From Dreamers to Doers: The Art and Science of Educational Project Management

Niki Lambropoulos
London South Bank University, UK
European School of Economics, Florence, Italy

Series: Education in a Competitive and Globalizing World
BISAC: EDU029000

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This Educational Project Management book offers the knowledge and skills one needs to create an educational project from the initial idea and funding to the design and development and dissemination, sustainability and global impact. Project management requires science and art to coexist; science refers to the systematic and precise project management process. Science is combined with the artistic skill to deal with unpredictability as well as human behaviour, talents and abilities. In the current era of global crisis, shared visions and countries’ policies relate to educating future citizens in managing confusion and complexity, even sudden change, in everyday life. Unpredictability is managed with creativity, organisation and flexibility.

At the moment, a major gap in educational authorship exists for Educational Project Management (EPM); there is no book on the subject. In addition, many educational approaches become more and more obsolete; they are replaced by new ones due to rapid world changes and ubiquitous technology. Thus, new modes of thinking and learning are prerequisites to encompass such global perspectives and technological advances.

This book discusses innovative ideas and solutions for designing, developing, evaluating and sustaining educational projects. It is within humanity’s natural competence to learn, adapt and evolve when reaching the abilities’ barriers and entering a new developmental spiral on a lifelong learning journey. Technology is one medium to think, create and act in a more mindful and effective way for sustaining future life and wellbeing. As the tools aid in the externalization of our abilities, learning to adapt and be free to express is now considered situational and theme-based learning, utilizing all shades from the real to the virtual matrix. EPM offers an additional perspective and focus on existing knowledge for the next generation’s learning spaces design and development, so that the learners can initially reach their levels of abilities, and furthermore, unlock their hidden potential. Such implication requires an interdisciplinary background to create the underpinned matrix for the next generation.

Educational Project Management (EPM) provides additional educational solutions to trigger new and undiscovered human abilities to visualize, harness, realize and advance educational communities’ common purposes. It is an everyday tool for educational practitioners towards excellence in teaching and natural learning, removing barriers and creating unlimited possibilities for the evolution of the individual, group and community. This book is part of the global solution in an era experiencing a world crisis, moving beyond known states and barriers by designing and developing progressive and cutting edge immersive educational experiences and projects for an inclusive world for all. (Imprint: Nova)

Foreword
Pedro Isaias

Preface

Section A: Theoretical Background and Skills

Chapter 1. From Dreamers to Doers

1.1. Introduction
1.2. 21st Century Educational Project Management
1.2.1. The Need for Natural Learning
1.2.2. The Next Generation Learning Spaces
1.3. 21st Century Creative Leadership in Educational Project Management
1.4. Educational Project Management Overview
References

Chapter 2. From Ideas to Educational Projects: Visions, Aims and Objectives

2.1. EPM Knowledge, Skills, Competences and Masteries
2.1.1. Imagination and Creativity
2.1.2. Research, Innovation and Entrepreneurship
2.1.3. Project Management and Project/Phenomenon-Based Learning
2.1.3.1. Reminiscence from the Future
2.1.4. EPM Assessment and Feedback
2.2. EPM Creative Leadership
2.2.1. Relational Group and Innovative Thinking Patterns
2.2.2. The Science of Small Teams in EMP
2.2.2.1. Distributed Team Leadership
2.2.2.2. Group Development Stages by Tuckman
2.3. EPM Environments: Serendipity Engineering
2.3.1. Conscious Insight: Serendipity Engineering in Groups and Systems
2.3.2. EPM Zone of Proximal Flow
2.4. The Role of the Artefacts in Society and Civilization
2.4.1. Design in Educational Project Management
2.5. Theme-Based Environments
2.6. Human Resources and Communication
References

Chapter 3. Research and Needs Identification

3.1. Research Methods and Design
3.1.1. Research Constraints
3.1.2. EPM Research Ethics
3.1.3. EPM Intellectual Property (IP)
3.2. EPM Needs Analysis: Needs Identification, Diagnosis
and Assessment
3.3. Human Computer Interaction in Education
3.3.1. Pedagogical Usability for Learners as Users
3.4. Instructional Design and Engineering
3.4.1. Immersive Worlds
References

