8/26/2013

STUDENT ID: 20120410

MANAGING THE SHIFT IN THE CHANGING EDUCATIONAL PARADIGM

Diploma in Project Management | Kirt Lee Baptiste Practicum Advisor: Marcia Romany

Table of Contents
Executive Summary .................................................................................................................................... 5 Background ............................................................................................................................................. 6 Problem Statement ...................................................................................................................................... 7 Objectives and Goals .................................................................................................................................. 9 Objectives ............................................................................................................................................... 9 Benefits ................................................................................................................................................... 9 Needs Assessment and Research Methods ............................................................................................... 10 Needs Assessments ............................................................................................................................... 10 Needs Assessment Execution ........................................................................................................... 11 Research Methods ................................................................................................................................. 12 Findings................................................................................................................................................. 13 Analysis..................................................................................................................................................... 15 Design Intervention ................................................................................................................................... 18 Consultant Roles and Responsibilities .................................................................................................. 19 Implementation Plan ................................................................................................................................. 20 Project Charter ...................................................................................................................................... 21 Project Scope ........................................................................................................................................ 23 Pre-System Implementation Phase ................................................................................................... 24 System Roll-Out Phase ..................................................................................................................... 24

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Post-System Implementation Phase .................................................................................................. 25 Change Control ..................................................................................................................................... 27 Work Breakdown Structure .................................................................................................................. 27 Network Diagram.................................................................................................................................. 27 Communication Plan............................................................................................................................. 28 Communication Matrix ......................................................................................................................... 28 Risk Register ......................................................................................................................................... 29 Evaluation ................................................................................................................................................. 30 Conclusion ................................................................................................................................................ 31 Bibliography ............................................................................................................................................. 32 Appendices ................................................................................................................................................ 34 Work Breakdown Structure (WBS) ...................................................................................................... 35 Network Diagram.................................................................................................................................. 36 Gantt chart ............................................................................................................................................. 37 Project Milestones ................................................................................................................................. 38 Communications Matrix ....................................................................................................................... 39 Risk Matrix ........................................................................................................................................... 41 Change Control Form ........................................................................................................................... 43 Student Questionnaire Sample .............................................................................................................. 45 Interviews .............................................................................................................................................. 47 Page | 3

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Executive Summary
The following project report would feature an application of knowledge, skills, tools, and techniques to project activities to meet the project requirements of research based project or initiative. While some of the project details presented is fictitious in nature the methodology used was indeed factual and could be used in an actual scenario. Thus knowledge gained from the undertaking of the project would be highly beneficial. The project seeks out to challenge the current learning system paradigm by testing a hypothesis using of course scientific methodology. The current learning system more specifically the acknowledge system within the learning is certainly lacking and not fully benefiting the parties involved. The project sponsor wishes to prove this with the use of technology.

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Background
Following the enormous success of the eConnect and Learn (also known as, eCal) Programme1 more specifically the Laptop Rollout2 initiative where the Trinidad and Tobago Government awarded laptops to all form one (1) secondary school students, billionaire philanthropist, Dwight Russell Lara, has decided to follow in the governments footsteps by assisting a selected group of primary school students who are preparing for the Secondary Entrance Assessment Exam3 by incorporating technology into the classroom and by extension the learning process. He has decided to invest a portion of his selfmade fortune into converting the traditional whiteboard/blackboard classroom environment into a modernised Virtual Learning Environment also known as VLE. One would ask, whats the rationale behind this act of charity? D.R. Lara met the co-founders of a Tech Start-up company who pitched the idea as an investment opportunity, after seeing its potential not just financially but more importantly socially, he became a business partner as well as a champion for the initiative. This new Virtual Learning Environment would encompass some key technological features, some of which include but arent limited to: software, interactive whiteboards or smart-boards, tablet computers, enhanced wireless connectivity, and stereo quality audio equipment, etc. These new VLE systems would be tested on selected schools, more specifically a unique group of students (top, middle and low performers). Teachers would illustrate their sessions on the boards, which allow themselves as well as students to interact with the lesson through the use of the tablet computers or in a tactile manner directly with the interactive whiteboard. Dwight Russell Lara firmly believes that this could greatly benefit the students and in the educational system as a whole.
1 2

http://igovtt.tt/content/econnect-and-learn-ecal (Date Accessed: 31/07/2013 06:48 AM) http://www.moe.gov.tt/laptop_home.html (Date Accessed: 31/07/2013 06:48 AM) 3 http://www.moe.gov.tt/student_exam_sea.html(Date Accessed: 31/07/2013 06:48 AM)

