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Framework for online, flexible and blended learning in Science and Engineering

PROJECT MANAGEMENT PLAN

Version: v.5Date: 15/04/2010

Document History

Date Version Section Author Comments08/03/201

00.4 MFW For discussion and comment by T&L

Committee15/04/201

00.5 MFW For approval by T&L Committee

Authorisation

Authority Name Signature Date

Author Mike Williams

Project Manager Mike Williams

Director (or Equivalent) Prof Shelley Yeo

Project Sponsor Prof Robyn Quin, DVC Education

Document Management

An electronic copy of this document has been filed on the S&E T&L website

Related Documents

Reference Title

This document should be completed for complex projects (i.e. projects that exceed $50,000 or 500 person hours, or where there exists significant risk to the University’s business).

Table of Contents1 INTRODUCTION...............................................................................................................................5

1.1 ABOUT THIS DOCUMENT................................................................................................................51.2 BACKGROUND................................................................................................................................51.3 PROJECT SPONSOR.........................................................................................................................51.4 PROJECT MANAGER.......................................................................................................................51.5 KEY STAKEHOLDERS......................................................................................................................5

2 PROJECT SCOPE..............................................................................................................................6

2.1 STRATEGIC LINK............................................................................................................................62.2 PROJECT BENEFITS.........................................................................................................................62.3 PROJECT DELIVERABLES................................................................................................................62.4 PROJECT METHODOLOGY...............................................................................................................7

2.4.1 Project Approach (to be revised after Phase 1 of Project)...................................................82.4.2 Initial milestones and timeline (currently being expanded)..................................................82.4.3 February 2010 Audit.............................................................................................................9

2.5 MARCH 2010 SURVEY OF STAFF ON THEIR USE OF BLACKBOARD..............................................102.6 OUT OF SCOPE..............................................................................................................................102.7 WORK BREAKDOWN STRUCTURE (WBS)....................................................................................102.8 CONSTRAINTS...............................................................................................................................102.9 ASSUMPTIONS..............................................................................................................................10

3 PROJECT TIME SCHEDULE........................................................................................................10

3.1 SCHEDULE....................................................................................................................................10

4 PROJECT COSTS............................................................................................................................10

4.1 BUDGET SUMMARY......................................................................................................................10

5 QUALITY MANAGEMENT...........................................................................................................11

5.1 QUALITY MANAGEMENT PROCESS..............................................................................................11

6 PROJECT ACCOUNTABILITIES.................................................................................................11

6.1 PROJECT ORGANISATIONAL CHART.............................................................................................116.2 RESPONSIBILITY ASSIGNMENT MATRIX.......................................................................................116.3 PROJECT SPONSOR.......................................................................................................................116.4 PROJECT MANAGER.....................................................................................................................116.5 PROJECT TEAM MEMBERS...........................................................................................................126.6 QUALITY VERIFIERS.....................................................................................................................13

7 COMMUNICATIONS PLAN..........................................................................................................13

7.1 PLAN............................................................................................................................................13

8 RISK MANAGEMENT PLAN........................................................................................................13

8.1 RISK ASSESSMENT.......................................................................................................................13

9 PROJECT CONTROL.....................................................................................................................13

9.1 PROGRESS REPORTING.................................................................................................................139.2 CHANGE MANAGEMENT...............................................................................................................13

10 APPENDIX A PAGE1 – TASK, SCHEDULE & GANTT CHART.......................................14

11 APPENDIX A PAGE 2 – TASK, SCHEDULE & GANTT CHART......................................15

12 APPENDIX B – PROJECT ORGANISATIONAL CHART....................................................16

13 APPENDIX C – DRAFT QUALITY MANAGEMENT PLAN FOR PHASE 1 ONLY.........17

14 APPENDIX E – RESPONSIBILITY ASSIGNMENT MATRIX.............................................18

15 APPENDIX F – COMMUNICATION PLAN............................................................................19

16 APPENDIX G – RISK MANAGEMENT PLAN........................................................................21

16.1 LEGEND FOR THE RISK MANAGEMENT PLAN..............................................................................25File name: document.docx of 27

17 APPENDIX G – RESPONSES FROM SURVEY ON THE USE OF BLACKBOARD.........26

File name: document.docx of 27

1 Introduction

1.1 About this DocumentThis document provides a plan for the management of the Framework for online, flexible and blended learning in Science and Engineering project.

1.2 BackgroundThis project was a consequence of the following problem or opportunity:The Faculty of Science and Engineering is embarking on a project that will define a strategy and focus for blended learning for 2010 through 2011. The aim is to ensure consistent, quality online learning spaces accessible to local, national and international students.This will be achieved by developing every unit in Science and Engineering to meet a defined minimum standard within an agreed framework for blended online learning while, at the same time, enabling innovators to extend students’ learning opportunities.The Faculty is responding to a number of imperatives that will have an impact upon the delivery of its learning programs: most undergraduate courses in the Faculty have undergone comprehensive C2010 course

review and revised curriculum will be in place by 2010; the Faculty is implementing a range of strategies to reduce student attrition, particularly the

first-year student cohort; the Faculty is developing its web presence with a view to developing a strong brand market

identity, and this needs to be reflected in the Faculty’s learning materials; a risk mitigation strategy (AUQA recommendation) will require all units to have an online

presence; some areas within the Faculty already make strong use of web-enabled learning

opportunities and these need to be delivered within the same framework.These imperatives provide an appropriate incentive for the Faculty to review more closely its blended learning strategy and make adjustments to ensure its long-term effectiveness and sustainability.

