Objective The goal of this course is to implement a project in
which the students study the theory of project work and project
management and participate in the implementation of a project as a
part of the project team. The areas of application of the project
are development challenges related to learning and educational
technology. Different technological applications will be utilized
in the project, and the use of those applications as learning tools
will be evaluated and developed.
Slide 3
Contents Basics of project work Planning, practical
realization, and administration of project work Special
characteristics of educational projects The utilization of
technology in project work and educational projects Development
challenges in the field of learning and educational technology
Slide 4
Learning objectives After this course the student can plan and
implement an educational project work responsibly as a part of the
project team plan and evaluate educational projects utilizing
current learning research information apply the special competence
of his or her own field to the contents, planning, and
implementation of projects work as an expert in his or her field in
a multidisciplinary project team
Slide 5
Educational Projects 6 ects (PROJECTS) 418022P Course structure
2015-01- 13 Tuesday 10:15- 11:45 KTK215 2015-01- 27 Tuesday 10:15-
12:00 KTK215 Meeting the customer 2015-02-03 Tuesday 10:15-11:45
KTK215 DL project plans Fri 13.2. 2015-02-24 Tuesday 10:15-11:45
KTK215 Meeting the customer 2015-03-17 + 2015-03-24 Tuesday
10:15-11:45 KTK215 2015-04- 07 Tuesday 10:15- 11:45 KTK215 Meeting
the customer 2015-04- 21 Tuesday 10:15- 11:45 KTK215 2014-05-05
Tuesday 10:15-11:45 KTK215 DL project report Fri. 15.5. Course info
Planning the project Technical tools for project work Project
management Mid-term review How to make posters Preparing posters
(optional) Project presentations OBJECTIVE The goal of this course
is to implement a project in which the students study the theory of
project work and project management and participate in the
implementation of a project as a part of the project team. The
areas of application of the project are development challenges
related to learning and educational technology. Different
technological applications will be utilized in the project, and the
use of those applications as learning tools will be evaluated and
developed. EVALUATION (1-5) -Project plan (teacher evaluation)
-Final report (teacher evaluation) -Implementation of the project
(teacher + group + contact person) CONTENT Basics of project work
Planning, practical realization, and administration of project work
Special characteristics of educational projects The utilization of
technology in project work and educational projects Development
challenges in the field of learning and educational technology
LEARNING OBJECTIVES After this course the student can plan and
implement an educational project work responsibly as a part of the
project team plan and evaluate educational projects utilizing
current learning research information apply the special competence
of his or her own field to the contents, planning, and
implementation of projects work as an expert in his or her field in
a multidisciplinary project team PLANNING PHASE
IMPLEMENTATIONEVALUATION Course environment: wiki
Slide 6
Evaluation (1-5) -Project plan + final report (teacher
evaluation)Project plan + final report -Implementation of the
project (instructor + group + contact person)Implementation of the
project
Slide 7
12345 Contents Coverage Only few topics mentioned in project
plan/ report forms are discussed. Several topics mentioned in
project plan/ report forms are discussed. All topics mentioned in
project plan/ report forms are discussed. All topics are discussed
and some additional relevant information is presented. All topics
are discussed and additional relevant information is presented
profoundly. Level of discussion Superficial and incoherent.
Declaratory and summarizing. Mostly summarizing but also some
argumentation and own thinking. Deep level: reflective and critical
discussion mainly based on ones own experiences. Deep level:
critical and scientific discussion. Use of references Inadequate,
core readings of the course is not utilized. Core readings of the
course is somewhat utilized. The use of core readings is
comprehensive. Core readings and some additional material are
utilized comprehensively and the contents of different materials
are well integrated. In addition to core- and additional course
material some other scientific articles are utilized.
StructureScattered and illogical Scattered and illogical to some
extent Clear, simple, coherent.Clear and coherent in spite of
multi-level content discussion. Well structured, logical,
insightful.
