ࡱ> bjbjxx!r%8tj\~"wQQSSL$rTE_WPwQ_W_W48aaa_W4a_WaaL]1ӌZZN0~7&hy]h]h]\1TTaUtU`1T1T1TgaX1T1T1T~_W_W_W_Wh1T1T1T1T1T1T1T1T1T :METHODOLOGY OF PROJECT MANAGEMENT USED IN COMPUTER EDUCATION AT SCHOOL Elena Krelja Kurelovi Gimnazija i strukovna akola Jurja Dobrile Pazin `etaliate pazinske gimnazije 11, Pazin, Croatia  HYPERLINK "mailto:Elena.Krelja-Kurelovi@public.srce.hr" Elena.Krelja-Kurelovic@public.srce.hr Summary: The first part of the paper presents an overview of theoretical knowledge on project management. The basis of this knowledge, i.e. the internationally approved standard, was set by the American Project Management Institute in 1987. Apart from the above-mentioned points, particularly in the part addressing the project life cycle, the Microsoft Solution Framework has been used, like a standard widely accepted in the IT field. The second part of the paper considers school projects, more precisely, projects in computer education classes. The emphasis is put on the application of theoretical knowledge on project management in school practice by giving methodical directions for the exercise of project-based learning and by listing specific features of project management in school environment. Key words: project, project management, project life cycle, project - based learning, school project INTRODUCTION The "Society of Knowledge" is a syntagm that is often used in this modern times characterized by an exponential increase of new information and knowledge. The major resource and initiator of progress is information as well as man's ability to employ information in the best of ways. Our schools have been rather slow in turning towards the fact that the value of a person is reflected in his/her applicable knowledge and skills, as well as in his/her ability to cooperate in order to solve a problem mutually. Teachers usually serve information and ready-made knowledge for the students to learn by heart, with no thinking and correlation involved. This is the most frequent reason of rapid loss of remembrance of curriculum contents and of the inability of students to connect and apply what they have learned in real-life/concrete situations. One of the ways to make schools turn towards the requirements that are put in front of them by the information society is to change the approach in the teacher's work. A teacher must be aware that he/she is not the only person offering and "giving" knowledge, but that what he/she teaches the students today will be obsolete in a few years' time. The teacher, therefore, turns towards teaching the students how to learn, how to cope with the mass of information and how to use and transfer the acquired knowledge. The use of project tasks and the introduction of project-based learning is a completely new way of learning in our schools. Even though this way of learning is usually associated with American schools, the roots of this idea go back into the 18th or 19th century when educators J. H. Pestalozzi, J. Dewey and W. H. Kilpatrick voiced the opinion that learning is best realised by action and research, i.e. integral learning. Furthermore, during the 1960's and 1970's, this idea became actualised through aspirations for innovations in teaching. Projects enable a correlation of teaching contents and linking them back to real life, and provide an active students' attitude towards what they learn at school. THEORETICAL POSTULATES OF PROJECT MANAGEMENT Project is "a temporary endeavour undertaken to create a unique product or service"  REF _Ref92637756 \r \h  \* MERGEFORMAT [8]. In other words, project involves a "group of inter-related activities that are planned and then executed in a certain sequence to create a unique product or service within a specific time frame"  REF _Ref92637797 \r \h  \* MERGEFORMAT [10]. Every project has a definite beginning and a definite end. The end of the project is reached when all preset objectives have been achieved, or when it becomes clear that these objectives will not or cannot be met, and the project is terminated. Work on a project is unique, just as its results are, as activities which have not been used before or which were performed in a different way are now involved, and because of the circumstances and people involved in the project. Each project is characterized by its scope, budget, resources and final outcomes. Essential characteristics of a project are  REF _Ref92637797 \r \h  \* MERGEFORMAT [10]: definable, measurable project outcomes that relate to the objectives; project outputs (required for the attainment of the project outcomes) produced by a Project Team(s); project governance structure; well defined Project Team(s); criteria to measure project performance. PROJECT MANAGEMENT "Project Management is a formalised and structured method of managing change in a rigorous manner. It focuses on achieving specifically defined outputs that are to be achieved by a certain time, to a defined quality and with a given level of resources so that planned outcomes are achieved"  REF _Ref92637797 \r \h  \* MERGEFORMAT [10]. From the Project Management Institute, project management is "the application of knowledge, skills, tools and techniques to project activities in order to meet or exceed stakeholder needs and expectations invariably involves balancing competing demands among: scope, time, cost, and quality"  REF _Ref92637756 \r \h  \* MERGEFORMAT [8]. There are nine Knowledge Areas necessary for Project Management  REF _Ref92637756 \r \h  \* MERGEFORMAT [8]: Project Integration Management (ensures that the various part of the project will be properly coordinated), Project Scope Management (ensures that