Executing a Learning Project

Guiding the execution and successful completion of the main activities of the learning project
Made by PMIEF
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Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

Using regular check-ins, managing potential conflicts, handling project changes, and recording reflections in a project journal, to guide students in completing all project activities

Method Components

Note: Though this micro-credential focuses on one phase of a learning project, it is best to have students complete a whole project and focus on the competencies involved in this particular phase of the project cycle in preparing your submission.

The project work defined and planned in the previous project cycle phases – the planned tasks, activities, research, writing, communicating, collaborating, critical and creative thinking, completing deliverables, etc. – can be accomplished more effectively by regularly using a few Project Check-in procedures, being aware of different Conflict-Managing Styles of project team members, managing Project Changes well, and reflecting frequently on the balance of fulfilling both project and personal goals in a Personal Project Journal.

Executing and Doing a Learning Project elements:

Suggested Preparation

  • Student project teams can discuss and list ways to get the project work done and reach their learning goals smoothly, effectively, and efficiently; they can then share and compare their lists.

Introducing the Executing Project Phase

(to see the graphic associated with the full project cycle, please download the full micro-credential.)

Introducing, showing examples, and discussing four helpful work strategies that students can use to do their learning project activities:

  • Check-ins: regular procedures for each team member to quickly report on what has been completed, what is in process, and what resources are needed to keep work quality high
  • Managing Conflict Styles: understanding how best to respond to differing conflict managing styles – Avoiding, Accommodating, Compromising, Competing, and Collaborating
  • Project Changes: tips for how best to deal with project changes and how to record updates that capture the changes
  • Personal Project Journal: taking time to reflect on the quality of the project results and how well personal learning goals are being met


Regular meeting times (in person and virtual) are needed to keep teamwork on track and running smoothly. During these brief meetings (often done “standing up” when face-to-face), each team member can report on:

  • What I have completed recently
  • What I am working on now
  • When I think the current task will be done
  • What I need to keep my work on track and with good quality (including making some project changes)
  • What I need to do to meet my learning goals
  • “I really like how our team is __; I wonder if we could __?” (kind critiquing of teamwork quality with positive suggestions for improvement)

The responses to these questions can be recorded (someone taking notes, audio recording, etc.) and added to the team’s Project Portfolio.

Conflict Managing Styles

to see the graphic associated with conflict managing styles, please download the full micro-credential.

  • Teamwork dynamics are influenced by each team member’s style of handling conflict when it arises naturally while working together (also see the “Resolving Conflict” Digital Promise Micro-credential). These styles can be characterized by both the levels of assertiveness and cooperativeness one demonstrates at any given time:
  • Discussing these styles, identifying the common behaviors and words used when one is demonstrating one of these styles, using the names of the five types in talking about team interactions, and discussing how best to respond to differing styles, can help teams to better understand and work together productively when conflicts arise.

Handling Project Changes

  • Project teams can refer to the guidelines for handling Project Changes in the Teamwork Agreement.
  • If the needed or proposed changes affect many of the core project elements across many of the project phases, it may be necessary to have a couple of team members get together to develop a list of all the changes needed across all the project records. A special team meeting may be needed to make sure all team members agree on these changes and understand how they affect the goals, deliverables, schedules, etc. of the project.

Personal Project Journal

Each team member can have a Personal Project Journal (paper or digital) for regular reflections on questions such as:

  • How well am I doing in meeting goals of the project and the expectations in the Work Plan?
  • What can I do to better meet the team’s expectations?
  • What can I do to improve the quality of the work I’m doing?
  • How can I help others on the team reach their goals?
  • How well am I communicating with other team members?
  • What can I do to better communicate and support other team members?
  • What do I most want to learn in this project? (The list can change over time.)
  • What can I do to help learn the things most important to me?

Research & Resources

Supporting Research

Evaluating the project results and impact, the individual and team learning, and the effectiveness and efficiency of the project processes is important to consolidating the lessons learned and for setting new goals for improved project results and learning outcomes on the next project. Presenting project results to an audience provides further opportunities for developing public speaking skills, and celebrating and reflecting on the project results provides motivation for further learning through effective project methods.

  • Project Management Institute Educational Foundation. “Foundational Guide – Project Management for Learning.” pmief.org., PMIEF, 27 May 2014. Web. 15 Oct. 2015
  • Heagney, Joseph. Fundamentals of Project Management. 4th ed. New York: AMACOM, 2011. Print.


Submission Requirements

Submission Guidelines and Evaluation Criteria

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 1 in more than one category (see scoring rubric below).

Part 1. Educator Overview questions

(200-word limit for each response)

  • Activity Description: What kind of project activities did you and your students engage in to become more proficient in applying the project work strategies to improve learning and project success? Please describe the learning activities and strategies you used.
  • Activity Evaluation: How do you know your students increased their proficiency by engaging in the Doing and Executing a Learning Project activities, and what evidence did you collect that demonstrates these learning gains?

Part 2. Student Work Examples/Artifacts

Please submit examples of student work from two students (writing, audio, images, video, etc.) that demonstrate progress toward the Executing and Doing a Learning Project competency.

Part 3. Student reflections

(200-word limit for each response)

For the two students whose work examples were included above, submit their student-created reflections on the Executing and Doing a Learning Project activities they experienced. Use the following questions as guidance:

  • How did the doing and executing project cycle activities and tools help you be a better project team member and enable your team to produce better project results?
  • How did the project execution strategies change your views on how projects work and how you can use projects to motivate your learning in the future?

Part 4. Educator reflection

(200-word limit for each response)

Provide a reflection on what you learned, using the following questions as guidance:

  • What was the impact of engaging your students in the Executing and Doing a Learning Project activities?
  • How will experiencing these project activities shape your future daily teaching practice?

Submission Guidelines and Evaluation criteria scoring rubric

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.

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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