Slide 8
12345 Contents Commitment and activity Group was not committed
to the project. Group was mainly behind the schedule and they didnt
achieve the tasks set in the beginning of the project. The group
needed a lot of help, guidance and support throughout the project
in order to make decisions. Commitment and activity level varied
during the project work. However group achieved some of the main
tasks set in the beginning of the project. Group work was more
instructor- than self- directed. Whole group was committed to the
project and the group followed the timetable set in the beginning
of the project. Group work was mainly self- directed and active.
Whole group was very committed to the project and group members
used a lot of effort in order to achieve the tasks set in the
beginning of the project. Group work was self- directed and group
was capable to adjust the goals, timetables and resources according
to progression of the project work. Whole group was very committed
and active throughout the project work. Group found innovative
solutions for the tasks. Group work was self-directed and group was
capable to adjust the goals, timetables and resources according to
progression of the project work. Group used also external resources
(experts, written materials etc.) when designing and implementing
the project. Results Project group didnt gain the aims set in the
beginning of the project. Project group gained the aims in some
extent. Project group gained the main aims set in the beginning of
the project. Results were consistent with the objectives of the
project. Project group gained all aims set in the beginning of the
project. Results were consistent with the objectives of the
project. Project group gained all aims set in the beginning of the
project. Some of the tasks were achieved more widely and deeper
than was originally planned. Communicatio n Communication was
irregular, fragmented and inconsistent. Group used different
communication channels in different phases of the project. Not all
information was shared with all group members, instructor and
contact person. Communication between the group, contact person and
instructor was mainly sufficient and fluent. Communication tools
were mainly coherent and functional. Communication between the
group, contact person and instructor was sufficient and fluent
Communication tools were appropriate and they were used logically.
Communication between the group, contact person and instructor was
sufficient, fluent and flexible. Various communication tools were
applied in different purposes. Communication between the group,
contact person and instructor was sufficient, fluent and flexible.
Various communication tools were applied in different purposes.
Group invented innovative ways for project communication.
Slide 9
WHAT IS EDUCATIONAL PROJECT? (PARTICULARLY IN THIS COURSE)
Slide 10
Deals with learning or teaching Posits technology in practice
Uses diversified expertise Utilises literature from earlier courses
Sasha Barab: Research and educational project, Guest Atlantis
http://atlantisremixed.org Pirkko Hyvnen 2013
Slide 11
Project is.. a way to organise activities; problem-solving and
learning process. a collaborative enterprise, frequently involving
research or design, which is carefully planned to achieve a
particular aim a temporary system that is constituted by teams
within or across organizations to accomplish particular tasks under
time constraints. outcomes are commercial products, pedagogical
model, new learning and teaching design or scientific knowledge.
Pirkko Hyvnen 2013
Slide 12
Following features are typical for projects: One-off process
Projects will be established for certain, accurate purpose. It wont
be repeated. Even the title is unique. Orderlines Project plan is a
realisation of the project beforehand and vice versa, project is a
realisation of the project plan Scheduling step-by step Documenting
pedantic Transparence Goals and aims; main aim and objectives
Quantitative and qualitative aims Problem-based Problem that will
be solved, Risk analysis Pirkko Hyvnen 2013
Slide 13
Following features are typical for projects: Organisation and
co-operation, division of labour Project is never a one-man task;
responsibilities will be defined in a team work: Project leader,
project group, steering group and interest groups, sponsors,
client.. Resources Estimated in a project plan; will be monitored
during the process Budget, human resources, time, tools etc.
Creativity, courage, accuracy, efficiency and expertise are both
requisites and results of projects Results/ outcomes Are defined in
the project plan and proved in the final, closing report Assessment
Pirkko Hyvnen 2013
Slide 14
Life cycle Stages, which will be excecuted always in the same
order 1. Proposal for the project (project proposal) 2. Planning
the project (project plan) 3. Realisation the project (temporary
reports) 4. Closing the project (closing report) 5. (stabilising
with follow-ups) Pirkko Hyvnen 2013
Slide 15
PROJECTS 2015
Slide 16
General agreement about the project work General agreement
about the project work (1) The students of LET Masters Programme
and minor studies of Educational technology will plan and implement
project for a local school, company or other organization as a part
of their course Educational Projects (6 ects). The workload for
this project is 120 hours per students (that includes project
reporting). The implementation of the project will be discussed
with the client and the instructor of the project.