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Problem Statement
Its a common fact that the manner in which students assimilate information and thus how they learn in todays society has vastly changed over the years. Presently, technology is practically synonymous with the learning experience of a student and by extension (an entire education system). But are all the potential benefits of using technology in a learning environment being harvested? One would argue yes because therere now plethora of channels for teachers to distribute information and an equal amount of channels for students to absorb said information. But this begs the question, what channels are there for teachers to confirm that said information was successful absorbed? In a technical context, the teacher is sender of data using the TCP protocol and the student is the receiver, the protocol dictates that is message is successfully transmitted when (and only when) an acknowledgment is received by the sender from the receiver. At the moment, the current acknowledgement system teachers utilise isnt very effective and doesnt provide truly accurate results. Teachers rely on archaic methods of acknowledgement: for example, show of hands who understand and exams or quizzes at scheduled intervals during an academic term as a means of getting a clear picture of which student(s) understood a topic and or the lesson. While this tried and tested method may have worked from since time immemorial, technology now offers the opportunity to acquire highly accurate real time results of a students understanding of a lesson or topic. So herein lays the key issues at hand. How can teachers get real-time feedback on the effectiveness of their said lessons? Is there a way teachers can extract quantifiable data on a particular lessons effectiveness? And how valuable would this data be in the long-term, maybe in the context of benchmarking?

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The projects sponsor, D.R. Lara, wholeheartedly believes that the VLE systems would answer all these questions and perform well above expectations. Teachers as a member of the primary stakeholders group stand to benefit from receiving real time results of classroom sessions, while also obtaining of quantifiable data which can be converted into valuable information, a long-term benefit maybe a potential improvement of existing teaching strategies. Students as another member of the primary stakeholders group now stand to benefit from increased teachers intuitiveness, social idiosyncrasies that are usually exhibited in the classroom (for example, students who are ashamed of asking stupid questions) would no longer be problematic, and students now have to ability to track and monitor benchmarks in a format theyre quite familiar with and deem more appeasing. D.R. Lara plans to measure the performance of the new system through a series of varying methodologies, but hes largely concerned with the how well would the system potentially improves students performance (this would be tracked long-term of course). In the short-term, general acceptance of the new system is his primary objective; this is due to the fact that only if the system is embraced wholehearted by all parties would the seeds that have been sown bear fruit.

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Objectives and Goals

Objectives
Gather relevant information (past and present) on the effectiveness of learning systems currently in place and being used by the specified learning institutions by the end of December 2012. o Conduct user and stakeholders meetings as a means of familiarising all relevant personnel with the subject matter by the end of November 2012. o Successfully negotiate with all relevant authorities to green-light the project initiative by the end of October 2012. Gather customer/user requirements to begin tailoring the new VLE system by end of March 2013 Deploy VLE systems to selected learning institutions (customers) by end of August 2013 o Conduct pilot testing4 on the new systems before beginning full distribution of systems. o Provide user documentation to customers. Conduct research regarding the VLE systems effectiveness following the end of an academic cycle/year or June 2014. o Compare post-system research against pre-system research.

Benefits
i. An increase in students willingness to participate in the classroom, thus learn more within a classroom environment. ii. iii. The reinvigoration of teachers desire to impart knowledge onto unknowledgeable minds (students). Data mined from the systems usage contributes towards the evolution of the education system, with this initial windfall spanning towards greater societal windfalls.
4

Using a limited version of software under restricted conditions to discover if the programs operate as intended. (Source: http://www.garlic.com/~lynn/secure.htm )

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Needs Assessment and Research Methods

This section would illustrate needs to be assessed and methods used to perform research. A needs assessment is a systematic set of procedures that are used to determine needs 5, examine their nature and causes, and set priorities for future action. Needs assessments are conducted to help program planners identify and select the right job before doing the job right. ("Comprehensive Needs Assessment") Research methods are systematic approaches to gathering information that rely on established processes and procedures drawn from scientific research techniques, particularly those developed in the social and behavioural sciences. Examples include surveys , focus groups , interviews , and observation.

("Instructional Assessment Resources")

Needs Assessments
From the definition presented above we know what a need is, therefore we now know that a need is neither the present nor the future state; but its the gap between them. Therefore in relation to this project, we observed that the current learning system (more specifically the acknowledgement system) used in a classroom setting is fairly ineffective and somewhat inefficient, and the project sponsor (D.R. Lara) is hopeful that the proposed system alleviates or hopefully eliminates the shortcomings of the current system, thus the need herein lies with eliminating or minimising said ineffectiveness and inefficiencies (or maximising the current systems effectiveness and efficiency). Needs assessments are initially conducted to determine the needs of the service receivers for whom the system exists (students and teachers), and usually focused on particular target groups in a system.

A need is a discrepancy or gap between the present state (what is) and the desired state (what should be). ("Comprehensive Needs Assessment")

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(McCawley) discussed the steps involved in executing a needs assessment, and are as follows: Step 1. Step 2. Step 3. Step 4. Write Objectives Select audience Collect data Select audience sample Step 5. Step 6. Step 7. Pick an instrument Analyze data Follow-up

Needs Assessment Execution The objective of this needs assessment and by extension this project is to determine whether or not the current learning system (specifically the acknowledgement system) that is being used within the classroom environment is performing optimally. Stakeholder identification [refer to Appendices - Error! Reference source not found. - Figure 2 Stakeholder Identification] was used to determine the target audience, and as explained above teachers and students (the two groups of people who are typically in a classroom) is the obvious choice for the target audience. Data was collected using a combination of direct and indirect data collection methodologies (direct methods would be more heavily utilised as opposed to indirect methods). The audience sample would include teachers from select schools (specifically large, medium and smaller sized institutions) and also students (more specifically top, middle and lower performers). The instruments used to collect data are discussed below [refer to Research Methods]. Data collected was moulded into information and presented using graphical illustrations (such as charts, tables, diagrams etc) [refer to Appendices]. An analysis was performed using the data collected against existing reports; records and research as a means of supporting the need for the proposed system [refer to Analysis].

