educational projects educational projects 6 ects, 418022p

EDUCATIONAL PROJECTS EDUCATIONAL PROJECTS 6 ECTS, 418022P

Objective The goal of this course is to implement a project in which the students study the theory of project work and project management and participate in the implementation of a project as a part of the project team. The areas of application of the project are development challenges related to learning and educational technology. Different technological applications will be utilized in the project, and the use of those applications as learning tools will be evaluated and developed.

Contents Basics of project work Planning, practical realization, and administration of project work Special characteristics of educational projects The utilization of technology in project work and educational projects Development challenges in the field of learning and educational technology

Learning objectives After this course the student can plan and implement an educational project work responsibly as a part of the project team plan and evaluate educational projects utilizing current learning research information apply the special competence of his or her own field to the contents, planning, and implementation of projects work as an expert in his or her field in a multidisciplinary project team

Educational Projects 6 ects (PROJECTS) 418022P Course structure 2015-01- 13 Tuesday 10:15- 11:45 KTK215 2015-01- 27 Tuesday 10:15- 12:00 KTK215 Meeting the customer 2015-02-03 Tuesday 10:15-11:45 KTK215 DL project plans Fri 13.2. 2015-02-24 Tuesday 10:15-11:45 KTK215 Meeting the customer 2015-03-17 + 2015-03-24 Tuesday 10:15-11:45 KTK215 2015-04- 07 Tuesday 10:15- 11:45 KTK215 Meeting the customer 2015-04- 21 Tuesday 10:15- 11:45 KTK215 2014-05-05 Tuesday 10:15-11:45 KTK215 DL project report Fri. 15.5. Course info Planning the project Technical tools for project work Project management Mid-term review How to make posters Preparing posters (optional) Project presentations OBJECTIVE The goal of this course is to implement a project in which the students study the theory of project work and project management and participate in the implementation of a project as a part of the project team. The areas of application of the project are development challenges related to learning and educational technology. Different technological applications will be utilized in the project, and the use of those applications as learning tools will be evaluated and developed. EVALUATION (1-5) -Project plan (teacher evaluation) -Final report (teacher evaluation) -Implementation of the project (teacher + group + contact person) CONTENT Basics of project work Planning, practical realization, and administration of project work Special characteristics of educational projects The utilization of technology in project work and educational projects Development challenges in the field of learning and educational technology LEARNING OBJECTIVES After this course the student can plan and implement an educational project work responsibly as a part of the project team plan and evaluate educational projects utilizing current learning research information apply the special competence of his or her own field to the contents, planning, and implementation of projects work as an expert in his or her field in a multidisciplinary project team PLANNING PHASE IMPLEMENTATIONEVALUATION Course environment: wiki

Evaluation (1-5) -Project plan + final report (teacher evaluation)Project plan + final report -Implementation of the project (instructor + group + contact person)Implementation of the project

12345 Contents Coverage Only few topics mentioned in project plan/ report forms are discussed. Several topics mentioned in project plan/ report forms are discussed. All topics mentioned in project plan/ report forms are discussed. All topics are discussed and some additional relevant information is presented. All topics are discussed and additional relevant information is presented profoundly. Level of discussion Superficial and incoherent. Declaratory and summarizing. Mostly summarizing but also some argumentation and own thinking. Deep level: reflective and critical discussion mainly based on ones own experiences. Deep level: critical and scientific discussion. Use of references Inadequate, core readings of the course is not utilized. Core readings of the course is somewhat utilized. The use of core readings is comprehensive. Core readings and some additional material are utilized comprehensively and the contents of different materials are well integrated. In addition to core- and additional course material some other scientific articles are utilized. StructureScattered and illogical Scattered and illogical to some extent Clear, simple, coherent.Clear and coherent in spite of multi-level content discussion. Well structured, logical, insightful.

12345 Contents Commitment and activity Group was not committed to the project. Group was mainly behind the schedule and they didnt achieve the tasks set in the beginning of the project. The group needed a lot of help, guidance and support throughout the project in order to make decisions. Commitment and activity level varied during the project work. However group achieved some of the main tasks set in the beginning of the project. Group work was more instructor- than self- directed. Whole group was committed to the project and the group followed the timetable set in the beginning of the project. Group work was mainly self- directed and active. Whole group was very committed to the project and group members used a lot of effort in order to achieve the tasks set in the beginning of the project. Group work was self- directed and group was capable to adjust the goals, timetables and resources according to progression of the project work. Whole group was very committed and active throughout the project work. Group found innovative solutions for the tasks. Group work was self-directed and group was capable to adjust the goals, timetables and resources according to progression of the project work. Group used also external resources (experts, written materials etc.) when designing and implementing the project. Results Project group didnt gain the aims set in the beginning of the project. Project group gained the aims in some extent. Project group gained the main aims set in the beginning of the project. Results were consistent with the objectives of the project. Project group gained all aims set in the beginning of the project. Results were consistent with the objectives of the project. Project group gained all aims set in the beginning of the project. Some of the tasks were achieved more widely and deeper than was originally planned. Communicatio n Communication was irregular, fragmented and inconsistent. Group used different communication channels in different phases of the project. Not all information was shared with all group members, instructor and contact person. Communication between the group, contact person and instructor was mainly sufficient and fluent. Communication tools were mainly coherent and functional. Communication between the group, contact person and instructor was sufficient and fluent Communication tools were appropriate and they were used logically. Communication between the group, contact person and instructor was sufficient, fluent and flexible. Various communication tools were applied in different purposes. Communication between the group, contact person and instructor was sufficient, fluent and flexible. Various communication tools were applied in different purposes. Group invented innovative ways for project communication.