.

1.3 Project SponsorThe Project Sponsor for this project is Prof Robyn Quin, DVC Education

1.4 Project ManagerThe Project Manager for this project is Michael Williams (MSc. Project Management, Curtin)

1.5 Key StakeholdersThe key stakeholders of this project include:

Faculty of Science and Engineering Teaching and Learning Committee, through its online learning development sub-committee.

Flexible Learning sub-committee Faculty of Science and Engineering’s Online Learning Developer Blackboard Advisor School of Regional, Remote and eLearning Faculty of Science and Engineering Academics


2 Project Scope

2.1 Strategic Link This project specifically contributes towards to the following strategic objective(s):

The purpose of this Project aligns with the Flexible Learning Policy:The University is committed to providing a student-centred learning environment that is acknowledged for high-quality teaching that enhances their overall learning experience. The University encourages Teaching Areas to provide Flexible Learning opportunities and develop learner-centred delivery methodologies that will meet the needs of a diverse student population who may be restricted by situation, location, learning style, background, prior experience and/or culture.This major project is aligned with Objective 5 of the Flexible Learning Operational Plan

New communication technologies enrich learning and provide students with access to a wide range of contemporary learning resources and opportunities

2.2 Project Benefits The expected benefits and impacts of the project deliverables are:

A transition strategy and activity timeline that will ensure that all online units are at a minimum standard in a managed and quality assured process.

An assessment of the current and future needs for accommodating innovative online solutions to complement/replace traditional physical teaching spaces e.g. laboratories.

A more general professional development strategy that will include:o Collaborative development of learning opportunities for students which encourage

them to explore, experiment and reflect;o Defining minimum benchmarks for all online units to provide rich learning

experiences; Assisting staff with appropriate access to professional development in design, development,

delivery and facilitation of flexible curricula. A consistent brand and image that will be used on all the Faculty’s learning materials and

resources (specifically, a standard template that will be embedded when a unit is created in Blackboard).

2.3 Project DeliverablesThe project’s key deliverables are:

All units will have a minimum LMS presence (to level 1 or higher) by end of semester 2 2011 Units will have the capacity to be delivered online, wherever and whenever possible, in

ways that foster and support different web-enabled learning opportunities (inc. different LMS if required).

Staff within the Faculty will have supportive networks and enhanced abilities to develop their own learning materials.

Performance outcomes for the Project will be measured using a case study approach i.e. before/after scenarios, staff and student satisfaction, unit efficiency measures (e.g. student/staff ratios), retention, course satisfaction, and improvements in learning outcomes (e.g. through eVALUate, CASS and other measures).

A consistent brand and image (as much as practical) for the Faculty LMS units established and available as a LMS template.


Level 0

Level 0+

Level 1

Level 2

Level 3

All appropriate learning materials across the Faculty will be readily accessible to students in an online learning environment with a style, brand and method of engagement that is consistent across the Faculty.

2.4 Project Methodology

Currently the Faculty has few fully online units – some in Chemical Engineering and a few in post graduate programs. There are some units delivered in two modes, both face-to-face and online; the extent to which the online presence is any more than content delivery is unknown. Many units have little or no online presence.

The faculty has developed a three-level* approach to categorising online units and has planned targets for the next two years (*this has since been expanded to five levels to capture units that have little or no online presence).

Level Descriptor0 Unit not on Blackboard

0+ Unit on Blackboard, but contains either very little, irrelevant or no data

1 Unit on Blackboard and uses any of: Link to Unit Outline; Lecture notes; Discussion Boards; passive iLectures (as appropriate for the particular unit)

2 Meets Level 1 and uses additional Blackboard tools (eg Drop Boxes, Electronic Marking, Calendar, Group Pages, External Links)

3 Meets Level 1 and facilitates metacognitive, collaborative and problem based learning strategies that enhance, extend or replace face-to-face experiences.

Level 1 is considered a minimal standard for all units in the Faculty. At this level many of the administrative tasks can be streamlined. Level 2 improves the communications between students, tutors and lecturers. This can be achieved by using discussion groups for specific topics within a unit; setting up group pages for collaborative work; emailing groups within the unit; and/or adding FAQs. Level 3 focuses on pedagogy rather than technology; the online facilities function as mindtools in addition to productivity tools, as defined by Jonassen (1996). The focus is on developing pedagogy; attainment of Level 3 does not require Level 2:


2.4.1 Project Approach (to be revised after Phase 1 of Project)

Present the current “state of play” to Schools/Departments

Discuss, in general terms, what is required to move to Level 1 and 2.

