Instructional Design and Project Management- Blog #2

Over the course of the past two weeks, we have been discussing the relationship between instructional design and project management. We have also taken a look at the importance of task analysis and sequencing when it comes to instructional design and project management. The past two weeks have bee extremely insightful as well as helpful when it comes to preparing project two of this course.

Instructional design and project management are meant to work as a unit to achieve the goal of instructing individuals on a specific area/topic. Project management supports instructional design. This is because project management offers a set of repeatable processes with which to describe, organize, and complete the work required for each phase of the project life cycle (van Rooji, 2010). Even though project management is considered its own distinct discipline with its own methodology, body of knowledge, and professional practices, it is still involved and supports instructional design. Van Rooji (2011) believes that instructional designers require not only instructional design skills, but also project management skills, which include the ability to lead a team, estimate project requirements, and develop processes and standards for completion of the training (van Rooij, 2011).

In addition to looking at the relationship between instructional design and project management, we looked at the difference amongst the two. A big different between instructional design and project management that I identified was that when it comes to project management, time and punctuality is a big factor. A project is deemed successful if it is delivered on time, within budget, and meets the requirements of the project stakeholders (van Rooji, 2010). I recognized that this was something that was different from instructional design because when implementing a model such as ADDIE into the classroom, time is not a key factor as teachers should not move on with something or complete a topic just because they have time constraints. With this being said, I then came to learn that we should look at the time constraints (of project management) as having the lesson being prepared within a certain time frame, not completely executed into the classroom. In other words, the project is deemed successful as long as the lesson plan is prepared and ready to go when the teacher is ready to integrate it into the classroom.

We then took a look at task analysis and sequencing. Task analysis is the process of breaking down a skill into smaller, more manageable steps in order to teach the desired skill. Task analysis allows for the participants to master the smaller steps, eventually being able to perform the larger skill independently ("Evidence-based practice: Task," 2010).  If the project is broken down, it simplifies the overall management of the project ("Project management tools," 2004). Along with task analysis, comes sequencing. Sequencing involves putting the tasks and activities required to complete the task in logical order. Designers want to be efficient when ordering the content so that the order helps the learner achieve the objectives.

There is a connection between task analysis and sequencing in that they both involve the organization and integration of objectives/goals. Task analysis and sequencing are vital because they provide the necessary steps (in order) for the learner to achieve the expected achievement level. The breaking down of tasks into a logical order can help the learner be more successful in the learning process.

This week, task analysis and sequencing have been difficult for me when it comes to looking at the final project. Breaking down the more difficult tasks into smaller tasks and putting them into logical order can sometimes be challenging for teachers. It is a role of a teacher to be able to break down concepts into smaller stages/steps for the students in order to help them learn a more complex concept. This task can be somewhat challenging because selecting the correct order of the steps as well as knowing how much you need to break down the bigger task is and can be tricky. Ultimately, teachers need to know their students and their students’ needs in order to identify how much they need to break down a task.

Overall, these past two weeks have provided us with a variety of tools and resources to help us in the creation of our project two and our final project. With the implementation of task analysis and sequencing, as well as understanding how instructional design supports project management, can truly help create a thorough, complete, and hopefully effective project.

Helpful Resources:

This week I found two videos that I found very helpful and informative. I hope they help you!

What Does An Instructional Designer Do?
This short video explains what an instructional designer does. In other words, what is the role of an instructional designer. I felt that this video does a good job of laying out the roles of the designer and felt that it related to our discussion because we are the designers of our projects in this course. 

What is Project Management?
This short video provides you with information about project management and what it entails. Although you already have a good understanding of what it is, it presents the information in an engaging way. This video helped me with additional tools on how to be successful with project management. 

References:

Evidence-based practice: Task analysis. (2010). Retrieved from

     http://autismpdc.fpg.unc.edu/content/task-analysis

Project management tools. (2004). Retrieved from 

   http://www.natpact.info/qof/assessortraining/dwn2/21157/index.htm

van Rooij, S. W. (2010). Project management in instructional design:

     Addie is not enough. [article]. British Journal of Educational

     Technology, 41(5), 852-864. doi: 10.1111/j.1467-

     8535.2009.00982.x

van Rooij, S. W. (2011). Instructional design and project management:

     Complementary or divergent? [article]. Education Technology Research

     and Development, 59(1), 139-158. doi: 10.1007/s11423-010-9176-     

     z