help determine the learning goals<\/p>\n
Advises as pertaining the appropriateness of the learning goals<\/p>\n
Being participative and available <\/p>\n
E-learning statement of work<\/p>\n
Restate project Instructional Design<\/p>\n
Context E-Learning Product Diagram <\/p>\n
Establishes the system interaction and entities <\/p>\n
IT Infrastructure Requirements<\/p>\n
Performance Criteria<\/p>\n
Web Browser Compatibility Requirements <\/p>\n
Bookmarking, Scoring and Tracking Requirements <\/p>\n
LMS Requirements<\/p>\n
Project schedule<\/p>\n
Item July \u2013Sep 2013 Oct-Dec 2013 Jan-Mar 2014 Apr-June 2014 Jul-Sep 2014 Oct-Nov 2014<\/p>\n
Design brief <\/p>\n
a) Kick-off meeting <\/p>\n
b) The GUI sign-off c) Signing-off the Design brief.<\/p>\n
Listing project requirements Hiring and recruitment of the project team<\/p>\n
Sourcing project requirements Test course\u00a0<\/p>\n
a) provider of e-learning to develop a small course test <\/p>\n
b) Check functionality works and Testing of the course in the LMS. <\/p>\n
c) Assessment tracks Test and course completes. <\/p>\n
d) Signing-off.<\/p>\n
Storyboard\u00a0<\/p>\n
a) Client and e-learning provider to agree on learner course content. <\/p>\n
b) E-learning provider to design engagement and learning experience. c) Scanning the first draft in person<\/p>\n
d) Create several iterations of the storyboard. <\/p>\n
e) Production through multimedia. <\/p>\n
f) Review project variations.<\/p>\n
Narration script<\/p>\n
a) Signing off verbatim narrations prior to video or studio production. <\/p>\n
b) Checking the script if concise, compelling and culturally reflective.<\/p>\n
Alpha course<\/p>\n
a)\u00a0user acceptance test (UAT) run internally <\/p>\n
b) Technical features of the course and content are checked. <\/p>\n
c) Check for minor issues to be archived as a change request. d) Reviewing the alpha course. Return to the provider of e-learning for review of quality assurance. <\/p>\n
e) Running and tracking alpha test in the LMS. <\/p>\n
f) Signing off the modify request. <\/p>\n
g) Return to the provider of e-learning.<\/p>\n
Beta course<\/p>\n
a) Use change request data to check all actioned items. <\/p>\n
b) Re-check the LMS tracking. <\/p>\n
c) Making decisions of issues arising. <\/p>\n
d) The provider to publish the items. <\/p>\n
e) Document items in a\u00a0change request. <\/p>\n
f) Reiterate the beta testing process.<\/p>\n
System go live Reviewing and evaluation of the e-learning project<\/p>\n
The Project review will be done after every two months to provide documentation and closure to the e-Learning at the point of project delivery. <\/p>\n
The best techniques for managing the e-Learning project will be advanced by organization knowledge (Cleland & Gareis 2006). <\/p>\n
Project Team building will be done through a survey of the project team so as to establish opinion of issues from the team regarding the project to be reported<\/p>\n
Re-evaluation of deliverables will be compared against the wish list identified during planning to the e-Learning product <\/p>\n
Best Practices on e-Learning projects will be paramount as it will add to the bank of organizations knowledge. <\/p>\n
The project will develop and maintain a Risk Database Records so as to mitigate e- Learning project\u2019s identified risks (Kotter\u00a0& Cohen 2002). <\/p>\n
Contents of learning management systems (LMS)<\/p>\n
LMS Function Responsibility Requirements<\/p>\n
Server as a repository Monroe, Henry, Jackie For all e-Learning content, a centralized location should be established<\/p>\n
Update procedures and distribution Implementation <\/p>\n
Creating, sharing and reusing Steve, Cornwall, Welby Procedures on Check\u2013in check-out <\/p>\n
Common elements sharing such as style sheets, Templates <\/p>\n
Provide security Suzzane Control distribution and updating of materials to process<\/p>\n
Learning objects for reuse definition Drake Store content components modular<\/p>\n
Ensures ease of updating and consistency <\/p>\n
Generate metadata information Williams Document and tag all elements of e-learning <\/p>\n
Provide files with ease of retrieval<\/p>\n
Automate distribution and assembly Stone, Jackie Customization and creation of e-learning systems simplified as different versions <\/p>\n
Updated e-learning schedules maintained Stone e-learning systems with limited shelf life have centralized calendar for expiration dates <\/p>\n
Complies with the standards Jack Macarthur Established standards are applied with a simplified migration to other LCMSs systems (Lock 2007). <\/p>\n
Overall project management considerations<\/p>\n
Roles and responsibilities: The project manager will approve changes to specifications, products readiness, and contents of the status reports<\/p>\n
Risk management: Risks requiring preventative action will be determined while developing steps to be taken should the risks occur<\/p>\n