Point out benefits of moving to Levels 1/2 (consistent online appearance of units across

the faculty; quick links to various materials in one convenient location; assignment

tracking; improved communications between student:student and teacher:student)

Outline help available to academic staff (group training via LMS Support; 1:1 training via

the Online Educational Developer; 24/7 online help manual)

Outline development of a “common unit” that will contain links to information relevant to

all students (plagiarism, assessment etc.)

Gain commitment from Heads of Schools and Heads of Departments to working with this

project to ensure cooperation from their academic staff.

Getting commitment will require convincing academic staff that there is real benefit for

them (and their students) in improving their delivery of course materials via flexible and

blended methods. This will be vital to the whole project when considered against

comments and responses received from the survey on Blackboard use 9Refer to

Appendix 17). Overall there was a very negative feeling towards Blackboard as the

official LMS.

Discuss moving to Level 3 – more about changing pedagogy than using more “bells &

whistles”. Use examples (e.g. Pier Cam used by Glenn Whisson to capture/analyse real-

time data from Exmouth jetty), Potential tasks (activity-reflection portfolio linked to the

iPortfolio). Emphasis that this will most probably be developed on a 1:1 basis – what

works well for 1 unit may have little use in others, and planning would be at least 1

semester in advance. Ask those interested to approach the Online Educational

Developer individually. Identify those academics/ units that have been recongised as

being ready to move to Level 3.

Relate the Levels to Jonassen’s concepts of productivity tools and mindtools. Levels 1 &

2 = productivity tools (“doing things better”). Level 3 = mindtools (“doing better things”)

2.4.2 Initial milestones and timeline (currently being expanded)By the end of 2011:

1000 units will be at Level 1 or higher

500 units will use at least four Level 2 components

1 unit per course will be at Level 3 (approx 100 units)


2.4.3 February 2010 Audit

The current breakdown of units at different Levels is shown in the next 3 tables. Note that there is a lag phase between changing the ownership of units, and this change being updated in Student 1. These tables reflect the position at 11th February 2010 and will be updated periodically.

Units at each levelFaculty 0 (%) 0+ (%) 1 (%) 2 (%) 3 (%)Science & Engineering 1022 (61) 35 (2) 604 (36) 16 (1) 0 (0)

Units at each levelSchool 0 (%) 0+ (%) 1 (%) 2 (%) 3 (%)Chemical & Petroleum Engineering 146 (73) 8 (4) 45 (23) 0 (0) 0 (0)

Civil & Mechanical Engineering 23 (23) 2 (2) 73 (74) 1 (1) 0 (0)

Electrical Engineering & Computing 119 (69) 11 (6) 40 (23) 2 (1) 0 (0)

Engineering Operations 10 (29) 0 (0) 22 (65) 2 (6) 0 (0)Science 394 (61) 7 (1) 246 (38) 4 (1) 0 (0)Western Australian School of Mines 330 (63) 7 (1) 178 (34) 7 (1) 0 (0)

Units at each levelDepartment 0 (%) 0+ (%) 1 (%) 2 (%) 3 (%)Chemical Engineering 40 (53) 5 (7) 30 (40) 0 (0) 0 (0)Petroleum Engineering 106 (85) 3 (2) 15 (12) 0 (0) 0 (0)Civil Engineering 14 (31) 0 (0) 31 (69) 0 (0) 0 (0)Mechanical Engineering 9 (17) 2 (4) 42 (78) 1 (2) 0 (0)Computing 48 (76) 2 (3) 11 (17) 2 (3) 0 (0)Electrical and Computer Engineering 71 (65) 9 (8) 29 (27) 0 (0) 0 (0)

Engineering Foundation Year 0 (0) 0 (0) 15 (88) 2 (12) 0 (0)

Engineering Operations 10 (59) 0 (0) 7 (41) 0 (0) 0 (0)Chemistry 63 (65) 1 (1) 31 (32) 2 (2) 0 (0)Environment & Agriculture 160 (65) 3 (1) 82 (33) 0 (0) 0 (0)Imaging & Applied Physics 74 (54) 1 (1) 60 (44) 1 (1) 0 (0)

Mathematics & Statistics 60 (49) 2 (2) 59 (48) 1 (1) 0 (0)School of Science 12 (71) 0 (0) 5 (29) 0 (0) 0 (0)Science and Mathematics Education Centre 25 (74) 0 (0) 9 (26) 0 (0) 0 (0)

Applied Geology 127 (69) 3 (2) 54 (29) 0 (0) 0 (0)Exploration Geophysics 58 (59) 2 (2) 38 (39) 0 (0) 0 (0)Minerals Engineering and Extractive Metallurgy 31 (72) 0 (0) 12 (28) 0 (0) 0 (0)

Mining Engineering 57 (69) 2 (2) 24 (29) 0 (0) 0 (0)Spatial Sciences 39 (44) 0 (0) 42 (48) 7 (8) 0 (0)Western Australian School of Mines 10 (56) 0 (0) 8 (44) 0 (0) 0 (0)

[Doing things better] [Doing better things]


2.5 March 2010 Survey of staff on their use of Blackboard

A survey was undertaken March – April 2010 to all S&E academics.