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Research Methods
The following research methods were employed as a means of supporting the diagnosis and capturing the opinions of key stakeholders (both primary and secondary) on the subject:

Interviews6
Planned interviews were initially scheduled with a few school administrators (principals, vice-principals, school boards, etc), teachers, and students. But during the project the project team were only able to interview a couple teachers, students and a vice principal [refer to Appendices - Interviews]. The interview questions were a mixture of open-ended and close-ended questions, a higher percentage of open-ended questions were used as means of acquiring qualitative data.

Surveys7
Two individual surveys (for students and teachers respectively) were drafted and administered online in written format (questionnaires) to specific group of students and teachers using services such as Forms in Google Docs and SurveyMonkey [refer to Appendices - Student Questionnaire Sample]. It is common knowledge that questionnaires are close-ended question types and the rationale behind this is need for quantitative data required from the surveys.

Focus Groups8
Two separate focus groups were conducted during this project. The first one involved only the teachers (from different schools, but teaching similar age groups) and the second one involved only the students (performers at various levels).

Specialized pattern of communication with specific goals (Source: http://www.socialpolicy.ca/i.htm Date Accessed: 14/08/2013 02:40 AM) 7 A sequence of focused, predetermined questions in a fixed order, often with predetermined, limited options for responses. (Source: http://www.gdrc.org/ngo/tools.html Date Accessed: 14/08/2013 04:45 AM) 8 A group selected for its relevance to an evaluation that is engaged by a trained facilitator in a series of discussions designed for sharing insights, ideas, and observations on a topic of concern to the evaluation. ("Data Collection for Program Evaluation")

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Secondary Data Sources9

Prepared using the internet research (primarily) and local research, as means of predetermining theories and hypothesises, as well as, supporting decisions.

Findings10
This section would bring to light the outcomes of the research procedures used [refer to Research Methods], literally what was found. Some of the findings include: Significant findings from the interviews, specifically from the interviews with the teachers unearthed, signs indicating that a large percentage of teaching personnel had qualms with the current learning system (more specifically the acknowledgment system). Less significant but equally interesting, research showed that most teachers were unaware that such a system exists and were more than willingly to participate in this project coming to fruition. Interviews with the students on the other hand were a bit less productive. Students were indeed thrilled and excited with the chance of tablets being utilised in the classroom (mainly because it might replace weighty textbooks and the prospect of entertainment), but they werent too concerned or aware of the current acknowledgement systems (by extension the learning system) shortcomings. Instead they were of the opinion that if a lesson wasnt assimilated correctly it maybe that the teacher lacks the ability to convey the lesson adequately or they need to step up efforts on their end. Surveys findings didnt vary much from the interviews, as these two research methods were used in similar contexts (the questions asked werent dissimilar), but its important to note that surveys main function was nested in a quantitative context, while the interviews were qualitative.
9

Data previously compiled by others that is used by the researchers (Source: http://www.bankstreet.edu/gs/impglossary.html Date Accessed: 14/08/2013 04:49 AM) 10 A conclusion of importance based on observation(s). (Source: http://labwrite.ncsu.edu/res/res-glossary.html Date Accessed: 14/08/2013 07:13 AM)

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The focus groups original purpose wasnt met. Sufficient information about the primary stakeholders (teachers and students) views and opinions regarding the topic or project wasnt achieved. Instead the focus group functioned as general meeting informing the stakeholders about the project and its benefits. Although its important to note that some useful tips about system (software related) improvements was attained. Secondary data sources didnt contribute much in way of providing differing opinions and valuable insights on potential alternatives; it more or less cemented beliefs and may have exposed failings in similar government initiatives.

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Analysis11
In order to understand the composite relationships between the results produced in research process [refer to Findings] an analysis was performed and the following was determined. Theres a bevy of research supporting the general theme of the project, that is, technology does indeed add value to the classroom, and the general learning system of schools as institutions. But filtering through this information and selecting research that either supports or critiques the hypothesis of the project was the main objective of the analysis performed. Former educator and now popular YouTuber (Grey) stated that even with the integration of technology in the classroom the learning system hasnt changed its just technology doing the same thing in a shiner way. (Damodharan and Rengarajan) echoed very similar sentiments, in their research evaluating Traditional and Innovative Teaching Methods. Their research clearly highlighted the faults of the traditional learning system, such as: i) Teachers often continuously talk for an hour without knowing students response and feedback. ii) There isnt sufficient interaction with students in the classroom. iii) Learning from memorization but not understanding. iv) Teaching in classroom using chalk and talk is one way flow of information [refer to Figure 1 - Traditional Method A One Way Flow (Damodharan and Rengarajan)]. Evidence of this supporting (Damodharan and Rengarajan)s claim is seen in the results of the surveys, a whopping 67% of students claimed that they didnt receive clarification on a subject matter they were unsure of, and the general consensus about teachers teaching skills was average (neither excellent nor bad) from the surveys. However it is important to that nearly 75% of the students werent comfortable with asking the teacher for openly in a class setting.
11