Relative priorities of triple constraints: the delivery cycles managed depending on the needs, cost constraints, and resource availability. <\/p>\n
Number of delivery cycles: 6 to 8 months of delivery date from e-learning project launch 1 or 2 interim review cycles<\/p>\n
Quality management<\/p>\n
The quality benchmarks, standards and guidelines include;<\/p>\n
Timely reporting of e-learning reports and information<\/p>\n
Proper composition of the team with express teamwork<\/p>\n
Excellent communication practices<\/p>\n
Communication management<\/p>\n
What Medium Audience Time\/duration <\/p>\n
Minutes of kick off meeting e-mail Project team, sponsor First week of project start up<\/p>\n
Project advisory team meetings Visual presentation Beneficiaries Quarterly <\/p>\n
Project progress reports e-mail, fax Sponsor, beneficiaries Monthly<\/p>\n
E-learning Information management<\/p>\n
Document name\/type Electronic location Location of hard copy <\/p>\n
e-learning project plan Archives\/e-learning\/ Australia Flexibility e-learning\/Project admin\/e-learning project plan File, Education director<\/p>\n
e-learning project reports Archives\/e-learning\/ Australia Flexibility e-learning\/Project admin\/e-learning project plan File, Education director<\/p>\n
Cost management<\/p>\n
The procurement and costs will be managed by the project manager with the regard to baseline lines. The ongoing reports will provide schedule, cost and quality reports at a regular basis (every month). The team will ensure that time given to the project is restricted so that it does not accumulate indirect costs associated with extended time (Bjarne 2007). If the duration of the project is extended, it may mean crashing the project by increasing more workforce into the team. This will have a short term effect of increasing workmanship compensation costs but will eventually lower the direct and indirect costs in the long run. The quality of the e-learning project will not be compromised as long as the project manager understands the estimated duration and its permitted allowance (Dinsmore 2005). The project will be subject to evaluation into which the sponsor will be keen to check the spending and satisfaction of the team members (Uneja, Himanshu & Prachi 2011). The project manager will be tasked with greater roles of ensuring that leadership, direction, staffing, coordination and administration of the project is served.<\/p>\n
Reference list<\/p>\n
Abudi, G 2011, Project Managing Business Process Improvement Initiatives, Allan and Wayne. <\/p>\n
\u00a0Bjarne K 2007,\u00a0Project Management \u2013 Theory and practice.Teknisk Forlag. <\/p>\n
Craig, S 2009, Merrill Bonus Case Widens as Deal Struggles.\u00a0Wall Street Journal.\u00a0 <\/p>\n
Cleland HYPERLINK “https:\/\/en.wikipedia.org\/wiki\/David_I._Cleland” o “David I. Cleland”D I & Gareis R 2006,\u00a0Global Project Management Handbook. “Chapter 1: “The evolution of project management”. McGraw-Hill Professional. <\/p>\n
DeMars L 2006, Heavy Vetting: Boards of directors now want to talk to would-be CFOs-and vice versa.\u00a0CFO Magazine.<\/p>\n
Dinsmore P C 2005,\u00a0The right projects done right! John Wiley and Sons.<\/p>\n
Frigenti E & Comninos D, 2002, The Practice of Project Management-a guide to the business-focused approach, Kogan Page<\/p>\n
Gomez-Mejia, L R, Balkin D B & Robert L C 2008,\u00a0Management: People, Performance, Change, 3rd edition. New York, New York USA:\u00a0McGraw-Hill. p.\u00a020.\u00a0<\/p>\n
Harrison F L & Dennis L 2004,\u00a0Advanced project management: a structured approach. Gower Publishing, Ltd.\u00a0 <\/p>\n
Kleiman, L S 2011, Management and Executive Development. Reference for Business: Encyclopedia of Business. <\/p>\n
Kotter, J P\u00a0& Cohen D S 2002,\u00a0The Heart of Change, Boston: Harvard Business School Publishing.<\/p>\n
Lock D 2007,\u00a0Project Management\u00a0(9th ed.) Gower Publishing, Ltd.<\/p>\n
Manfred F R & Vries K 2003, The Dark Side of Leadership, Business Strategy Review <\/p>\n
Morgen W 2003,\u00a0Fifty key figures in management. Routledge, 2003.\u00a0<\/p>\n
Stevens M 2002,\u00a0Project Management Pathways. Association for Project Management. APM Publishing Limited. <\/p>\n
Uneja, H J, Himanshu F, & Prachi J 2011, Management, Management Study Guide. WebCraft Pvt Ltd..<\/p>\n
Young-Hoon K 2005, A brief History of Project Management. In:\u00a0The story of managing projects. Elias G. Carayannis et al. (9eds), Greenwood Publishing Group. <\/p>\n
Winston W R 2000, Managing the Development of Large Software systems\u00a0in:\u00a0Technical Papers of Western Electronic Show and Convention\u00a0(WesCon) August 25\u201328, 1970, Los Angeles, USA.<\/p>\n","protected":false},"excerpt":{"rendered":"
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