The results will be used to improve the delivery of this project and to assist in gaining commitment and corporation from academics.

General comments on the use of Blackboad within S&E are listed in Appendix 17.

2.6 Out of Scope The following items are considered out of the scope:

Undertaking conversion of academics coursework documents to a LMS ready format Provision of Blackboard training workshops when similar are being run by LMS Support

2.7 Work Breakdown Structure (WBS)The project tasks to produce the project deliverables are listed in the Gantt chart at Appendix A.

2.8 ConstraintsThe following key project constraints were identified:

Teaching staff not having appropriate and timely access to professional development and training in online teaching including Blackboard introductory and more advanced user sessions.

Teaching staff being unwilling to embrace the advanced features offered by Blackboard as part of their Teaching & Learning program. This is a key constraint when taken into consideration with the generally negative comments and responses provided to the survey on Blackboard use (refer to Appendix 17)

2.9 AssumptionsThe following key assumptions influenced the development of this Project Management Plan:

That there is full support from Heads of Schools and Heads of Departments for all units to have a LMS presence by 2011

That academics will have ongoing access to Blackboard training and technical support

3 Project Time Schedule

3.1 ScheduleThe detailed project schedule is provided in the Gantt chart at Appendix A. This is a ‘snapshot’ in time and is being regularly updated. Contact the project manager for the latest version.

4 Project Costs

4.1 Budget summary

This project is a major project funded through Institutional Development of eLearning projects. The budget for this project includes: Project Manager (0.5FTE, GJ06, 2 years fixed term)File name: document.docx of 27

Online Educational Developer (FT, ALB06, 2 years fixed term)

There is an additional support sum of $45,000 provided by the Faculty to foster individual, innovative ‘showcase projects’. The Faculty will also commit some of the Web manager’s time to provide instructional design expertise.

5 Quality Management

5.1 Quality Management Process

This quality process includes:

Identification of key deliverables from the Work Breakdown Structure that can be measured; Setting of quality targets that help to guarantee achievement of project quality; Sign-off by the relevant quality verifier to confirm that the quality KPIs have been met; and Sign-off by Project Sponsor to confirm acceptance of project.

Deliverables, KPIs and Quality Verifiers are specified in Appendix C.

6 Project Accountabilities

6.1 Project Organisational ChartThe project team Project Organisational Chart provides a visual representation of the project team and project reporting structure. It is attached as Appendix D.

6.2 Responsibility Assignment MatrixThe Responsibility Assignment Matrix outlines responsibilities allocated to individuals for each task. It is attached as Appendix E.

6.3 Project SponsorThe roles and responsibilities of the Project Sponsor include:

Responsibility to senior management for the project; Endorsing this document to confirm that project scope and deliverables are correct; Approving changes to scope, schedule, budget and quality; Reviewing progress and providing strategic direction; Resolving issues beyond the Project Manager’s authority; Providing the financial resources and sponsorship for the project; and

Examining the project at completion2 and completing a Project Sign-off form.

6.4 Project ManagerThe roles and responsibilities of the Project Manager include:

Managing the day-to-day operations of the project to ensure the project deliverables are produced to scope, schedule, budget and quality;

2 A completed Project Sign-off form is required even when a project is cancelled prior to completion.File name: document.docx of 27

Monitoring and controlling the Project Management Plan; Providing status reports to the Project Sponsor; Ensuring quality checks are undertaken and documented; Leading the project teams to meet the project objectives; Undertaking the tasks assigned, as specified in the Responsibility Assignment Matrix (refer

Appendix E); Authorising project expenditure in accordance with the project budget; and Consulting with the Project Sponsor and key stakeholders to maintain communications and

keep parties up to date on project progress.

6.5 Project Team MembersThe roles and responsibilities of the project team members include:

Undertaking the tasks assigned, as specified in the Responsibility Assignment Matrix (refer Appendix E);

Reporting to the Project Manager and notifying where deviations in the project scope, schedule, budget or quality occur;

Undertaking tasks in a professional manner; and Attending all project meetings, providing input where appropriate (i.e. active participation).


6.6 Quality VerifiersThe roles and responsibilities of Quality Verifiers include:

Undertaking periodic quality audits as specified in Appendix C; Reporting quality deviation or non-compliance immediately to the Project Manager; and Submitting a Quality Verification Report at the completion of each specified check.

7 Communications Plan7.1 PlanThe Communication Plan examines the key contacts, frequency of communications, and communication medium to be deployed. It is used to ensure adequate consideration has been given to consultation and information dissemination. It is attached as Appendix F.

8 Risk Management Plan8.1 Risk AssessmentThe Risk Management Plan, attached as Appendix G, examines risks, rates those risks and identifies potential treatment strategies.