A form of literary criticism in which the structure of a piece of writing is analyzed. Page | 15

Figure 1 - Traditional Method A One Way Flow (Damodharan and Rengarajan)

It was nearly unanimous (92% of survey responses), that students believed that technology could improve classroom sessions and assist in the learning process. Research done by (Marshall) supports their claim. But (Marshall) went on to state even though technology is utilized within the classroom environment learning is not guaranteed. (Marshall) is quoted as saying Lack of purpose in the design of instructional content and the strategies employed to present that content in a technology-based environment can cause programs to fail. Therefore it is necessary to understand when (and only when) technology is employed with a purpose for define outcomes; it can support and facilitate learning. One of the interesting findings from the surveys was students eagerness for tablets12 to replace schoolbooks, personally I am a firm believer that paperback books could never be replaced, but I can empathize with the students (schoolbooks are weighty, bulky and cumbersome) and even though laptops are now arguably more manageable than weighty books, but its important to note tablet PCs are extremely portable. But what do they bring to a classroom setting? Investigations done by (Twining and Evans) highlighted some key advantages of tablets when used alongside an interactive whiteboard (essentially part of the hardware infrastructure that this project would incorporate): a. Teachers had increased mobility which assisted with classroom management, b.

12

The tablet PC is computer that combines the capabilities of a traditional laptop with the added feature of pen-based digital inking for handwritten notes and symbols, resulting in a very versatile tool. (Steinweg, Williams and Stapleton)

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No shadows caused by objects in front of the projectors (increased visibility), and c. Board positioning was less problematic (teachers now use tablets to write on the board). Now that we have gathered why the old learning system is flawed and why the new system can offer potential enhancements, understanding the root cause may offer gainful insight into the changing realm of the education system. (Robinson) discussed how this current generation of children are living in the information age and how the traditional learning system literally bores them because of the plethora of information at their fingertips (its normal for prevalence of distractions in this era). Modern day kids assimilate information much faster and at shorter intervals therefore the education system that modelled on the interests of industrialisation and the image it needs to revolutionize. What possible solutions exist that can change or shift the existing educational paradigm? People such as Salman Khan Founder of the Khan Academy13 are an example of individuals spearheading the effort for educational reform. (Thompson)s article on the Khan Academy discussed how Salman uses technology and techniques such as data mining to create customized lessons for individual students. (Heiphetz) also demonstrated how the use of mobile technology and information offered in short bursts of knowledge can indeed enhance student learning.

13

The Khan Academy is a non-profit educational website created in 2006 by educator Salman Khan, the website supplies a free online collection of more than 4,500 micro lectures via video tutorials

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Design Intervention
Using the information collected and the conclusions drawn, the subsequent fundamental activities would be carried out using a project management approach to ensure the Virtual Learning Environment Systems initiative is completed successfully. Phase i. Before the project begins steamrolling forward buy-in is needed from relevant stakeholders, in other words, parties of interest (ideally those who can cease the project) must be made aware of the idea (through meetings and demonstrations) as means of zeroing-in on interested parties. Interested parties that are suitable candidates and those who have agreed with the proposed would sign off on the terms of the project (project charter) as selected schools. Phase ii. Once a short list of schools is drafted up requirements for each respective school must be formulated. This would be used by the 22nd Century Academia LLC (Tech Start-up) software engineering team to begin tailoring versions of their core software to be used by the respective schools. Hardware for the generated systems would then be purchased for the propriety software. Evaluation criteria must also be decided by both parties (schools and project team/sponsor) at this particular phase. Phase iii. Systems would then be rolled out to all selected schools, and teethed for an academic year, as a means of measuring the systems success. Following the completion of the academic year, the full handover would then occur and closing out agreements would be signed.

Consultant Roles and Responsibilities

The Project Management firm, Divergent ThinkTank Limited have been hired along with the Tech Startup (22nd Century Academia LLC) as a joint-consultancy team for the Virtual Learning Environment system project. Each team would be operating within the realm of their respective business strengths while also collaborating as team compensating for shortcomings. Their contractual obligations are as follows: The delivery of the project within the agreed timeframe (end of the academic calendar 2014). Adherence to project management principles, guidelines and rules (ethical and non-ethical) in the execution of the project. The 22nd Century team would carry-out most if not all of the IT (Information Technology) related activities, for example, technical and systems training, software development, and finally developing user manuals. The Divergent ThinkTank team will lead communications management (corporate communications), negotiating, sub-contracting, procurement of goods and services, along with logistics management.