project includes all and only the work that is required), Project Time Management (ensures that project will be finished on time), Project Cost Management (ensures that project will not exceed the budget), Project Quality Management (ensures that project will satisfy the needs and criteria), Project Human Resources Management (needs to make the most effective use of the people involved on project), Project Communications Management (ensures timely and correctly handling with project information), Project Risk Management (identifying, analysing and responding to project risks), Project Procurement Management (ensures all goods and services). The Project Manager is responsible for the overall success of the project; more precisely, he is the person who must ensure the success of the project. His responsibility commences by defining the project and its scope. The Project Manager is also responsible for the production of the project plan, even though the latter is worked out by a whole team of experts. To define a project means to understand and to identify overall objectives, scope, risks, approach, budget and similar. Once the project has commenced, the Project Manager must direct and control the work on the project: identify, follow and solve project tasks; identify, manage and reduce project risks; ensure satisfactory quality of the solutions that are reached; distribute information on the progress of the project on time; manage correctly the scope of the project in order to remain within the project limits; define and collect measurable outcomes to enable progress evaluation; manage the overall work plan so that the allocated tasks are completed within the given time and budget framework; functionally manage the project teams. PROJECT MANAGEMENT PROCESES Project management processes, common to the projects in various fields of application, can be organized into five process groups. These five groups, as per  REF _Ref92637756 \r \h  \* MERGEFORMAT [8], are: Initiating processes enables recognition of the fact that the project or its single phase can be commenced and that it is now possible to dedicate time to it. Planning processes such as scope planning and definition, activity definition and activity sequencing, resource planning, schedule development, Cost estimating and budgeting, project plan development. Executing processes deal with stakeholders coordination and resource coordination necessary to carry out a project; scope verification, quality assurance in accordance with relevant standards Controlling processes make sure that the path towards the realisation of project objectives is observable and measurable, and that necessary corrective activities are undertaken. Closing processes concern the formalised acceptance of the project or phase of the project and its conclusion. The project management processes are not one-time events; they are overlapping activities which occur at varying phases of the project and are linked by the results they produce. PROJECT LIFE CYCLE AND PROJECT PHASES A project passes through several phases which provide better management control over the execution of the project. Each project phase is marked by completion of one or more verifiable deliverables, such as a feasibility study, a detail design, or a working prototype. These are milestones that define whether the project should continue into its next phase or detect flaws and errors that must be corrected in the current phase. Deliverables of each phase are part of a sequence designed to ensure proper definition of the product of the project and desired level of management control of the project. Project life cycle defines what technical work should be done and what resources should be involved in each phase  REF _Ref92637756 \r \h  \* MERGEFORMAT [8]. A rather simplified representation of a project life cycle, which can be applied in various areas, isolates three phases: initiation, management and finalisation (Fig. 1). But, even though a project life cycle is often described as a linear process(Fig. 1.), this is not always true in practice (Fig. 2. ).  Figure 1. Conceptual view of the project life cycle REF _Ref92637797 \r \h  \* MERGEFORMAT [10] Figure 2. MSF Process Model Phases and Milestones  REF _Ref92638251 \r \h  \* MERGEFORMAT [7] MSF Process Model of Project Life Cycle, like part of Microsoft Solutions Framework, is mostly applied in the IT area. The main characteristic of MSF Process Model (Fig. 2.) is that solutions are developed based on objectives and requirements of the project and that team members work toward a shared vision. This model is based on five phases and five major milestones. During the Envisioning Phase the project is prepared, its objectives are identified and the support of interested parties is requested. All these activities culminate with the production of the basis project document (which includes the description of the problem, vision, initial risk assessment, customer's focus team, project scope and overall conceptual solutions). During the Planning Phase it is necessary to identify features that must be implemented, and to decide how and where to implement them. These activities result in the preparation of the master project plan (containing the list of tasks, schedules, project cost plans, project structure, procurement plan etc.). During the Development Phase project teams develop and test the solution i.e. the product that must be made fully functional in the Stabilizing Phase. Deployment Phase represents the period when the project ends and the product is deployed into operation. PROJECT AT SCHOOL AND PROJECT LEARNING Project learning