This plan has taken the report entitled: Risks to Learning Management Systems Operations (Feb, 2010) prepared by the School of Regional, Remote and eLearning into account when identifying risks to the project.

9 Project Control

9.1 Progress ReportingThe Project Management Plan will be controlled on a regular basis, by means of completing Project Status Report to the Project Sponsor on a Monthly basis. The key elements are scope, schedule, budget, quality and risk, with the control process comprising:

Monitoring and measuring performance; Comparing performance to this plan; Reporting on deviations and issues; and Taking corrective action (where necessary).

9.2 Change ManagementAny proposed changes to the scope or quality will be processed as follows:

Proposed changes will be evaluated on the basis of their impact on the project process and outcome, and in light of reasonable alternatives;

Proposed changes will be formally recorded on a Project Change Control report and submitted to the Project Sponsor;

The Project Sponsor will review proposed changes, and either accept or reject them; and Accepted changes will be communicated to all concerned stakeholders, and project

documentation will be amended accordingly.

-END OF DOCUMENT-


10 APPENDIX A PAGE1 – Task, Schedule & Gantt ChartID WBS Task Nam e Duration Start Finish

1 1 Frame work for online , flexible and blended learning in Science andEngineering

490.25 days? Thu 11/02/10 Thu 29/12/11

2 1.1 Project Management 490.25 days Thu 11/02/10 Thu 29/12/11

3 1.1.1 Scheduling (TIME) 485.25 days Thu 11/02/10 Thu 22/12/114 1.1.1.1 WBS and CPA Updating 485.25 days Thu 11/02/10 Thu 22/12/11

104 1.1.2 Meetings 490.13 days Thu 11/02/10 Thu 29/12/11105 1.1.2.1 Project meeting with Graham 490.13 days Thu 11/02/10 Thu 29/12/11

205 1.1.2.2 S&E Teaching & Learning Committee 480.25 days Thu 18/02/10 Thu 22/12/11

239 1.1.3 Communications 490.25 days Thu 11/02/10 Thu 29/12/11240 1.1.3.1 Review and action tasks from Communications Plan 490.25 days Thu 11/02/10 Thu 29/12/11

340 1.1.4 Risk Manageme nt 485.38 days Fri 12/02/10 Fri 23/12/11341 1.1.4.1 Review Risk Management Plan 485.38 days Fri 12/02/10 Fri 23/12/11440 1.1.5 Budget Manage ment (COST) 485.13 days Fri 12/02/10 Fri 23/12/11441 1.1.5.1 Budget Review 485.13 days Fri 12/02/10 Fri 23/12/11540 1.1.6 Performance Management (QUALITY) 485.25 days Fri 12/02/10 Fri 23/12/11541 1.1.6.1 Review quality and results against plan 485.25 days Fri 12/02/10 Fri 23/12/11640 1.2 Phase 1 (PLANNING) 79 days? Thu 11/02/10 Tue 1/06/10

641 1.2.1 Unit identification 52 days? Thu 11/02/10 Fri 23/04/10642 1.2.1.1 Develop a lis t of all units (viable and unviable) on Blackboard 13 days? Thu 11/02/10 Mon 1/03/10

643 1.2.1.2 Submit lis t for comm ent, review and refining 22 days? Mon 15/02/10 Tue 16/03/10

644 1.2.1.3 Develop a database of all units and their details 29 days? Sat 27/02/10 Thu 8/04/10

645 1.2.1.4 Produce report on db results 18 days? Wed 31/03/10 Fri 23/04/10

646 1.2.2 categorise tools and functionality w ithin BB 79 days? Thu 11/02/10 Tue 1/06/10647 1.2.2.1 Redefine BB usage categories (esp. levels 2 - 3) 10 days? Sun 14/02/10 Fri 26/02/10

648 1.2.2.2 Fully identify and categorise tools and functionality within BB units 34 days? Mon 15/02/10 Thu 1/04/10

649 1.2.2.3 Produce report on functionality and subm it to PM and Dean T&L 1 day? Wed 31/03/10 Wed 31/03/10

650 1.2.2.4 Submit DRAFT PMP to T&L Comm ittee for comment and review 1 day? Tue 30/03/10 Tue 30/03/10

651 1.2.2.5 Produce report on levels and submit to PM and Dean T&L 1 day? Mon 29/03/10 Mon 29/03/10

31/0330/03

29/03

8/02 15/02 22/02 1/03 8/03 15/03 22/03 29/03 5/04 12/04 19/04 26/04February March April


11 APPENDIX A PAGE 2 – Task, Schedule & Gantt ChartID WBS Task Nam e Duration Start Finish

652 1.2.2.6 Rank units agains t BB categorising approach (2nd round) 25 days? Fri 26/03/10 Thu 29/04/10

653 1.2.2.7 Meet with HOD and HOS to dis cuss project 67 days? Thu 11/02/10 Fri 14/05/10

654 1.2.2.8 Produce initial report on outcomes of 1s t round of meetings and submit to PM and Dean T&L7 days? Thu 15/04/10 Fri 23/04/10

