Table of Contents
Table of Contents
Section A: Theoretical Background and Skills
Chapter 1. From Dreamers to Doers
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
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
22.214.171.124. 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
126.96.36.199. Distributed Team Leadership
188.8.131.52. 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
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
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
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
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
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
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)
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
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
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
Appendix I: PRINCE2 Project Plan
Appendix II: Swot Analysis Methods
Appendix III: Work Packages Overview Example
Appendix IV: Collaborative Elearning Episodes Matrix
About the Author
“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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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.