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Implementation Plan
This section would contain the following documents relating to the project: Project Charter Project Scope Work Breakdown Structure (WBS) Network Diagram Risk Register Communication Plan Issue/Change Log

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Project Charter
Project Title The Virtual Learning Environment Initiative Project Sponsor: Dwight Russell Lara Business Case As a charitable gesture for his country of birth, philanthropist, businessman and serial entrepreneur Dwight Russell Lara formed business partnership with 22nd Century Academia LLC and has offered modernised learning systems (VLE systems) to select primary schools within Trinidad and Tobago. Seeing the need for an improved learning system and witnessing the potential of technology as a learning tool, D.R. Lara who is a keen optimist for the future firmly believes that not only would these systems revolutionise the existing learning system but also alter the general approach of education system as a whole. The project would encompass the collation of data presystem implementation, deploying the new system and analyzing data collated post-system. D.R. Lara views the gesture as investing in educational research, and believes the best investment anyone can make is an investment in the future; he hopes this project acts as a catalyst in shifting the existing education paradigm. Scope Overview The contracted project teams Divergent ThinkTank (leading team) and 22nd Century Academia (supporting team) will apply the knowledge, skills, tools, and techniques to project activities to meet the requirements of the VLE initiative project. The synopsis of the project is the deployment of the learning systems into the standard five (5) classrooms of no more than nine (9) selected schools and data collection post-deployment of the system; the deployment process involves campaigning the project, data collection pre-system and full system implementation. Subsequent to post-system data collection a detailed analysis would be presented to the project sponsor. Project Budget The estimated budget for the project is valued at two million United States Dollars ($2,000,000.00 USD). Please refer [Estimated Costs] for detailed summary of project costs. Project Manager: Head Project Officer of Divergent ThinkTank Project Date: September 2013

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Major Goals

Deliverables

a. Raise awareness about VLE initiative. b. Collate historic and present-day data on traditional learning system.

1. Detailed analysis on traditional learning system.

c. Deploy Virtual Learning Environment systems to the 2. Handover nine (9) selected schools. d. Begin post-implementation data collection.

of

fully-functional

modernised

learning systems to the standard five (5) classrooms of the selected nine (9) schools. 3. Detailed analysis on modernised learning

e. Collate post-implementation system data. f. Persuade key education system personnel.

system. 4. Comparative study of traditional versus

modernised learning systems. Key Milestones Approval of initial proposal (Ministry of Education) Approval of individual proposals (schools short-lists (inclusive of governing bodies)) Requirements gathering (pre-system data collection included) Systems deployment (all schools) Final data analysis

Please [refer to Project Milestones] for detailed project schedule. Authorisation Parties Signatures Dwight Russell Lara (Primary Sponsor) Sponsor(s) 22nd Century Academia LLC (Secondary Sponsor) Divergent ThinkTank Limited (Project Manager Lead) Project Manager(s) 22nd Century Academia LLC (Project Manager Supporting) Ministry of Education (Government of Trinidad and Tobago) Authorities Governing Bodies Date

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Project Scope
Contracted project management services from the collaborative team of Divergent ThinkTank Limited (general project management expertise) and 22nd Century Academia LLC (information technology related project management expertise) would be used for the Virtual Learning Environment Initiative as decided by project sponsor (Dwight Russell Lara). The project would involve implementing modernised learning system into standard five (5) classrooms of the nine (9) selected primary school education institutions following the consent of Ministry of Education and all related authoritative boards. The list14 of selected primary schools is as follows: 1) Rosary Boys' R.C. Primary School 2) St. Rose's Girls' R.C. Primary School 3) Curepe A.C. Primary School 4) Curepe Presbyterian Primary School 5) Sacred Heart Girls' R.C. Primary School 6) Bishop's Anstey Junior School 7) Barataria A.C. Primary School 8) Lucia's Private Primary 9) Specialist Learning Center This is a research-based project is and a comparative analysis would be performed using the data collected pre and post system implementation. The project would be divided into three (3) main phases: pre-system implementation phase, system roll-out phase, and post-system implementation phase.

14

Please note this list is subject to change in cases of extenuating circumstances.

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Pre-System Implementation Phase The leading project team (Divergent ThinkTank Limited) would spearhead this phase. Responsibilities and duties would entail scheduling of meetings with the Ministry of Education and authoritative boards and negotiating compliance with the respective organisations (Ministry of Education and authoritative boards). Following successful negotiations, Divergent ThinkTank Limited would then be responsible for sub-contracting resources needed for data collection on the existing traditional system (relevant data includes: students transcripts, students success rate in SEA examination, student information, et cetera). The data collected would be passed onto the supporting project team (22nd Century Academia) to begin building generic software models for the modernised systems (preliminary requirements gathering). The leading project team would then produce and evaluate a short-list of acceptable candidates from the schools who have agreed to participate in the initiative. Structural requirements would then be gathered from successful candidates from the leading project team, while the supporting team would gather technical requirements, both teams would then compile both sets of requirements to formulate a site plans for the respective schools. System Roll-Out Phase During this phase the supporting project team would be interim leader as their expertise is necessary for the particular scenario. Using the requirements gathered from previous phase an offsite team (22nd Century Academia) of computer programmers, software engineers and systems analysts would work on building and publishing the software required for the respective systems. Following the completion of any (if any) required structural upgrades (the supporting project team (Divergent ThinkTank) in charge of procuring goods and services needed for structural upgrades), an onsite team would draft15 a preliminary list of technical requirements (necessary hardware) to be installed in the schools, the interim

15

The draft would include recommendations of suppliers, products and services.