655 1.2.2.9 Produce final report on outcom es of meetings with HoS & HoD and subm it to PM and Dean T&L1 day? Fri 14/05/10 Fri 14/05/10

656 1.2.2.10 ID and meet with all Unit Coordinators 67 days? Mon 1/03/10 Tue 1/06/10

657 1.2.2.11 Produce initial report on outcomes of 1s t round of meetings and submit to PM and Dean T&L1 day? Fri 30/04/10 Fri 30/04/10

658 1.2.3 Survey intentions for BB use and training in 2010 - 2011 25 days? Mon 15/03/10 Fri 16/04/10659 1.2.3.1 Undertake survey of s taff 25 days? Mon 15/03/10 Fri 16/04/10

660 1.2.3.2 Report on results and incorporate into PMP 13 days? Wed 31/03/10 Fri 16/04/10

661 1.2.4 Com plete PMP and Submit for approvals 1 day? Thu 15/04/10 Thu 15/04/10

662 1.2.5 Com plete plan for Phase 2 & 3 of Project 27 days? Thu 15/04/10 Fri 21/05/10

663 1.3 Phase 2 Moving towards Level 1 & 2 (Productivity Tools) 198 days? Mon 1/03/10 Wed 1/12/10

664 1.3.1 Undertake detailed planning for Phase 2 31 days? Mon 19/04/10 Mon 31/05/10

665 1.3.2 Present at T&L expo to introduce project further 11 days? Thu 1/04/10 Thu 15/04/10

666 1.3.3 Investage the Unit Outline Builder and its current/proposed use in S&E 13 days? Mon 12/04/10 Wed 28/04/10

667 1.3.4 Investage the iPortfolo project for linkages to this project 13 days? Mon 12/04/10 Wed 28/04/10

668 1.3.5 Work 1:1 with academic staff to assis t and guide with moving 0 & O+ to Level 1 & 2 198 days? Mon 1/03/10 Wed 1/12/10

669 1.4 Phase 3 Moving towards Levels 3 (Mindtools) (awaitingcompletion of Phase 1)

436 days? Thu 1/04/10 Thu 1/12/11

670 1.4.1 Undertake detailed planning for Phase 3 31 days? Mon 19/04/10 Mon 31/05/10

671 1.4.2 Work 1:1 with academic staff to assis t and guide with moving to Level 3 436 days? Thu 1/04/10 Thu 1/12/11

23/0414/05

30/04

15/04

15/03 22/03 29/03 5/04 12/04 19/04 26/04 3/05 10/05 17/05 24/05 31/05 7/06March April May


12 APPENDIX B – Project Organisational Chart

/’


13 APPENDIX C – DRAFT Quality Management Plan for Phase 1 only

WBS No. Key tasks Key deliverable and Quality KPIs

(Criteria for Control & Acceptance)

Responsible Officer (Quality Verifier)

1.2.1.1 and 1.2.1.3

1.2.1.4

List and MS Access Database of all units and their BB levels

Report on viable/unviable units with their corresponding levels of BB uptake

Accurate and updateable database of all units within S&E. Suitable for using as the baseline for the rest of the project.

Graham McMahonShelley Yeo

1.2.1.11

1.2.1.12

1.2.1.13

Meet with HOD and HOS to discuss project

Produce initial report on outcomes of 1st round of meetings and submit to PM and Dean T&L

Produce final report on outcomes of meetings and submit to PM and Dean T&L

Detailed report on issues related to the use of BB and other LMS (e.g. Moodle) within S&E. Able to be used for planning and decision making for rest of the project.

Graham McMahonShelley Yeo

1.2.2.1

1.2.3.1

1.2.4

Undertake surveys of staff on BB use/intentions and training

Develop plan for Phase 2 & # of the project

Produce a completed report/plan for undertaking Phase 2 & 3 of the project

Graham McMahonMike Williams

1.2.5 Bring together all other key tasks and deliverables into a single report

Completed PMP to guide the rest of the project

Mike WilliamsGraham McMahonShelley YeoS & E FTLC


14 APPENDIX E – Responsibility Assignment Matrix

ID WBS TASKSPHASE 1 PLANNING

ProjectManager

Online Educational Developer

Reporting Committee

Project Sponsor

User Group

Funding Body Dean T&L

Mike Williams Graham McMahon

FTLC Prof Robyn Quin

S&EAcademics

Regional, Remote and eLearning

Shelly Yeo

1.2.1.1 Develop a list of all units (viable and unviable) on Blackboard

R I1.2.1.2 Submit list for comment and review R I1.2.1.3 Develop a database of all units and their details R1.2.1.4 Produce report on db results R1.2.1.5 Fully identify and categorize tools and

functionality within BBR R

1.2.1.6 Produce report on functionality and submit to PM and Dean T&L

I R C1.2.1.7 Redefine BB usage categories (esp. levels 2 - 3) R C1.2.1.8 Submit DRAFT PMP to T&L Committee for