Slide 17
General agreement about the project work General agreement
about the project work (2) When studying in this course the members
of the project team (students) commit to implement the project by
using their best skills and knowledge, taking the goals and time
limits of the course into consideration. The project team commits
to the goals they set for the project in their project plan that
they write in the beginning of the course, and implement the
project during the spring 2014 in the way that is decided with the
client.
Slide 18
General agreement about the project work General agreement
about the project work (3) The client commits to providing the
support and information the project team needs to succesfully
implement the project, and to pay any costs that the project work
may require. These possible costs will always be discussed
beforehand with all parties. In addition the client will pay the
costs of printing a poster that is one of the course assignments.
All the projects have a teacher as an instructor. The instructor
will commit to provide support to the team when it comes to the
content of the studies or project work in general.
Slide 19
Applying ICT in geography (client: Valtari school) Aims: 1.In
school level: To gain experiences how to apply ICT (especially
iPads) in teaching geography. 2.In classroom level: To provide
teachers and pupils experiences about collaborative study methods
when creating multimedia products. Content: Project group develops
a pedagogical model how iPads can be applied in the course
Internationality and tourism, where pupils involve in a project
related to sustainability. Target group: Valtari school, secondary
school, 8.-9. grade, 24 pupils Schedule: First planning meeting
until 3.2. Implementation 3.2.-2.4. Final project meeting before
30.5. Other issues: Classroom meetings on Fridays at 13.25-14.55
ICT facilities: iPads, beamer, document camera, Dell Latitude e7440
Ultrabook computers, Moodle Supervisors: LET: Essi Vuopala Valtari
school: Henna Anunti (teacher, henna [email protected]), Jukka Ervasti
(teacher, [email protected]) and Taisto Soininen (head master,
[email protected])
Slide 20
Developing web course for company staff (client: Navicre) Aim:
Navicre is a local company which provides web courses for big
organizations. Staff members in Navicre needs to be updated with
the recent views of learning, especially collaborative learning.
The aim of the project is that staff members gets skills and
knowledge how to apply the ideas of collaborative learning when
designing massive web courses. Content: To develop a web course
about the basics of collaborative learning for Navicre staff.
Webcourse should include both the theoretical and practical
aspects. Target group: 5 staff members in Navicre Supervisors: LET:
Essi Vuopala Navicre: Pasi Anttila, [email protected]
Slide 21
Designing a teamwork model for national railway (VR), depot in
Oulu (client: VR) Aim: The aim of the project is to design a team
work model firts for the Oulu depot, and later this model will be
applied in the whole staff of VR. Team work has been applied in
Oulu since 2012 but following challenges has been confronted: Team
members are not aware of their roles in teams. Staff members are
used to work individually resistance for the change Teams hasnt
understood their responsibilities and mandates Aim of the project
is to search answers to these challenges and thereby improve the
teamwork model. Content: Project group will design a training about
teamwork and teamwork skills for staff in Oulu depot. Contents of
the training includes for example following themes 1) What is
teamwork? 2) Why and when work in teams? 3) What is the role of an
individual in a team? Target group: Depot in Oulu 5 teams existing,
12 persons in one team Supervisors: LET: Pirkko Hyvnen VR:Rauno
Ruokamo ([email protected]), Leo Riihilahti
([email protected])[email protected]
Slide 22
Potkua koulutussuunnitteluun- kurssi verkkoon (asiakas:
OK-opintokeskus) Tavoite: Kehitt lhikoulutuksesta verkkokurssi,
joka palvelee vapaan sivistystyn tarpeita. Sislt: Projektiryhm
suunnittelee ja kehitt 2op:n laajuisen verkkokoulutuksen Potkua
koulutussuunnitteluun. Kohderyhm: Eri jrjestjen koulutustehtviss
olevat henkilt. Ohjaajat: LET: Essi Vuopala, Anni Lantto
OK-opintokeskus: Hanna Alaniska
Slide 23
The Africat Foundation: Namibian-based non-profit organization
with over 20 years of experience on wildlife conservation,
especially focusing on the conservation of large carnivores of
Namibia: Cheetah, Lion, Leopard, Hyenas and the African Wild Dog
Conservation through education We conserve only what we love We
will love only what we understand We will understand only what we
are taught
Slide 24
Developing and designing a course for teachers about