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supporting team (Divergent ThinkTank) would then be accountable for procuring these goods and services. The software versions produced would be tested offsite and then be used as a means of dictating further technical requirements, for example, input devices and servers (the interim supporting team would also procure these). Upon completion of all hardware installations (technical requirements) the offsite tested software would then be installed on the partially-completed systems in schools and tested onsite, if system testing is successful this phase would be approved and the system would go live and thus the systems would be fully-installed and fully-functional. Training of relevant personnel would be done by the interim lead project team (22nd Century Academia) during this phase so that endusers could operate the system effectively, documentation would also be provided as a part of absolute training. Post-System Implementation Phase Once any major issues havent reported on any of the systems, the system would be regarded as fullyoperational, data would then be mined onsite and backed-up offsite (22nd Century Academia team). This data would undergo a transformation, thus converted into valuable and invaluable information to be used in comparative analysis study regarding learning systems. During this phase system support would be provided by the supporting project team (22nd Century Academia).

Procurement Plan
Goods and services procurement would be carried out by Divergent ThinkTank Limited primarily (if any extenuating circumstances are to arise, 22nd Century Academia would assume responsibility). Procurement of all goods and services must meet Divergent ThinkTank Limiteds procurement policy and also be guided by Laws of the Republic of Trinidad and Tobago. All relevant information regarding the disbursement of funds must be forwarded to the project sponsor.

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Assumptions
The successful completion of the project would occur at the end of academic calendar year dated two thousand and fourteen (2014), to be precise, within the project schedule [refer to Gantt chart]. Relevant parties would be updated on all major project events on timely and pre-decided basis. Financial responsibilities of all the relevant parties are fully understood and that all parties are in agreement of said responsibilities. Sensitive information would not used in any defamatory manner. Each selected primary school has a maximum of four (4) standard five classrooms.

Constraints
The major constraint involving this project is compliance. Approval must be met by all relevant parties for this project to go forward. Timing or the right timing is also a significant constraint; the project team has a window of opportunity during the August holidays (approximate timeframe of three (3) months) to complete the installation of networking infrastructure necessary for the projects completion. Facilities constraints. Even though evaluation of the school premises was completed in the preceding phase of the project, emergency upgrades may occur, due to natural disasters, new legislation, and etcetera.

Boundaries
All the information regarding this project wouldnt be offered to a third party (be sold to a third party) and only be used by authorised personnel and published only by authorised personnel. The project sponsor will cover all increased utility costs incurred by participating schools only for the duration of the project.

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Change Control
With any project theres a high probability of change within the agreed scope. To prevent the threat of scope creep to the project, Divergent ThinkTank Limited instituted a mandatory change control procedure, which involved all changes to scope be documented [please refer to Change Control Form].

Work Breakdown Structure

Please refer to [Appendices - Work Breakdown Structure (WBS)]

Network Diagram
Please refer to [Appendices - Network Diagram]

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Communication Plan
This section would highlight the structure necessary to ensure successful implementation of the project. All Project Stakeholders and Project Team Members are the targeted audience for this Communication Plan. This Plan covers the period of time for which the audience is involved in the project. The communication plan would provide a structure detailing how and to whom information will be distributed.

Communication Assumptions and Constraints

It is assumed that all relevant personnel will have access to all forms of internet and electronic communication. Communication constraints regarding this project would be time zone difference between the onsite and offsite supporting project team (22nd Century Academia) as well as the project sponsor.

Means of Communication
Communication methods that would be utilized include but arent limited to:
CATEGORY TYPE Verbal Face-to-Face WHEN TO USE any mission critical information related to project success (schedule, budget, performance) Video Communication Telephone Written Correspondence E-Mail backup to face-to-face communication backup to video communication and face-to-face communication used primarily to provide back to verbal communication methods used for medium/low priority communications and as backup to verbal methods

Communication Matrix
Please refer to [Appendices Communication Matrix]

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Risk Register16
It is common knowledge that every project presents itself with a number of categorised risks; this project is no different, even though there arent an overwhelming number of detrimental risks associated with this project therere a few worth noting. Even though the initial planning phase is noted and regarded as the beginning of the project, the project doesnt actually begin until the charter is signed. The risk with the highest degree of criticality would be approval from the relevant authorities (Ministry of Education and authoritative boards), without approval the project would come to an abrupt and painful halt. The project team (lead negotiator) and the project sponsor (champion for the project) have agreed to accommodate this risk, due to the fact it may or may not depend on the whim of authorities. The success of the project also lies with the collection and mining of important data, the mining process would rely on costly IT hardware, as a part of the procurement process the lead project team (Divergent ThinkTank Limited) negotiated warranty terms, but as back up an insurance policy was taken out a risk transfer measure. Some mid-level to low-level risks, such as, human resources and suppliers risks have also been noted, but risk mitigation and transfer measures were implemented, for instance, contractual obligations and expedited deliveries respectively.