comment and reviewR I A N C

1.2.1.9 Produce report on levels and submit to PM and Dean T&L

N R C1.2.1.10 Rank units against BB categorizing approach I R C1.2.1.11 Meet with HOD and HOS to discuss project N R C C1.2.1.12 Produce initial report on outcomes of 1st round of

meetings and submit to PM and Dean T&LI R C

1.2.1.13 Produce final report on outcomes of meetings and submit to PM and Dean T&L

I R C1.2.1.14 ID and meet with all Unit Coordinators I R1.2.1.15 Produce initial report on outcomes of 1st round of

meetings and submit to PM and Dean T&LI R C

1.2.2 ID intentions for BB use in 2010 - 2011 R1.2.2.1 Undertake survey of staff (BB INTENTIONS) R R I1.2.2.2 Report on results and incorporate into PMP R I1.2.3 ID training offered and who has undertaken

trainingR C

1.2.3.1 Undertake survey of staff (TRAINING) R R I1.2.4 Complete plan for Phase 2 & 3 of Project R I N C N I1.2.5 Complete PMP and Submit for approvals R I A N C N C


LEGENDR – Responsible for executing activity A – Approval authorityI – Provides input C – Consulted N - Notified

15 APPENDIX F – Communication Plan

Stakeholder Information To Be Communicated

Frequency Medium

Project SponsorAllow Sponsor to address issues relating to moving forward with the project

Keep sponsor informed of developments and approvals needed to progress

Ensure support and ownership of project with the SponsorProject Status updates – activities, key findings and issues

Monthly Meetings and Reports

Faculty T&L Committee

Allow Committee to address issues relating to moving forward with the project

Keep Committee informed of developments and approvals needed to progress

Ensure support and ownership of project with the Committee

Monthly Meeting and reports

Faculty of Science and Engineering Academics

Introduce the project and its likely impacts. Describe the change process and outline the benefits.

Keep informed of initiatives, progress and developments

Address any known concerns

Requests for feedback

Requests for Training

As required Group workshops

Presentations to HoS and HoD committees

One-on-one meetings

Flexible Learning Committee

Project Status updates – activities, key findings and issues

Monthly ReportsMeetings

University T&L Committee

Project Status updates – activities, key findings and issues


School of Regional, Remote and eLearning

Project Status updates – activities, key findings and issues and Risk Management


Blackboard Advisor

Requests for feedbackProject ProgressRisk Management

As required Meetings


Faculty of Science and Engineering’s Online Learning Developer

Requests for feedbackProject ProgressRisk Management

As required Meetings


16 APPENDIX G – Risk Management Plan

Risk Event Likelihood Consequence

Rating Treatment Strategy Resources Requirement

ResponsibleOfficer

By Date Reporting Requirement

Poor interest or uptake by academics

Likely Major Extreme Communicate the advantages of using Blackboard to improve T&L outcomes to students

Graham McMahon

Mike Williams

Ongoing Weekly to PM

Weekly to Dean T&L

Academics being “compliant e.g. bear minimum” only to “Level 1”

Likely Major Extreme Communicate the advantages of using other appropriate features within Blackboard to improve T&L outcomes to students.

Showcase what others are achieving in terms of results and student satisfaction

Review training being offered.

Identify gaps in staff members training and skills

Provide 1:1 training to give staff confidence in using Blackboard

Graham McMahon

Mike Williams


Weekly to Dean T&L


Online Learning Coordinator leaving in Year 1

Unlikely Major HIGH Provide a fulfilling and interesting work environment and culture that will help ensure ongoing satisfaction in the position.

Provide opportunities for professional enhancement.

Ensure all methods and processes are documented.

Dean T&L To project Sponsor

Technical support being available to staff is poor and inadequate resulting in user dissatisfaction.

Possible Major HIGH Work with LMS support to ensure adequate support is being offered

Mike Williams

Ongoing Review as part of Risk Mgt. Report to Dean S&E

Poor communication between project stakeholders

Possible Major HIGH Examine reasons for poor communication. Clarify needs and expectations of each stakeholder concerned.

Identify other channels for open and effective communication.

Mike Williams

Graham McMahon


Review as part of Risk Mgt. Report to Dean S&E

Online Learning Coordinator leaving in Year 2

Possible Major HIGH Identify reasons for dissatisfaction and attempt to mitigate



File Name: document.docx of 27

Excessive scope changes (out of scope items)

Unlikely Major HIGH Reconfirm original approved PMP including “in scope and “out of scope” items.

Ensure agreement and formal signoff by the Project Sponsor on tradeoffs between “time, cost and quality” of the projects results and deliverables.

Mike Williams

Ongoing Review as part of Risk Mgt. Report to Dean S&E

Poor preparation by teaching staff in setting up/preparing their Blackboard site

Possible Major HIGH Review training being offered.

Identify gaps in staff members training and skills

Provide 1:1 training to give staff confidence in using Blackboard

Communicate the advantages of using other appropriate features within Blackboard to improve T&L outcomes to students.