environmental education The aim of the project is to design an
online Environmental Education course for teachers/teacher students
in Namibia or Southern Africa. main challenge is to make teachers
understand the critical need of making EE part of ANY subject
curriculum and /or manner of teaching and to provide practical
applicable examples and tools to do that Target group: teachers in
Namibia and Southern Africa Supervisors: LET: Aino-Maaria Palosaari
Africat: Ms Helen Newmarch
Slide 25
Teams are: Applying ICT in geography Developing web course for
company staff Developing and designing a course for teachers about
environmental education (The Africat Foundation) Designing a
teamwork model for national railway (VR), depot in Oulu Potkua
koulutussuunnitteluun- kurssi verkkoon
Slide 26
Organizing group work Name of the team Tools and schedules for
working Roles Wiki Add your group into wiki (replace Group1 etc
with your own group name) List the group members + the topic List
all tools you use (links) Attach all documents (plan, report) Until
next time (27.1.): Contact the customer and set up a date for first
meeting (before 3.2.). Invite your supervisor(s) also.
Slide 27
PROJECT PLANNING
Slide 28
Why is it important to make a project plan? A well-defined and
structured plan will guide your work, facilitating operational
action, monitoring and finally evaluation of your project
Slide 29
PROJECT PLAN A written document with certain structure Course
assignment evaluated by teachers Final version ready before 7th of
February
Slide 30
The structure of the project plan 1.) Name of the project 2.)
Background of the project Context and the background of the project
Assess the need, why is it that this project is being implemented?
Theoretical framework
Slide 31
The structure of the project plan 3.) Aim and goals of the
project Name and define the main goal and the sub goals of the
project Be clear with your goals 4.) Target group For whom is the
project done and what for?
Slide 32
The structure of the project plan 5.) Implementation and the
timetable Define the procedures you will use to reach your goals
How do you plan to implement the project? Define your challenges
and prepare yourself Schedule your implementation by outlining the
project piece by piece and define a sub goal and deadline for each
piece 6.) Resources of the project Define the literature and other
references, use of expert consulting if necessary, technology
resources Time Project groups own inner resources
Slide 33
The structure of the project plan 7.) Expected results What are
the expected results? 8.) Monitoring and Evaluation 9.) Reporting
the project results
Slide 34
BRAINSTORMING THE PROJECT Six thinking hats
Slide 35
SIX THINKING HATS Edward de Bonos SIX THINKING HATS FOR
PLANNING YOUR PROJECT The red hat The red hat signifies feelings,
hunches and intuition the place where emotions are placed without
explanation. The blue hat The blue hat is used to manage the
thinking process. It ensures that the Six thinking hats guidelines
are observed. The yellow hat The yellow hat symbolizes brightness
and optimism. You can explore the positives and probe for value and
benefit. The green hat The green hat focuses on creativity,
possibilities, alternatives and new ideas. It is an opportunity to
express new concepts and new perceptions lateral thinking could be
used here. The black hat The black hat signifies caution and
critical thinking do not overuse! Why something may not work. The
white hat The white hat calls for information known or needed. The
facts, just the facts. Instructions by Paul Foreman at
www.inspiration.moonfruit.com
Slide 36
THE RED HAT 10 MINUTES OF DISCUSSION AND NOTES Wearing the red
hat allows you to put forward your feelings and intuitions without
the need for justification, explanation or apology. Putting on the
red hat, you express what you feel about the project Instructions
by Paul Foreman at www.inspiration.moonfruit.com
Slide 37
THE WHITE HAT 10 MINUTES OF DISCUSSION AND NOTES Calls for
information known or needed gathering just the facts. What we
alerady know about the projects and existing solutions? Wearing
your white hat allows you to present information in a neutral and
objective way. Proposals, opinions, beliefs and arguments should be
put aside! Instructions by Paul Foreman at
www.inspiration.moonfruit.com
Slide 38
THE GREEN HAT 10 MINUTES OF DISCUSSION AND NOTES The green hat
is specifically concerned with creating new ideas and new ways of
looking at things: Creative thinking Additional alternatives
Putting forward possibilities and hypotheses Interesting proposals
New approaches Provocations and changes Think about the
possibilities this project have! Think about creative solutions!