WHAT IS EDUCATIONAL PROJECT? (PARTICULARLY IN THIS COURSE)

Deals with learning or teaching Posits technology in practice Uses diversified expertise Utilises literature from earlier courses Sasha Barab: Research and educational project, Guest Atlantis http://atlantisremixed.org Pirkko Hyvnen 2013

Project is.. a way to organise activities; problem-solving and learning process. a collaborative enterprise, frequently involving research or design, which is carefully planned to achieve a particular aim a temporary system that is constituted by teams within or across organizations to accomplish particular tasks under time constraints. outcomes are commercial products, pedagogical model, new learning and teaching design or scientific knowledge. Pirkko Hyvnen 2013

Following features are typical for projects: One-off process Projects will be established for certain, accurate purpose. It wont be repeated. Even the title is unique. Orderlines Project plan is a realisation of the project beforehand and vice versa, project is a realisation of the project plan Scheduling step-by step Documenting pedantic Transparence Goals and aims; main aim and objectives Quantitative and qualitative aims Problem-based Problem that will be solved, Risk analysis Pirkko Hyvnen 2013

Following features are typical for projects: Organisation and co-operation, division of labour Project is never a one-man task; responsibilities will be defined in a team work: Project leader, project group, steering group and interest groups, sponsors, client.. Resources Estimated in a project plan; will be monitored during the process Budget, human resources, time, tools etc. Creativity, courage, accuracy, efficiency and expertise are both requisites and results of projects Results/ outcomes Are defined in the project plan and proved in the final, closing report Assessment Pirkko Hyvnen 2013

Life cycle Stages, which will be excecuted always in the same order 1. Proposal for the project (project proposal) 2. Planning the project (project plan) 3. Realisation the project (temporary reports) 4. Closing the project (closing report) 5. (stabilising with follow-ups) Pirkko Hyvnen 2013

PROJECTS 2015

General agreement about the project work General agreement about the project work (1) The students of LET Masters Programme and minor studies of Educational technology will plan and implement project for a local school, company or other organization as a part of their course Educational Projects (6 ects). The workload for this project is 120 hours per students (that includes project reporting). The implementation of the project will be discussed with the client and the instructor of the project.

General agreement about the project work General agreement about the project work (2) When studying in this course the members of the project team (students) commit to implement the project by using their best skills and knowledge, taking the goals and time limits of the course into consideration. The project team commits to the goals they set for the project in their project plan that they write in the beginning of the course, and implement the project during the spring 2014 in the way that is decided with the client.

General agreement about the project work General agreement about the project work (3) The client commits to providing the support and information the project team needs to succesfully implement the project, and to pay any costs that the project work may require. These possible costs will always be discussed beforehand with all parties. In addition the client will pay the costs of printing a poster that is one of the course assignments. All the projects have a teacher as an instructor. The instructor will commit to provide support to the team when it comes to the content of the studies or project work in general.

Applying ICT in geography (client: Valtari school) Aims: 1.In school level: To gain experiences how to apply ICT (especially iPads) in teaching geography. 2.In classroom level: To provide teachers and pupils experiences about collaborative study methods when creating multimedia products. Content: Project group develops a pedagogical model how iPads can be applied in the course Internationality and tourism, where pupils involve in a project related to sustainability. Target group: Valtari school, secondary school, 8.-9. grade, 24 pupils Schedule: First planning meeting until 3.2. Implementation 3.2.-2.4. Final project meeting before 30.5. Other issues: Classroom meetings on Fridays at 13.25-14.55 ICT facilities: iPads, beamer, document camera, Dell Latitude e7440 Ultrabook computers, Moodle Supervisors: LET: Essi Vuopala Valtari school: Henna Anunti (teacher, henna [email protected]), Jukka Ervasti (teacher, [email protected]) and Taisto Soininen (head master, [email protected])