is "a model that organizes learning around projects"  REF _Ref92638096 \r \h  \* MERGEFORMAT [6]. According to the same source, school projects are "complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations". Project learning is in-depth learning of a real world topic worthy of children's attention and effort in which children can take some ownership of their work and through which they have choices that they can make, but choices which are designed together by the child and the teacher  REF _Ref92697086 \r \h  \* MERGEFORMAT [9],  REF _Ref92637536 \r \h  \* MERGEFORMAT [13]. Students differ in their way and style of learning, their interests, knowledge and many other items. Project-based learning helps them express all their potentials. Modernly conceived education has already started with encouraging new learning and teaching concepts through cooperating teams and problem tasks, usually managed by teachers. Recently, due to the development of information and communication technologies, and the facilitated access to quality information (via the Internet mostly), project learning has become an increasingly implemented way of acquiring knowledge and has enjoyed a great popularity among both students and teachers. The main task of the teacher in so organized education is to encourage student's creativity and independence and to limit every project to a reasonable scope, evaluating realistic individual possibilities and achievements  REF _Ref92638136 \r \h  \* MERGEFORMAT [5]. When considering school projects, it is necessary to distinguish them by their size (number of students, classes and teachers involved) as this dictates their organization and structure of project teams. Thus we can speak of: school, class, subject and extracurricular projects, and Internet projects. It should be noted that project realisation at school is detracted by work organization where one lesson lasts 45 minutes and where 5 to 7 subjects alternate during one working day, by sitting organization and by extensive curriculum that must be realised. GENERAL CHARACTERISTICS OF PROJECT LEARNING In opposition to traditional teaching ways where teachers of different subjects teach contents which are distributed into teaching units that are far too often not linked to the previous ones or to other subjects, there has appeared a need for new approaches in teaching and learning . These approaches should actively involve students in the knowledge acquisition process that can be linked back to the previously acquired knowledge and applied in real-life situations. For this purpose work on projects, i.e. project learning, is used and realised through students' project teams. Since students learn best through action, by helping each other, discussing, exchanging knowledge to solve problems together, and in an environment free of fear from bad grades, the durability of knowledge acquired in this way is higher than if knowledge acquired for the sake of the grade and through formal teaching. However, students need to be well prepared for such a way of working as it demands a lot more effort and involvement. The main features of project learning, as per  REF _Ref92638056 \r \h  \* MERGEFORMAT [2], are: Orientation towards the interests of the participants the topic and the objectives of the project are chosen by students and teachers together, which gives students the possibility to feel the project as their own, not as imposed. It has been recognised that children have a much wider range of capabilities than they have usually been permitted to show in the regular classroom  REF _Ref92637536 \r \h  \* MERGEFORMAT [13]. Objective-directed and planned activities - set objectives and the way these are achieved clearly, allot each team and each student their tasks, schedule and deadlines, plan the necessary means, information sources and other resources, define criteria and project result evaluation elements. Project team organization and taking responsibility students in a team agree on the methods and forms of work, communication and exchange of information ways, rules of conduct, appoint obligations, roles and responsibilities for their results. They perform this on their own as the success of the team depends exclusively on themselves and their cooperation. New role of students students are actively involved in the project work and in the acquisition of knowledge; they are independent and cooperate with other students; members of a team dictate the course and rhythm of work, always taking into consideration the schedule; they assume initiative but also responsibilities. (Fig. 3.). New role of teachers teachers turn into advisors, assistants, moderators, leaders (Fig. 3.); teachers encourage students' creativity and independence and often learn new facts in the process; their role is not dominant as in formal teaching; teachers are should explain their new role to prevent students expecting ready-made solutions.  