Risk Matrix
Please refer to [Appendices - Figure 6 - Risk Matrix].

16

The risk with the highest degree of criticality would be approval from the relevant authorities (Source: http://www.ermstrategies.com/erm-glossary/ (Date Accessed: 20/08/2013 05:34 PM))

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Evaluation
In the closing/controlling phase of any project, an evaluation of the project must occur; this would be used to measure the projects success by asking whether or not the project achieved its objectives. Using the objectives outlined earlier in the project report [refer to Objectives and Goals - Objectives], evaluation criteria was developed. Given that the project is officially completed at the end of the academic year in which the VLE systems were deployed only a partial evaluation is possible. So based on the other two phases of system implementation [refer to Pre-System Implementation Phase and System Roll-Out Phase] the outputs of these phases would be evaluated. The outputs for the Pre-System Implementation Phase were: signed approvals, a collection of data and initial system requirements respectively. The initiative was successful approved (which in turn didnt derail the entire project). The data collected was evaluated qualitatively rather than quantitatively due to the fact that quality of the information at this point would be of far greater use than the quantity of information. The success of system requirements collected at this phase is directly related to the next phase (System Roll-Out Phase) as the quality of this information directly affects the quality of the software being produced which by extension negatively and severely affects the success system. The outputs System Roll-Out phase would be the fully-functional VLE systems and the data it produces. The VLE systems are systems to be used by the end-user, thus user opinions would be the evaluation criteria for this particular case, User Acceptance Testing (UAT) served as the means of evaluating enduser satisfaction with the modernised learning system, and these were dependent on the quality of work produced by the software team (which relied on the quality of information relayed to them). Evaluating the data mined would be done by the software team; the team would seek how much (quantitative) useful data is generated by the system and the quality of information it is transformed to, as this would be a key component for the comparative (final) report that would be produced at the end of the project. Examples of quality data used in data mining are data without redundancies.

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Conclusion
A full conclusion of this project cant be drawn yet; however carrying out this project was indeed an eventful undertaking. Listed below are some valuable lessons learnt during the projects lifecycle: Bureaucracy as a constraint was heavily underestimated and misjudged. While for the most part, parties were eager and willing to participate in the initiative, formalities often slowed progress to an unbearable pace in which the sponsor wasnt at all pleased. What we can take from this is that, in the undertaking of a project of similar scope it is critical to have an above average understanding of the formalities before beginning the project. The project should be set up as to how approvals or clearances lined up, so that work is always at a flowing pace and never slowing down or temporarily ceasing. Transparency was an important factor in the success of project and any other project of a similar nature. People need to make sure and be perfectly certain that all intents and purposes regarding information whether sensitive, valuable, invaluable, et cetera; would used in non-malicious or self-profiting ways. The project manager on behalf of the project sponsor had to repeatedly quell fears and reassure all key stakeholders that project would indeed benefit many and not just a remote few. Managing multiple project teams coupled with multiple subcontractors is indeed a hefty task. The lead project manager had to delegate much more duties than originally intended to the supporting project manager as a means of balancing the intense work load. This of course proved helpful and didnt negatively affect the budget. And finally the sheer power of traditional face-to-face contact and communication could never be understated; the project sponsor had multiple occasions where he himself had to engage stakeholders to calm negotiations expedite approvals and appease relevant personnel. The project manager in certain circumstances couldnt have acted in place of the sponsor as a champion for the initiative. Page | 31

Bibliography
"Comprehensive Needs Assessment." (2001). Web. 14/08/2013. "Data Collection for Program Evaluation." Northwest Center for Public Health 2009. Web. 14/08/2013 2013. "Instructional Assessment Resources." The University of Texas at Austin 21/09/2011 2007. Web. 14/08/2013 2013. Innovative Methods of Teaching. Learning Technologies and Mathematics Middle East Conference, Sultan Qaboos University, Muscat, Oman. 31st March - 2nd April, 2007 2007. Print. Grey, C.G.P.Digital Aristotle: Thoughts on the Future of Education. Rec 05/11/2012. YouTube, LLC2012. Heiphetz, Alex. "How Mobile Technology Can Enhance Student Learning and Workforce Training." (2011). Print. Marshall, James M. Learning with Technology: Evidence That Technology Can, and Does, Support Learning. 2002. Print. McCawley, Paul F. "Methods for Conducting an Educational Needs Assessment." Print. McManus, J. Managing Stakeholders in Software Development Projects. Taylor & Francis, 2013. Print. Robinson, Ken. "Rsa Animate: Changing Education Paradigms." United Kingdom: RSA Events, http://www. cognitivemedia. co. uk). Retrieved January 21 (2010): 2011. Print. Steinweg, Sue Byrd, Sarah Carver Williams, and Joy Neal Stapleton. "Faculty Use of Tablet Pcs in Teacher Education and K-12 Settings." TechTrends 54.3 (2010): 54-61. Print. Page | 32

Thompson, Clive. "How Khan Academy Is Changing the Rules of Education." Wired Magazine 126 (2011). Print. Twining, Peter, and Diane Evans. "Should There Be a Future for Tablet Pcs in Schools?" Journal of Interactive Media in Education 2005.2 (2005). Print.

