SPECIFIC SUGGESTIONS FOR TEACHING PROJECT MANAGEMENT ONLINE
Don’t assume anything specifically, about students that they understand about the course and your instructions.
Spell out everything even if you repeat some of the instructions. Nothing should be ambiguous. Assignment instructions should be crystal clear. Like Murphy’s law, if something can be misunderstood, it will be. Online instructors should be aware of this.
Develop clear policies and processes for course delivery. To the extent possible, appearance, features, and delivery of the learning management system such as Blackboard should be consistent and clear. While consistency in course delivery is important for quality assurance, each instructor can be creative within the defined boundaries to break monotony and to bring unique perspectives.
Get acknowledgement from students – confirmation that they understand course policies. Ask them to acknowledge in writing.
Assignment instructors should be clear and unambiguous. Wherever possible, grading rubric should be shared with the students. Evaluation criteria must be spelled out.
When assessing student submissions, provide a detailed individual feedback and wherever applicable, provide general feedback to the entire class. Feedback should be based on the assessment criteria defined for each assignment
Student submissions reflect their understanding of the teaching material and learning modules. They help us to develop an understanding of the effectiveness of our teaching material. A critical analysis will give us ideas to improve pedagogy for future learning modules.
Establish a friendly and conversational tone in writing lessons, feedback, and other communications with students. In communicating with students through discussion forums or by email, informal and friendly tone will help in connecting with the students. A tone of positivity will help in encouraging students to focus on the subject. Teaching material should also provide intrinsic motivation. However, we must remember that most of the distance students are committed to studies and are motivated to do well.
Assessment criteria for each assignment must be linked to learning objectives of the course.
Make the distinction and a fine balance between “nice to know” and “necessary to know.”
Provide illustrations for complex and difficult concepts. Technology must be employed to illustrate these concepts (synchronous conference meetings, phone calls, videos, and one-to-one online sessions).
Share student submissions with the entire class (after obtaining permission from the student) as a good example.
Teams are put together which represent diversity in qualifications and experience.
LECTURE AND WORKSHOP OUTLINE
What is a project?
A project is a new, time-bound effort that has a definite beginning and a definite ending with several related and/or interdependent tasks to create a unique product or service
Each project has unique stakeholders people and groups who can impact the project or might be impacted by either the work or results of the project.
Project management is the art and science of using knowledge, skills, tools, and techniques efficiently and effectively to meet stakeholder needs and expectations.
History of Project Management
All through history projects have been conducted
Formal discipline starting 1950s – scheduling and control
Recent years – more focus on communications, leadership, teamwork, and agile
How Can Project Work be Described?
Projects vs. operations
Soft skills and hard skills
Authority and responsibility
Project life cycle
Agile (adaptive) approach
Initiating, planning, executing, closing
Understanding projects
Project Management Institute (PMI)
Project Management Body of Knowledge (PMBOK®)
Process groups
Knowledge areas
PMI Talent Triangle
Selecting and Prioritizing Projects
Project Goals and constraints