Case Studies in E-Learning Project Management

Plan to Learn: case studies in elearning project management Edited by: Beverly Pasian, M.A. Gary Woodill, Ed.D. © 2006, Canadian eLearning Enterprise Alliance, Beverly Pasian and Gary Woodill, and chapter authors ISBN: 0-9781456-0-7 For additional copies of this publication, please go to: http://www.celea-aceel.ca Table of Contents Chapter 1 – Introduction 1 Beverly Pasian and Gary Woodill Chapter 2 - Literature Review 4 Gary Woodill and Beverly Pasian Developing ePM Skills Chapter 3 - Managing the creation of an online math tutorial 11 for nurses A. Hopkins Chapter 4 - Flexmasters: a unique elearning initiative 17 A. Applebee, D. Veness Chapter 5 - Creating the instructor toolbelt: managing 23 elearning faculty development at a technical community college A. Williams Chapter 6 - Insights from managing a multi-faceted college 32 elearning project K. Siedlaczek, K. Pitts Importance of leadership Chapter 7 - An online food security certificate at the local and 38 international levels R. Malinski, R. McRae Chapter 8 - Going the distance: how an education faculty 47 initiated online professional learning S. Rich, K. Hibbert Chapter 9 - Managing large-scale customized elearning content 51 development B. Soong, W. Chua, N. Kim Hai Chapter 10 - Leading the charge for elearning in British 60 Columbia's high schools R. Labonte Change management Chapter 11 - Communications challenge: migrating "f2f" to 64 elearning C. Kawalilak, R. Corbett Chapter 12 - The Virtual Vermont Residency project 73 L. Williams Chapter 13 - An instructional design model for program 79 management: a case study of the implementation of an online post-degree certificate in special education D. Mykota, D. Bonneycastle Chapter 14 - Managing online learning projects at a distance: 92 a case of workplace training M. Cleveland-Innes, M. Ally Chapter 15 - eLearning and sustainable development in Dorset, 102 England, process and participation M. Kershaw Chapter 16 - Implementation of elearning in the Australian 108 Customs Service D. Hill Managing risk in an elearning project Chapter 17 - Distance learning process management to improve 116 the quality of a BSc degree G. Chiazzese, L. Seta Chapter 18 - A successful vendor relationship for a large-scale 127 laptop programme at Ryerson University D.I. Fels, F. Prescod, J. Norrie Chapter 19 - Evolving a large scale higher education elearning 134 project management system: TEL at the University of Saskatchewan D. Morrison, S. Rowan Chapter 20 - Barriers and Drivers of University elearning projects: 141 case study of learn@wu M. Arami, F. Wild Dealing with cultural conflicts Chapter 21 - Moving targets: factors affecting decisions to shift 147 university courses and services online L. Wallace Chapter 22 - Only one million teachers to train 153 S. Crichton, G. Kopp Chapter 23 - Changing your learning management system: 164 from hype to happiness M. Mitchell, M. Skinner Chapter 24 - When worlds collide: project management and collegial 169 culture M. Bullen Notes on authors and editors 177 Chapter 1 Introduction Beverly L. Pasian Bodec Corporation Toronto, Ontario, Canada Gary Woodill Operitel Corporation Peterborough, Ontario, Canada Compiling a book of case studies needs two Project teams can get the most benefit from things - a critical subject area and excellent the structure, planning and accountability that authors. Everything else falls naturally into PM can offer if they are in place from the start. place. Both criteria have been met in Some of the key elements that the eLearning exceptional fashion for this volume. project managers found helpful included identifying the project’s purpose, the decision- The current generation of eLearning projects makers and accompanying processes, and the (those since 1995) have been managed using goals, milestones and deliverables of each various methods to varying degrees of success. project phase. Taking this approach enabled To this, we posed a question: Why? Certainly PM’s to focus on what was achievable, and not there are many answers but the one on which what would have been great to do. we have focused is project management. In more traditional fields, this area has included Evaluation tools should bookend a both the strategic organizational issues as well project. as those at more tactical project levels – the processes, methods, techniques, rules, Project management tools and mechanisms principles, languages, and resources it takes to can be very useful in keeping the project complete things. With respect to eLearning grounded and closely tied to the initial projects, we can see no difference. Strategic objectives set out in the project plan. Closing vision and commitment along with accurate this loop—by determining whether or not the and professional day-to-day execution go hand objectives have been met—involves creating in hand. and implementing an evaluation plan that might involve myriad elements through the The issues affecting the management of life of the project (e.g. alpha and beta tests, eLearning projects have not, until now, been pilot program). the focus of any dedicated analysis. This volume represents the first step toward Relationships are key to managing achieving a greater understanding of the eLearning projects. management of eLearning projects on the part of an international group of researchers. The This was one of the dominant themes in analysis has revealed a combination of almost all the chapters: ensuring that all (somewhat) predictable observations and project team members, stakeholders and end surprising revelations. While each chapter users should be kept in the loop from the sheds its own light on one or more of these beginning. Communications and expectations themes, all are described below. have to be managed all through project life cycles for each team member. It’s very easy for Project management processes should misunderstandings: information flow is be in place at the beginning. especially important where the technology/ pedagogy/project trio exists. Taking clear 1 action in order to maintain good avoided but only as part of a larger risk relationships—by involving representatives management strategy. from high-risk groups early in the process, for example—is critical. Project leadership is important. Training and preparation are needed Leadership in an eLearning project is for faculty and learners. dominated by two roles: the project sponsor and the project manager. Their relationship is It is unrealistic to expect that everyone critical, as are those they have with the participating in an eLearning project will be remaining team members. These roles define familiar with the online environment and the the vision, objectives, milestones and success technology or application being used in your for the project. It is the remaining team project. To accommodate the learning curve, members who help them achieve it. time is needed for everyone involved to prepare themselves for their specific role or Articulating the project vision to the team is a activity. Preparation will, however, mean critical function of the sponsor and supported different things to different people. Faculty, by the manager. The members rely on these for example, may not be familiar with the statements as touchstones to ground their challenges of communicating online (initiating activities over the subsequent weeks and messages and responding to others) and will months of the project work. But once those require dedicated training. Conducting needs statements are made, the sponsor and manger assessments and planning for this training is are further needed to motivate the team, helpful. Profiling them as “technology safaris” negotiate on their behalf (where necessary) is another way of highlighting a group focus, and generally balance the various interests of rather than on the particular needs of one the project stakeholders and team members person. against the realities of the eLearning project environment. Where learners are concerned, don’t assume that they all enjoy online learning. Most are The project manager is the most complex role, probably familiar with the technology, but generally relying on a combination of (based on some of our project teams) they may specialized technical, administrative, not prefer it to more traditional methods. pedagogical and subject matter expertise. Overcoming this additional barrier becomes a very real challenge to the eLearning project Communications and information flow team. Scheduling additional time to conduct must be well-managed. pilot testing is one way of addressing this need. Project communication should be open and transparent, and the flow of information Risks need to be managed, particularly should leverage Internet technologies. The for relationships. goal should be to maintain a level of awareness concerning project developments amongst all Everyone with experience in managing stakeholders all the time. Too often key project elearning projects can testify to the personnel unilaterally make the decision to problematic relationship between those filter information, leaving vested parties responsible for technology and those dissatisfied with project updates. As an responsible for pedagogy (or “content”). alternative to making decisions on behalf of Conflict seems inevitable between these stakeholders regarding how much information groups and this represents a potential risk to they need, elearning project members have the management of the project. The question demonstrated more progress by sharing as should no longer

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