Instructions by Paul Foreman at www.inspiration.moonfruit.com
Slide 39
THE BLACK HAT 10 MINUTES OF DISCUSSION AND NOTES Wearing the
black hat allows you to consider your proposals critically and
logically. The black hat is used to reflect on why a suggestion
does not fit the facts, the available experience, or the system in
use. Judgement, caution, evaluation, risks Instructions by Paul
Foreman at www.inspiration.moonfruit.com
Slide 40
THE YELLOW HAT 10 MINUTES OF DISCUSSION AND NOTES Wearing the
yellow hat allows you to look for benefits, feasibility and how
something can be done. Yellow hat thinking is a deliberate search
for the positive. Benefits are not always immediately obvious and
you might have to search for them. Who benefits for this project?
What are the positivee effects? Every creative idea deserves some
yellow hat attention :) Instructions by Paul Foreman at
www.inspiration.moonfruit.com
Slide 41
THE BLUE HAT 10 MINUTES OF DISCUSSION AND CONCLUSION The blue
hat is for organizing and controlling the thinking process so that
it becomes more productive. In this case wearing a blue hat you can
ask for a summary, conclusion, or decision: How should we proceed
with our ideas? Instructions by Paul Foreman at
www.inspiration.moonfruit.com
Slide 42
Next steps: After the meeting: plan your project work (tasks,
roles, timetable, tools etc.) and start to write the project plan.
Next meeting: Tuesday 3.2. Send the plan (as it is at that moment)
to your instructor by Friday 13th of February before 12:00 If you
need help from your instructor or consulting appointment about
technological or theoretical decisions, please dont hesitate to
contact us! :)
Slide 43
Use 10 minutes for Making a concrete plan how your group
proceeds.
Slide 44
If you want something to read Designing Education Projects
(2009). A Comprehensive approach to Needs Assessment, Project
Planning and Implementation, and Evaluation
http://www.oesd.noaa.gov/leadership/DEP_Manual_2ndEdt_Final.pdf
http://www.oesd.noaa.gov/leadership/DEP_Manual_2ndEdt_Final.pdf
Designing Evaluation for education projects
http://wateroutreach.uwex.edu/use/documents/NOAAEvalmanualFINAL.pdf
http://wateroutreach.uwex.edu/use/documents/NOAAEvalmanualFINAL.pdf
Suomenkielist lukemistoa: Anttila, P. (2001). Se on projekti vai
onko? Kulttuurialan tuotanto- ja palveluprojektien hallinta.
Hamina: Vammalan Kirjapaino Oy. Lind, O. (2001). Nin tehdn
onnistunut projekti. Tampere: Ruottukka Oy. Ruuska, K. (1999).
Projekti hallintaan, Suomen ATK-Kustannus Oy, Jyvskyl. Vanhatalo,
E. (2007). Projektimallin kehittminen proakatemialle.
Opinnytetyraportti. Tampereen Ammattikorkeakoulu.
https://oa.doria.fi/bitstream/handle/10024/7036/Vanhatalo.Eija.pdf?sequence=1
https://oa.doria.fi/bitstream/handle/10024/7036/Vanhatalo.Eija.pdf?sequence=1
Virkki, P. & Somermeri, A. (2002 tai vanhempi). Projektity -
kehittmisen moottori. Oy Edita Ab, Helsinki. Viirkorpi. P. (2000).
Onnistunut projekti opas kunta-alan projektityskentelyyn. Suomen
kuntaliitto. Helsinki.
http://hosted.kuntaliitto.fi/intra/julkaisut/pdf/p071005095633P.pdf
http://hosted.kuntaliitto.fi/intra/julkaisut/pdf/p071005095633P.pdf