Figure 3. New roles of students and teachers in project learning  REF _Ref92638136 \r \h  \* MERGEFORMAT [5] Social learning team work demands constant interaction, cooperation and efficient students' communication; students learn to listen to each other, resolve conflicts, bring decisions together, transfer their knowledge and exchange experience. Interdisciplinarity contents of one or more subjects are linked mutually or to real-life-situations; topic or problem is considered from various angles. Presentation of results and final analysis teams present the project work and results and share their experience with the others; highlight all positive aspects and identify drawbacks that must be avoided in future projects. PHASES OF THE PROJECT IN THE CLASSROOM Just as any other projects, projects at school must be well organized and planned, too. The sequence of the project can be divided into a few phases. After considering the available literature on project learning (1( and (2( and teamwork in the classroom (4(, as well as the above-mentioned approaches to project life cycle, it can be concluded that projects carried out in the classroom need to proceed through the following phases: Initiation: teacher and students together decide on the new ways of working, consider a topic having in mind the available referential literature, material, financial means, time schedule, up-to-date and similar; project objective is defined (what must be obtained by the project), students sign an agreement accepting this way of working and undertaking to obey the agreed rules. Planning: team organisation and team building; rough and detailed work planning (tasks and activities) and distribution of assignments to teams and then to team members; time planning; planning and procurement of resources (working material, sources of information etc.); plan working methods and ways of communication; agree methods of project work monitoring - milestones and evaluation criteria. Execution: individual execution of planned tasks; exchange of ideas, experiences and interstage results among members of one team; consulting with the teacher; systematisation of the acquired knowledge and execution of the final product. Finalization: presentation - presentation of results in the classroom or otherwise; it involves all members of a team; results evaluation - teacher: have all objectives been reached and expectations fulfilled, have all students participated actively...; use the previously established criteria; self evaluation students: level of satisfaction with this type of work; problems students have encountered; amount of acquired knowledge; quality of cooperation and similar; joined evaluation. The result of the project is the product that student teams come up with together, such as project newspapers, leaflets, posters, comics, web pages, multimedia presentation, video film, exhibition or other measurable students' achievements. It is advisable that project work be documented through a project diary kept by each team. The diary should include all important events, notes, ideas, documents and similar that arise during the project. Such a document would enable better evaluation of reasons of successful or unsuccessful outcomes of the project. Projects in the computer education classroom The overall objective of the introduction of projects into the computer education classroom is to create an environment in which all students would be given a chance to develop their interest for computer education and active use of computers as tools to perform various tasks, as source of information and as way of communicating. Projects in computer education classroom enable students to form the habit of using computers for learning, organizing and systematizing contents in other subjects, and develop computers skills, which is the objective and the task of computer education. Computers can be used during all phases of the project. Project topics can be chosen from the area of information and computer sciences, but it is preferable to chose them from other areas as this provides correlation of different contents taught at school or contents which are up-to-date and interesting to students. In this way, computer education seizes to exist for its own sake, and becomes a place where information and communication technology is used to research and actively acquire a content in a creative and interesting way. One of the problems teachers of computer education need to cope with is large difference in the knowledge and computer and software skills that students bring to the classroom. You can have absolute beginners and skilful students sitting together in one classroom and both these groups need to be motivated and provided development in accordance with their capabilities. Projects in computer education classes enable us to make good use of these differences by distributing students of different computer knowledge into one team, thus creating prerequisites for cooperative learning. AN EXAMPLE OF A PROJECT IN THE COMPUTER EDUCATION CLASSROOM Students of the 1st grade of the comprehensive secondary school were introduced with the basic concept of project work and the mutual decision was to try this new way of learning and that the topic should not be connected to computer science. The topic "Etiquette" was chosen and was further considered through a number of subtopics (cultural and historical aspect, modernity of the topic, rules of Etiquette in different situations). Discussions showed that students were not well acquainted with Etiquette and that it was rarely implemented in everyday life. Project objectives are educational, namely: Study the Etiquette and awake desirable ways of conduct; Prepare the Etiquette at school poster and leaflet for other students (based on the information gained from research); Implement knowledge and skills acquired in computer education classes to gain information and to communicate (the Internet); Implement knowledge and skills acquired in computer education classes to prepare the leaflet and poster (text formatting, picture scanning, using digital camera, inserting pictures, formatting the whole document); Use project teams to encourage cooperation among students; Gain experience of public presentation in front of an audience. Students are divided into six five-student teams. The