Bernadette (Wnek) Neal
Overview: Project Management for Instructional Design
EDUC 768 is the fourth of four courses in the Graduate Certificate Program in Instructional Design.
Topics covered include:
ADDIE Instructional Design Model
Project Management
Needs Assessment/Gap Analysis
Performance Analysis Reporting
Project Charters
Work Breakdown Structures/ Project Management Plans
Job Task Analysis
Course Outlines
Design Documents
ILT Facilitator Guides
This course involved a group project in which we were presented with a case study used throughout the entire course which required us to go through the Instructional Design and Project Management lifecycles.
Needs Assessment (Gap Analysis)
A Needs Assessment is the process of identifying a performance issue and to determine the difference between the current state and the desired state and what the underlying causes are for the gap. Below is the Needs Assessment document I and my team completed.
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Performance Analysis Report
A Performance Analysis Report includes the quantitative and qualitative data from the Needs Assessment and recommendations to resolve the performance issue based on those data. Below is the Performance Analysis Report I and my team completed.
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Project Charter
A Project Charter is a document produced during the Initiation phase of a project and officially starts the project. It details the business need, work that will be completed, work that is out of scope, budget, the division of responsibilities, risks, and final deliverables. Below is the Project Charter I and my team completed.
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Project Plan
A Project Plan goes into further details about the product will be completed and deliverables listed in the Project Charter. It includes an approach for the project, major milestones, a work breakdown structure following the ADDIE process, a schedule, and a change management plan. Below is the Project Plan I and my team completed.
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Design Document
A Design Document starts with a Job Task Analysis. A JTA breakdowns job roles into tasks, then steps, guidelines, and knowledge, which is used as a basis for the course outline. The Design Document, which includes the JTA and outline, also details what instructional strategies will be used, learning objectives, activities learners will engage in to achieve those objectives, and assessments. Below is the Design Document I and my team completed.
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Facilitator Guide
The course ended with the development of a Facilitator Guide. This guide includes instructions for the facilitator for preparing for the training session and conducting the training session, along with the content to be presented and exercises for the learners. Below is (a portion of) the Facilitator Guide I and my team completed.
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