Section B: From Dreamers to Doers

Chapter 4. Educational Project Plan, Monitoring and Control

4.1. Cost and Time Management
4.2. Cost Management
4.3. Time Management
References

Chapter 5. Quality Assurance

5.1. Quality Assurance by Design in Education
5.1.1. Quality Assurance by Design: Factors and Metrics
5.1.2. Quality Planning
5.2. Quality Management Strategy
5.2.1. EPM Quality Assurance Manager
5.3. Quality System Review
5.4. Quality Monitoring and Evaluation System
5.4.1. Quality Register: Quality Approval and Acceptance Records
5.5. QA Project Supporting Processes
5.6. Corrective and Preventive Actions
References

Chapter 6. Risk Management

6.1. Risk Management Plan
6.1.1. Risk Identification at the Age of Uncertainty
6.1.2. Risk Analysis and Assessment
6.1.3. Risk Response and Treatment
6.1.4. Contingency Plan (Plan B)
6.2. Risk Management in Technology Enhanced Learning
6.2.1. TEL Project Risk/Contingency Management Plan
6.3. Foreseen Measures to Handle Project Risks
References

Chapter 7. Educational Project Evaluation and Dissemination

7.1. Educational Project Evaluation
7.1.1. Educational Project Evaluation
7.1.2. Technical Evaluation & Assessment in TEL
7.1.3. EPM Evaluation
7.2. EPM Dissemination and Exploitation
7.2.1. EPM Dissemination Plan
7.2.2. EPM Exploitation Plan
7.2.3. EPM Return of Investment (EPM ROI)
7.2.4. EPM Intellectual Property Management (EPM IP)
References

Chapter 8. Project Closure, Impact and Sustainability

8.1. Closing the Educational Project
8.1.1. EPM Lesson Learned Log (EPM LLL)
8.1.2. 5 Reasons to Kill a Project
8.2. Project Impact and Sustainability
8.2.1. Project Impact
8.2.2. Project Sustainability and Exploitation
References

Chapter 9. 21st Century Educational Project Management

9.1. Technology Readiness Levels (TRLs)
9.2. 21st Century Educational Projects
9.3. EPM for Personalized Creative Learning Spaces
9.4. EPM for Team Project Based Learning
9.5. EPM for Global Education
9.5.1. EPM Global Education Challenges
References

Chapter 10. Epilogue

Educational Project Management or from Dreamers to Doers
10.1. EPM Lessons Learned: The Plan of the Plan Paradox
10.2. Educational Project Management: The Current Future
References
Appendix I: PRINCE2 Project Plan
Appendix II: Swot Analysis Methods
Appendix III: Work Packages Overview Example
Appendix IV: Collaborative Elearning Episodes Matrix

Glossary

About the Author

Index

“There is more to managing and understanding education than knowing how the mind works or using instructional tools. This book closes the gap on Management of Educational Projects – a recommended read.” - Professor, Dr. Armin Weinberger, Saarland University, Germany

"Having worked at educational institutions for over 20 years, I realized that books and resources on Educational Project Management are extremely rare! It was an absolute delight to read Dr Niki Lambropoulos' book covering the full lifecycle of sustainable educational projects. I highly recommend the book." - Dr. Aneesha Bakharia, The University of Queensland, Australia

“Managing educational projects from cradle-to-grave in a systematic and consistent way may mitigate such complex challenge. Hence, the value of this book is a sine qua non for educational researchers, academics and entrepreneurs who aspire to disrupt and abrupt change in how we encapsulate value in educational projects.” - Dr. Petros Lameras, Coventry University, UK

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Chapter 10

Kasi, Vijay, Keil, Mark, Mathiassen, Lars and Pedersen, Keld. 2008. The Post Mortem Paradox: A Delphi Study of IT Specialist Perceptions. European Journal of Information Systems, 17(1), pp. 62 - 78.
Kounios, John and Beeman, Mark. 2015. The Eureka Factor: Aha Moments, Creative Insight, and the Brain. London: Random House.
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Audience: All levels policy makers, project managers, educators and tutors, instructional designers, under- and post- graduate students in all levels of education, instructional designers, human computer interaction designers and developers.

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