Understanding, guiding, and managing the key activities to be accomplished in each phase of a learning project
The foundation for effective management of learning projects is the project cycle, which consists of five key phases – the industry-standard Project Management Institute terms for these phases, and the alternative, more informal names for these phases, used by some educators, are:
(To see this table please download the full version of the micro-credential)
Understanding and guiding each phase of the project cycle – Initiating (Defining), Planning, Executing (Doing), Monitoring & Controlling (Monitoring), and Closing (Reviewing) – helps improve project results and collaborative team processes and can deepen student learning. Having students decide on and record answers to important questions in each project phase can help ensure a successful learning project.
Managing the Learning Project Cycle elements:
(to see the graphic associated with the full project cycle, please download the full micro-credential.)
Student project teams can brainstorm, discuss, and list what they think are the most important steps in doing any kind of project, and then organize these steps into a few general phases; they can then share and compare their results.
Introducing and discussing the five project phases students can use to organize and manage their learning projects can be helpful (also see the “Managing Project Cycles” Digital Promise Educator Micro-credential), explaining that the sequence of phases is not hard and fast – jumping back-and-forth between these phases to refine the project activities during a project is very common:
[Note: There are five additional PMIEF Micro-credentials that explore each of these phases in more depth.]
Student project teams can write a Project Definition with answers to such questions as:
Student project teams can write and sign a Team Agreement (also see the Digital Promise “Productive Teamwork” micro-credential) including answers to questions such as:
The Project Definition, Team Agreement, and all the other important project documents (Work Plan, Check-ins, Deliverables, Project Evaluations, etc.) can be captured and placed (on paper or electronically) into a Project Portfolio – a complete project “briefcase” containing all the important records of the project – that all project team members can easily access and update as needed.
Student teams can create a Project Management Plan or Work Plan that includes such items as:
Student teams can do regular Monitoring & Controlling activities or Check-ins answering questions such as the following:
Each student and each student team can review, reflect, and summarize their Project Evaluations of:
Take time to have students present their project results and celebrate project successes and lessons learned as part of the Closing of the project!
Knowing that all projects follow a project cycle consisting of five phases, each with differing tasks and activities to perform – Initiating (Defining), Planning, Executing (Doing), Monitoring & Controlling (Monitoring), and Closing (Reviewing), though there is much skipping around between these phases – helps both educators and students better manage their learning projects.
Following are the items to submit and the criteria by which they will be evaluated. In each category an applicant can earn 3, 2 or 1 points. To earn a micro-credential an applicant must earn at least 17 points and cannot receive a score of one in more than one category (see scoring rubric below).
(200-word limit for each response)
Please submit examples of student work from two students (writing, audio, images, video, etc.) that demonstrate progress toward the Managing the Learning Project Cycle competency.
(200-word limit for each response)
For the two students whose work examples were included above, submit their student-created reflections on the Managing the Learning Project Cycle activities they experienced. Use the following questions as guidance:
(200 Word limit for each response)
Provide a reflection on what you learned, using the following questions as guidance:
This scoring rubric reflects each of the submission guidelines described above, and passing criteria for each. To see this rubric, please download the full version of the micro-credential.
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