“Leading and Managing Technology Resources in Educational Settings” – An Example Paper

CIMT Department Diversity Statement:

The faculty and staff of the Department of Curriculum, Instruction, and Media
Technology believe in the value of recognizing the contributions of individual and group
differences in areas such as ethnicity, race, gender, sexual orientation, culture, and
personal experience. In doing so, we recognize and affirm that promoting human
diversity in teaching, learning, and daily life enhances the effectiveness of our work and
that of our students.

The overarching theme of Indiana State University’s educator preparation programs is Becoming a Complete Professional. This theme encompasses three broad areas thatrecognize essential areas of the work of an educator:

  • Educator as Expert or Mediator of Learning,
  • Educator as Person, and
  • Educator as Member of Communities.

The word complete in the title acknowledges that, to be truly successful, an educator must
be effective in all three of these areas. Similarly, the word becoming is included in the
title because new graduates, alumni, and our faculty are never fully finished with their
learning in their profession as a teacher, counselor, school psychologist, speech language
pathologist, principal, or superintendent.

The component Educator as Expert or Mediator of Learning addresses an educator’s
professional skill as a mediator of students’ learning and/or of the progress individuals
make in achieving their potential. The component Educator as Person represents the
traits and dispositions that make a successful educator justifiably respected and emulated
by students while meeting the expectations of professional, state, and institutional
standards. The component Educator as Member of Communities reflects the necessity of
contributing to the various communities of which educators, as professionals, are
members. A truly successful educator must concurrently exhibit the traits of mediator of
learning, person, and member of communities while incorporating the latest knowledge
and technologies and demonstrating multicultural competence and sensitivity to diversity.

CIMT 687-001
Leading and Managing Technology Resources in Educational Settings
Spring 2013
Class format: Hybrid
Class schedule: Monday, 7:00 pm – 9:45 pm
Required Textbooks: Project Management for Instructional Designers By
Clements, Drysdale, Francis, Harrison, Rino,
Robinson, Snyder, and Wiley.
The textbook is free, openly licensed, and available
online – //pm4id.org
Woodill, D. & Pasian, B. (2009). Plan to Learn: Case
Studies in eLearning Project Management. CeLEA |
ACEeL[Free Book Link]
Dick & Carey (2009). The Systematic Design of
A Guide to the Project Management Body of
Knowledge: (Pmbok Guide, 4th Edition)

Course Description 3 hours. Participants will gain knowledge of and ability to plan,lead, manage, budget, and implement technology support for instruction.
Topics include the selection, supervision, training, and evaluation of staff; identification, evaluation, selection, acquisition,
maintenance, and use of instructional technology systems; facility design to support technology enhanced instruction; and funding
sources to support educational technology.

Course Overview This course focuses on project management, which is the discipline
of planning, organizing, securing, and managing resources to achieve specific goals.
A project is a temporary endeavor with a defined beginning and end (usually time-constrained,
and often constrained by funding or deliverables), undertaken to meet unique
goals and objectives, typically to bring about beneficial change or
added value. The temporary nature of projects stands in contrast
with business as usual (or operations), which are repetitive
permanent, or semi-permanent functional activities to produce
products or services. In practice, the management of these two
systems is quite different, and as such requires the development of
distinct technical skills and management strategies. The primary
challenge of project management is to achieve all of the project
goals and objectives while honoring contractual or environmental
constraints. Typical constraints are scope, time, and budget.1
Managing instructional design projects involves the same ambition
– producing excellent instructional products while staying within
project constraints. An additional, somewhat unique constraint in
managing instructional design projects is the Subject Matter Expert
(SME), who almost always stands in the project’s critical path and
almost always has priorities s/he considers more important.
In this course you will gain both theoretical and hands-on project
management knowledge and skills as we work together to manage
and successfully complete an instructional development project.

The objectives for this course are:

  1. Demonstrate an understanding of the PMBOK (project
    management body of knowledge) by explaining, comparing
    and contrasting key dimensions of the framework;
  2. Evaluate alternative strategies to meet the Stakeholders’
    demands; discuss emerging trends, concepts, and key issues in
    Project Management;
  3. Analyze a project plan, or a description of a completed project,
    for best practices and lessons learned;
  4. Demonstrate elementary proficiency in a roject management
    package, such as Microsoft Project, Omni Plan, or OpenProj;
  5. Create a project proposal for an instructional design project that demonstrates mastery of PM concepts including (but not limited to):

a. The ability to write accurate, measurable project
b. Decision-making techniques for project work
breakdown structures. Generation of appropriate project
components such as activities, diagrams, computations;
c. Communication of project details to various levels of
d. Discussion of the effect of project delays and constraints on
project duration and cost Learning Outcomes Understanding Project Failure Understand the reasons projects typically fail. Project Management Understand the concepts of planning, resourcing, budgeting, scheduling, monitoring, and terminating projects. Project Timeline Create an appropriate project plan and timeline using technology tools.Project Budget Create a complete, accurate project budget. Project Partners Identify and work successfully with project partners. Technology Tools for Project Management. Use technology tools to manage projects. Interpersonal Conflict Resolution. Resolve interpersonal conflicts professionally. Project Management. Manage instructional design, evaluation, and/or assessment projects, including planning, budgeting of time and resources, and implementation of work plans. Representative A combined knowledge and skills development approach will beTeaching Methods used to achieve the stated learning goals. You will build project management skills by applying PMBOK processes in your project work. You will apply critical thinking skill in case study analysis, through on-line discussion of the material provided in the text, handouts and other resources. Group Discussions Groups will be formed for case study analysis. You will evaluate your peers’ contributions to the discussion and your participation will be reflected in your points score.

Project Description Working in small groups, you will complete a single project over the course of the semester. The project will be to plan, lead, manage, budget, and implement an eBook (similar to the text book used in this course). There are two sets of deliverables associated with this project. The obvious deliverable is the eBook itself. The second set of deliverables includes the complete set of project management artifacts, which will be divided into three parts as described below. The work will take place in a collaborative learning environment that fosters the development of innovative thinking in instructional design. Semester Project (part I) This part of your semester project will include the following parts: The basic scope of the project your will be managing An assessment of the feasibility of your project An initial listing of deliverables (as complete as possible) for your PM project An initial listing of project stakeholders. An initial business case An initial SWOT analysis. A project charter. Once you complete the first part of your semester project, you will receive feedback, and you should use this feedback to feed into the improvement of your final deliverable (Semester Project part II)

Semester Project (part II)

This will be your final course deliverable. This will be a complet project management report, which will include, but is not limited to:

• An executive summary
• The business case
• A stakeholder analysis
• A project charter
• A description of scope and a WBS
• A complete SWOT analysis
• A plan for dealing with risks
• Financial estimations of cost & budgeting
• Project scheduling (Gantt chart)
• A critical path analysis
• A project quality checklist

Semester Project (part III – Final Presentation)

This final presentation will take place on the final day(s) of class
(depending on how many people are presenting and time
allotments). This final week is all about putting it all together. In
this presentation you will be presenting, to the class, your semester
project (both parts), including (but not limited to) the project at
hand, the stakeholders, the WBS, the timeline for completion, costs
associated with the project, and any issues that you expect to arise.
This deliverable is due to the instructor via the Blackboard
assignment page. Your presentation can use any technology your
team wishes to use. Your presentation should be no more than 20
minutes; and you may have multiple parts/presenters; just
remember, each part needs to flow seamlessly from one to the

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