Developing web course for company staff (client: Navicre) Aim: Navicre is a local company which provides web courses for big organizations. Staff members in Navicre needs to be updated with the recent views of learning, especially collaborative learning. The aim of the project is that staff members gets skills and knowledge how to apply the ideas of collaborative learning when designing massive web courses. Content: To develop a web course about the basics of collaborative learning for Navicre staff. Webcourse should include both the theoretical and practical aspects. Target group: 5 staff members in Navicre Supervisors: LET: Essi Vuopala Navicre: Pasi Anttila, [email protected]

Designing a teamwork model for national railway (VR), depot in Oulu (client: VR) Aim: The aim of the project is to design a team work model firts for the Oulu depot, and later this model will be applied in the whole staff of VR. Team work has been applied in Oulu since 2012 but following challenges has been confronted: Team members are not aware of their roles in teams. Staff members are used to work individually resistance for the change Teams hasnt understood their responsibilities and mandates Aim of the project is to search answers to these challenges and thereby improve the teamwork model. Content: Project group will design a training about teamwork and teamwork skills for staff in Oulu depot. Contents of the training includes for example following themes 1) What is teamwork? 2) Why and when work in teams? 3) What is the role of an individual in a team? Target group: Depot in Oulu 5 teams existing, 12 persons in one team Supervisors: LET: Pirkko Hyvnen VR:Rauno Ruokamo ([email protected]), Leo Riihilahti ([email protected])[email protected]

Potkua koulutussuunnitteluun- kurssi verkkoon (asiakas: OK-opintokeskus) Tavoite: Kehitt lhikoulutuksesta verkkokurssi, joka palvelee vapaan sivistystyn tarpeita. Sislt: Projektiryhm suunnittelee ja kehitt 2op:n laajuisen verkkokoulutuksen Potkua koulutussuunnitteluun. Kohderyhm: Eri jrjestjen koulutustehtviss olevat henkilt. Ohjaajat: LET: Essi Vuopala, Anni Lantto OK-opintokeskus: Hanna Alaniska

The Africat Foundation: Namibian-based non-profit organization with over 20 years of experience on wildlife conservation, especially focusing on the conservation of large carnivores of Namibia: Cheetah, Lion, Leopard, Hyenas and the African Wild Dog Conservation through education We conserve only what we love We will love only what we understand We will understand only what we are taught

Developing and designing a course for teachers about environmental education The aim of the project is to design an online Environmental Education course for teachers/teacher students in Namibia or Southern Africa. main challenge is to make teachers understand the critical need of making EE part of ANY subject curriculum and /or manner of teaching and to provide practical applicable examples and tools to do that Target group: teachers in Namibia and Southern Africa Supervisors: LET: Aino-Maaria Palosaari Africat: Ms Helen Newmarch

Teams are: Applying ICT in geography Developing web course for company staff Developing and designing a course for teachers about environmental education (The Africat Foundation) Designing a teamwork model for national railway (VR), depot in Oulu Potkua koulutussuunnitteluun- kurssi verkkoon

Organizing group work Name of the team Tools and schedules for working Roles Wiki Add your group into wiki (replace Group1 etc with your own group name) List the group members + the topic List all tools you use (links) Attach all documents (plan, report) Until next time (27.1.): Contact the customer and set up a date for first meeting (before 3.2.). Invite your supervisor(s) also.

PROJECT PLANNING

Why is it important to make a project plan? A well-defined and structured plan will guide your work, facilitating operational action, monitoring and finally evaluation of your project

PROJECT PLAN A written document with certain structure Course assignment evaluated by teachers Final version ready before 7th of February

The structure of the project plan 1.) Name of the project 2.) Background of the project Context and the background of the project Assess the need, why is it that this project is being implemented? Theoretical framework

The structure of the project plan 3.) Aim and goals of the project Name and define the main goal and the sub goals of the project Be clear with your goals 4.) Target group For whom is the project done and what for?

The structure of the project plan 5.) Implementation and the timetable Define the procedures you will use to reach your goals How do you plan to implement the project? Define your challenges and prepare yourself Schedule your implementation by outlining the project piece by piece and define a sub goal and deadline for each piece 6.) Resources of the project Define the literature and other references, use of expert consulting if necessary, technology resources Time Project groups own inner resources

The structure of the project plan 7.) Expected results What are the expected results? 8.) Monitoring and Evaluation 9.) Reporting the project results

BRAINSTORMING THE PROJECT Six thinking hats

SIX THINKING HATS Edward de Bonos SIX THINKING HATS FOR PLANNING YOUR PROJECT The red hat The red hat signifies feelings, hunches and intuition the place where emotions are placed without explanation. The blue hat The blue hat is used to manage the thinking process. It ensures that the Six thinking hats guidelines are observed. The yellow hat The yellow hat symbolizes brightness and optimism. You can explore the positives and probe for value and benefit. The green hat The green hat focuses on creativity, possibilities, alternatives and new ideas. It is an opportunity to express new concepts and new perceptions lateral thinking could be used here. The black hat The black hat signifies caution and critical thinking do not overuse! Why something may not work. The white hat The white hat calls for information known or needed. The facts, just the facts. Instructions by Paul Foreman at www.inspiration.moonfruit.com