first hour was used to direct the attention towards team building through team building games. Then each team was given the project task (subtopic) with written instructions, assignments and deadline. Students were encouraged to use the computer in the execution of their assignments. Way and criteria of evaluation were greed. Elements of evaluation were: use of computers to produce the poster and leaflet, contents of the poster and leaflet, presentation of the project task, cooperation and contribution to team work. Each student's grade was based on the grade given by members of the team (average grade given by other teams), grade given by the student him/herself (project work evaluation and self-evaluation list was used - Appendix 1) and the grade given by the teacher. Students were mostly affirmative with this kind of work, especially because they were given more freedom in the use of computers and programs available in the computer classroom, in their communication and decision-making. However, some teams reported lack of organization, assignment distribution and cooperation resulting in the fact that some members of the team had to work much more than the other members. CONCLUSION Project management is a highly demanding and serious job and is accepted as such in the business environment. Companies provide their project managers with various kinds of education (seminars, workshops etc.) in the area, and this is considered inevitable to bring a project to a successful end. It must be made clear that school projects are extremely important because, apart from having a positive impact on self-confidence, independence, cooperation and active attitude towards contents of the curriculum, they prepare students for a world of work they are going to face in a few years' time. Despite this fact and the interest of the teachers, the introduction of projects into schools can be negatively affected by inadequate teacher training in project management, unavailability of reference literature on theoretical basics of project management and didactical-methodical handbooks giving practical examples and solutions. In most of the cases teachers are led by their own intuition and experience, which cannot be enough! In case a teacher, following all the effort, preparation and endeavour, is not happy with the execution or outcome, or if students do not perceive the purpose of such way of work, there is a risk that formal teaching will continue to be the base of our educational system, and this cannot be allowed. REFERENCES Achikeh, I. i dr.: Projekt Projektna nastava, prijedlozi za primjenu, K-education, Sarajevo, 2002.,  HYPERLINK "http://www.ioskole.net/fajlovi/files/Projektna%20nastava.pdf" http://www.ioskole.net/fajlovi/files/Projektna%20nastava.pdf Barabaa Serai, S. i dr.: Zajedno  Priru nik za projektno u enje i demokratski razvoj akole, Naklada Ljevak, Zagreb, 2002. Green, T.D., Brown, A.: Multimedia Projects in the Classroom, Corwin Press Inc., Thousand Oaks, California, 2002. Klippert, H.: Kako uspjeano u iti u timu, EDUCA, Zagreb, 2001. Makanec, B.: Programi projektne nastave u nastavi informatike i tehni kog odgoja, HYPERLINK "http://www.sysprint.hr/megapath/projekti.htm"http://www.sysprint.hr/megapath/projekti.htm, 29. 6. 2004. Thomas, J.W., A Review of Research on Project-Based Learning,  HYPERLINK "http://www.bobpearlman.org/BestPractices/PBL_Research.pdf" http://www.bobpearlman.org/BestPractices/PBL_Research.pdf, 27. 12. 2004. *** 1846A: Microsoft Solution Framework Essentials, Microsoft Training & Certification, 2002. *** A Guide to the Project Management Body of Knowledge, Project Management Institute, North Carolina, USA, 1996. *** Project - Based Learning, Edutopia,  HYPERLINK "http://www.glef.org/" http://www.glef.org/, 28. 12. 2004. *** Project Management The Basics, Tasmanian State Government Guidelines, HYPERLINK "http://www.projectmanagement.tas.gov.au/guidelines/pm5_contents.htm"http://www.projectmanagement.tas.gov.au/guidelines/pm5_contents.htm, 29. 6. 2004. *** Why Do Project-Based Learning,  HYPERLINK "http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html" http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html, 20. 12. 2004.  HYPERLINK "http://www.iste.org" http://www.iste.org, 4. 01. 2005.  HYPERLINK "http://www.project-approach.com/" http://www.project-approach.com/, 18. 12. 2004. Appendix 1. PROJECT WORK EVALUATION LIST Mark your level of agreement with the statement on the left by crossing a dot on the scale on the right:  I ... cooperated well with the members of my team ................. involved myself in the execution of the task .................. encouraged other members of my team to get involved ..... am satisfied with the results achieved by my team.............. worked more than other members of my team ...........  WE ... distributed task evenly among the members of the team did our share of the job each ............................................... helped and encouraged each other ...................................... were fair to each other ........................................................ cooperated and solved tasks together ........................  THE TASK ... and way of working was interesting and fun ..................... helped me to learn something new .................................... required the use of various sources of information ........... enabled me to practice my computer skills ....................... should have been prepared better ...................................... The grade of the team is influenced by the agreed elements and criteria. 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