Showcase what others are achieving in terms of results and student satisfaction

Graham McMahon



Project Manager leaving in Year 1

Rare Major MOD Identify reasons for dissatisfaction and attempt to mitigate



Unclear roles and responsibilities for staff working on the project

Possible Minor MOD Review original PDs to ensure that current roles are consistent with original PD.

Communicate clearly the expected roles and responsibilities for staff working on the project.

Dean T&L

Project Manager

To project Sponsor

To Dean T&L

Project Manager leaving in year 2

Unlikely Minor LOW Identify reasons for dissatisfaction and attempt to mitigate




16.1 Legend for the Risk Management Plan

Defining Likelihood Ratings

The following table outlines the definition of likelihood rating as applied to the risk assessment.

Descriptor Definition

Almost certain Expected to occur in most circumstancesLikely Will probably occur in most circumstancesPossible Might occur at some timeUnlikely Could occur at some timeRare May only occur in exceptional circumstances

Defining Consequence Ratings

The following table outlines the definition of consequence rating as applied to the risk assessment.

Consequence Project Consequence

Catastrophic Unacceptable effect on project objectivesMajor Major effects on project objectives, requiring significant effort to rectify.Moderate Moderate effects on project objectives, requiring management effort to rectifyMinor Some difficulties experienced, but these are easily managed.Insignificant No noticeable effect on project management objectives

Defining Risk Rankings

The following table outlines the definition of risk categorises, determined by combining the likelihood and consequence of a risk.

RISK FACTOR Insignificant Minor Moderate Major Catastrophic

Almostcertain Low High High Extreme Extreme

Likely Low Moderate High Extreme Extreme

Possible Low Moderate High High Extreme

Unlikely Low Low Moderate High High

Rare Low Low Low Moderate High


17 APPENDIX G – Responses from Survey on the use of Blackboard

If Blackboard delivery is to be fully functional, the university really needs to push its necessity across the board so that students don't think it's an optional novelty. It creates a massive headache for those lecturers trying to use it when we can't convince students to use it. It's also imperative that Blackboard usage and downloads don't count against students' monthly Internet allocations - what's the point in posting all of these materials if students can't download them?!

Quizzes are most common stuff ups, and most time consuming to set/change/administer.Any LMS is just the packaging, not the content nor does it automatically reflect the interest or enthusiasm of the lecturer. Putting material on blackboard and then counting percentage of units on blackboard/ total number of units is not a useful measure of effectiveness of teaching. Blackboard can still be used to show scanned hand written notes "online"!!

Some unit co-ordinators are 'technology challenged' or not interested in Blackboard (i.e. get somebody else, i.e. admin person) to put content online. Good luck in trying to get everybody 'on the same playing field' - Best to involve head of departments I think.

Thank you for your help. I would very much like to improve on the use of online tool but would need a strong support from your team. Thank you.

Find the 10Meg limit on files to upload to Blackboard restrcitive. Pdfs can by over 10megs and then there are videos etc. which I find very useful

We seem to have forgotten that content is an order of magnitude more important (and more) than where students can access material.

I simply upload material to a departmental website - simple and effective.

Aside from the training aspect, I think it is good to have a rapid response to enquiries / problems with BB. The LMS staff do respond fairly quickly, but I don't like having to send an email or fill out a web form for it. It is a really unfriendly way to support the software. It would be nice to actually be able to phone someone up. Anyway, I think it's good you're doing the survey.

Blackboard is a solution in search of a problem. If you want superficial education, it is wonderful. If you want a deep comprehension, it offers little

Students currently have online access to my unit materials. They seem to be happy with the current practice.

In Environmental Biology, the secretaries are those managing Blackboard, we simply give them the material to place on line. Academics have so much administrative load already that learning yet another program such as Blackboard is not even an option to consider. Academic staff are imposed such programs on a weekly basis for administration, research productivity, classroom booking, audiovisual booking, budget management, credit card management, etc. etc etc Too many new programs to learn, too little time. We are hired to do research but end up spending 100% of the week managing students and adminstration.


There are too many steps involved in Blackboard to achieve even the simplest tasks, e.g. file uploading should be drag-and-drop not five or six steps - especially a problem with multiple files.

Why do you have to click OK again after each task is completed!

We should be using an open system like moodle, greater flexibility and the ability to modify to suit our needs.

Please can Curtin move to a better LMS, I have it on good authority that moodle is much more user-friendly and flexible.

Much preferred WebCt

It's annoying not to be able to customise the order in which the units are displayed in Bb. I would like to be able to put all the Semester 1 units at the top (since we are now in Semester 1) ... and have the others below.

It's annoying that I can't make an Announcement once, and then select it to be visible in all or a number of units (this was possible in WebCT). It's annoying to not have a proper file manager. It's annoying not to have alert icons for Messages and Discussion Board. There are a number of other annoyances, but they'll do for now.

Cut & paste to email from other applications (e.g. Word) does not work. Should be fixed!!!My main problem with Blackboard is that if I update unit materials, I must first REMOVE the currently-posted materials and then upload the updated versions. Please please please add the ability to *overwrite* any existing files of the same name when uploading.