THE RED HAT 10 MINUTES OF DISCUSSION AND NOTES Wearing the red hat allows you to put forward your feelings and intuitions without the need for justification, explanation or apology. Putting on the red hat, you express what you feel about the project Instructions by Paul Foreman at www.inspiration.moonfruit.com

THE WHITE HAT 10 MINUTES OF DISCUSSION AND NOTES Calls for information known or needed gathering just the facts. What we alerady know about the projects and existing solutions? Wearing your white hat allows you to present information in a neutral and objective way. Proposals, opinions, beliefs and arguments should be put aside! Instructions by Paul Foreman at www.inspiration.moonfruit.com

THE GREEN HAT 10 MINUTES OF DISCUSSION AND NOTES The green hat is specifically concerned with creating new ideas and new ways of looking at things: Creative thinking Additional alternatives Putting forward possibilities and hypotheses Interesting proposals New approaches Provocations and changes Think about the possibilities this project have! Think about creative solutions! Instructions by Paul Foreman at www.inspiration.moonfruit.com

THE BLACK HAT 10 MINUTES OF DISCUSSION AND NOTES Wearing the black hat allows you to consider your proposals critically and logically. The black hat is used to reflect on why a suggestion does not fit the facts, the available experience, or the system in use. Judgement, caution, evaluation, risks Instructions by Paul Foreman at www.inspiration.moonfruit.com

THE YELLOW HAT 10 MINUTES OF DISCUSSION AND NOTES Wearing the yellow hat allows you to look for benefits, feasibility and how something can be done. Yellow hat thinking is a deliberate search for the positive. Benefits are not always immediately obvious and you might have to search for them. Who benefits for this project? What are the positivee effects? Every creative idea deserves some yellow hat attention :) Instructions by Paul Foreman at www.inspiration.moonfruit.com

THE BLUE HAT 10 MINUTES OF DISCUSSION AND CONCLUSION The blue hat is for organizing and controlling the thinking process so that it becomes more productive. In this case wearing a blue hat you can ask for a summary, conclusion, or decision: How should we proceed with our ideas? Instructions by Paul Foreman at www.inspiration.moonfruit.com

Next steps: After the meeting: plan your project work (tasks, roles, timetable, tools etc.) and start to write the project plan. Next meeting: Tuesday 3.2. Send the plan (as it is at that moment) to your instructor by Friday 13th of February before 12:00 If you need help from your instructor or consulting appointment about technological or theoretical decisions, please dont hesitate to contact us! :)

Use 10 minutes for Making a concrete plan how your group proceeds.

If you want something to read Designing Education Projects (2009). A Comprehensive approach to Needs Assessment, Project Planning and Implementation, and Evaluation http://www.oesd.noaa.gov/leadership/DEP_Manual_2ndEdt_Final.pdf http://www.oesd.noaa.gov/leadership/DEP_Manual_2ndEdt_Final.pdf Designing Evaluation for education projects http://wateroutreach.uwex.edu/use/documents/NOAAEvalmanualFINAL.pdf http://wateroutreach.uwex.edu/use/documents/NOAAEvalmanualFINAL.pdf Suomenkielist lukemistoa: Anttila, P. (2001). Se on projekti vai onko? Kulttuurialan tuotanto- ja palveluprojektien hallinta. Hamina: Vammalan Kirjapaino Oy. Lind, O. (2001). Nin tehdn onnistunut projekti. Tampere: Ruottukka Oy. Ruuska, K. (1999). Projekti hallintaan, Suomen ATK-Kustannus Oy, Jyvskyl. Vanhatalo, E. (2007). Projektimallin kehittminen proakatemialle. Opinnytetyraportti. Tampereen Ammattikorkeakoulu. https://oa.doria.fi/bitstream/handle/10024/7036/Vanhatalo.Eija.pdf?sequence=1 https://oa.doria.fi/bitstream/handle/10024/7036/Vanhatalo.Eija.pdf?sequence=1 Virkki, P. & Somermeri, A. (2002 tai vanhempi). Projektity - kehittmisen moottori. Oy Edita Ab, Helsinki. Viirkorpi. P. (2000). Onnistunut projekti opas kunta-alan projektityskentelyyn. Suomen kuntaliitto. Helsinki. http://hosted.kuntaliitto.fi/intra/julkaisut/pdf/p071005095633P.pdf http://hosted.kuntaliitto.fi/intra/julkaisut/pdf/p071005095633P.pdf

educational projects educational projects 6 ects, 418022p

Documents

educational project

project report

project plans

theory of project work

project team plan

project technical tools

educational technology

implementation of projects