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Appendices

Figure 2 - Stakeholder Identification

Primary stakeholders include those who, because of power, authority, responsibilities, or claims over the resource, are central to any project initiative. As the outcome of any action will affect them directly, their participation is critical. (McManus) Secondary stakeholders are those with an indirect interest in the outcome. (McManus).

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Work Breakdown Structure (WBS)

Network Diagram

Figure 3 - Network Diagram

Gantt chart

Figure 4 - Gantt chart

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Project Milestones

Figure 5 - Project Milestones

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Communications Matrix
Communication Type Objective of Communication Medium Frequency Audience Owner Deliverable

Introduce the project teams and the project. Kickoff Meeting Review project objectives and management approach. Face-to-face Once

Project Sponsor Lead Project Team Support Project Team Stakeholders Project Manager Agenda Meeting Minutes

Project Team Meetings

Review status of the project with both project teams.

Face-to-face Video conferencing Tele-conferencing Face-to-face Weekly

Lead Project Team Support Project Team

Project Manager

Agenda Meeting Minutes Project Schedule Agenda Meeting Minutes IT related documents

Divergent ThinkTank Meetings

Discuss all IT related topics regarding the project.

Video conferencing Tele-conferencing Email Face-to-face

As Needed

Support Project Team

Support Team Leader

As Needed Lead Project Team Project Manager

Agenda Meeting Minutes General project related documents

22 Century Academia Meetings

nd

Discuss all general topics regarding the project.

Videoconferencing Teleconferencing Email

Ministry of Education Meetings

Discuss project initiative and negotiate project approvals

Once (additional Face-to-face meetings if necessary)

Minister Of Education Ministry Officials Project Sponsor Project Team Leaders Board Chairperson Authoritative Officials Project Sponsor Project Team Leaders School Board Officials Teachers Students Project Team Leaders Project Sponsor (Optional) Project Manager Project Manager Project Manager

Agenda Meeting minutes Project schedule

Authoritative Boards Meetings (School Board Meetings)

Discuss project initiative and negotiate project approvals

Once (additional Face-to-face meetings if necessary)

Agenda Meeting minutes Project schedule

General School Meetings

Discuss project initiative, address concerning and quell fears

Once (additional Face-to-face meetings if necessary)

Agenda Meeting minutes

Project Status Meetings

Report on the status of the project to management

Face-to-face Teleconferencing Videoconferencing Email Electronic documents Fortnightly

Lead Project Team Support Project Team

Project Manager

Summarised updates Project schedule Project Status Report Project schedule

Project Status Reports

Report the status of the project including activities, progress, costs and issues.

Monthly

Lead Project Team Support Project Team

Project Manager

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Risk Matrix

Figure 6 - Risk Matrix

Project Approval Hardware Failure (School Boards)

Project Approval (Ministry of Education)

Probability

Critical Damage to IT Supplier Software Failure Limitations Disaster) Hardware (Natural

Lack of Human Resource

Project Resistance Theft of IT Hardware (Social Inertia)

Severity

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Change Control Form

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Student Questionnaire Sample

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Interviews
The script17 below is of an interview the project team had with a recently retired primary-school teacher/vice-principal with thirty-something plus years of experience. Hi Mrs Davis! How long have you been a working in the local education system? Nearly thirty odd years, almost twenty five years as a teacher and the remaining as the schools Vice-Principal. Both at St Roses Girls and Carapichaima R.C. School. Its safe to assume you seen a variety of teaching systems attempted to be impl emented, whether successful or unsuccessful? Yes and no, I wont label it teaching systems but more or less different styles have been recommended to us, like using teaching cards for example. What do you understand by the term learning system, as it pertains to the teacher-student relationship? Not sure I understand what you mean fully? Can you please expound further?

How do you think students learn in the classroom? Teachers impart knowledge onto them through lessons.

How do you as educators ensure they understand what was taught too them? Variety of methods, like for instance, tests, quizzes, we ask them who does understand, and so on. What about students who are ashamed or afraid of asking questions in class, whether its a social idiosyncrasy issue like peer pressure for example? Teachers are encouraged to have an open, warm environment in their classroom. But this an issue that have been around for ages.
17

Represents questions and represents responses.

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 Would you say the current acknowledgement system (if/how teachers verifies if a topic, lesson or subject matter has been assimilated) is particularly effective? Yes! Yes and no, sometimes it may be too late, but we as teachers have to finish the curriculum within a certain timeframe, I think that affects it. How do you think these two issues (students willingness to participate when theyre unsure and the acknowledgement system) can be resolved? Thats a million dollar question. Student counselling for the former, but the latter shorten the curriculum is not a very good answer (laughs out loudly)! Do you technology could help alleviate these issues? Technology seems to be solving most problems these days, so I wont doubt it but would have to see what exactly youre talking about before I fully agree. If I told you that such a system exist, that removes the shyness factor and gives teachers the option of timely lesson updates as a means of double-checking which students are assimilating the lesson before its too late, would you believe me? Seeing is believing! My dear boy! Do you mean like the tests, quizzes, et cetera?

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