NPS Science Curriculum Adoption
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This project was developed for my project management course. This course was taken toward the end of my program.
I chose to include this project, not because it demonstrates my skill development as it relates to the instructional design process, but because it demonstrates the development of a different, but essential, type of skill. When working in a corporate setting, it is a natural progression to begin as an instructional designer, then move eventually to managing an instructional design team. The skills that I developed throughout this course will be invaluable as I progress through my career as an instructional designer. This course actually introduced me to several project management concepts and principles. Of course, I have worked under managers in my various jobs, but this course shed light on all the sorts of "behind the scenes" responsibilities that project managers have.
This class had a fairly large learning curve for me. One of the difficult aspects was working with vocabulary that I was unfamiliar with. I was also working on developing documents that I had no previous experience working with. Some of this also involved working with an unfamiliar software. Despite everything that was difficult and new, I felt like I learned a tremendous amount in this class. The project I chose for this class involved the adoption of a new science curriculum. Districts adopt a new curriculum each year, and I have been involved in the adoption previously, but not as a project manager. As I consulted with experts on the development of the project plan, it amazed me that both of the experts I worked with commented about the level of detail and organization in my plan. In the public school setting, it is not typical for projects to be managed in such a formal way. It made me contemplate the efficiency and effectiveness of the current project process in the public school system.
I am very proud of the document produced for this class. Even though it was taken toward the end of my program, it was an entirely new experience. For this class, I wasn't building on my knowledge of the instructional design process or learning theories. Even though this document may not represent my growth as an instructional designer, I think it absolutely demonstrates my growth as a professional. Despite being unfamiliar with the content knowledge of this course at the beginning, through diligence and extensive reading I was able to come to a thorough understanding of the content, and ultimately produce a very high quality document that demonstrates my proficiency in applying the concepts learned.
Here are my reflections on the course at the time:
My experiences with and understanding of project management prior to taking this class were very limited. Reflecting back, I have been involved with project teams in my career, even as an elementary teacher. However, being unfamiliar with the field of project management at the time, I did not view my participation on the team in the same way that I would now that I have substantially more knowledge.
Before taking this class, the concepts of budget and timeline were familiar to me, but not to the detailed extent that they are familiar to me now. Of course I had worked under deadlines before, but had never seen, let alone created, a Gantt chart. Working in a public school district, I took timeline and budget issues for granted. For example, if I need paper or a copy machine for a project, or if I need to use the school library for a meeting, it is a matter of simply going to the school office to use the tools I need or signing up to use a space. I never had to consider the cost of the paper or the costs associated with using a facility. Having to develop a detailed timeline and budget document for this class helped to me see and have a better understanding of the real costs associated with a project.
Also, before taking this class, I had a general understanding of risk, but now, having completed a risk analysis for my project, I feel equipped to really analyze a project for potential pitfalls. I have a better understanding of all the ways in which things can go wrong, and understand the value in taking the time to plan for potential disasters.
As a future project manager, having a thorough understanding of the resources available for a project (including time and money) is a crucial skill. In the past, I took resources for granted. However, I anticipate being able to use the skills and understanding that I have developed in this class to be able to understand and negotiate for the critical resources for a project. One thing that seems to have been emphasized in the various management cases discussed this semester is that projects have problems. To the perfectionist in me, this is a little disheartening, but I plan on using the knowledge I have gained and the skills I have developed to take steps to effectively plan and mitigate potential risks.
At the very beginning of the semester, I remember feeling exceptionally overwhelmed and a little out of place in the class. It seemed that most of the other students had at least some experience working in well-defined project teams. I worried that I was already behind the curve with my lack of corporate experience. Even as the semester progressed, there were times when I felt overwhelmed by the technical language and jargon that others seemed so comfortable using. However, as I began submitting assignments and receiving feedback, I began to realize that I was making progress in my understanding, even if I did continue to feel overwhelmed at times.
I chose to include this project, not because it demonstrates my skill development as it relates to the instructional design process, but because it demonstrates the development of a different, but essential, type of skill. When working in a corporate setting, it is a natural progression to begin as an instructional designer, then move eventually to managing an instructional design team. The skills that I developed throughout this course will be invaluable as I progress through my career as an instructional designer. This course actually introduced me to several project management concepts and principles. Of course, I have worked under managers in my various jobs, but this course shed light on all the sorts of "behind the scenes" responsibilities that project managers have.
This class had a fairly large learning curve for me. One of the difficult aspects was working with vocabulary that I was unfamiliar with. I was also working on developing documents that I had no previous experience working with. Some of this also involved working with an unfamiliar software. Despite everything that was difficult and new, I felt like I learned a tremendous amount in this class. The project I chose for this class involved the adoption of a new science curriculum. Districts adopt a new curriculum each year, and I have been involved in the adoption previously, but not as a project manager. As I consulted with experts on the development of the project plan, it amazed me that both of the experts I worked with commented about the level of detail and organization in my plan. In the public school setting, it is not typical for projects to be managed in such a formal way. It made me contemplate the efficiency and effectiveness of the current project process in the public school system.
I am very proud of the document produced for this class. Even though it was taken toward the end of my program, it was an entirely new experience. For this class, I wasn't building on my knowledge of the instructional design process or learning theories. Even though this document may not represent my growth as an instructional designer, I think it absolutely demonstrates my growth as a professional. Despite being unfamiliar with the content knowledge of this course at the beginning, through diligence and extensive reading I was able to come to a thorough understanding of the content, and ultimately produce a very high quality document that demonstrates my proficiency in applying the concepts learned.
Here are my reflections on the course at the time:
My experiences with and understanding of project management prior to taking this class were very limited. Reflecting back, I have been involved with project teams in my career, even as an elementary teacher. However, being unfamiliar with the field of project management at the time, I did not view my participation on the team in the same way that I would now that I have substantially more knowledge.
Before taking this class, the concepts of budget and timeline were familiar to me, but not to the detailed extent that they are familiar to me now. Of course I had worked under deadlines before, but had never seen, let alone created, a Gantt chart. Working in a public school district, I took timeline and budget issues for granted. For example, if I need paper or a copy machine for a project, or if I need to use the school library for a meeting, it is a matter of simply going to the school office to use the tools I need or signing up to use a space. I never had to consider the cost of the paper or the costs associated with using a facility. Having to develop a detailed timeline and budget document for this class helped to me see and have a better understanding of the real costs associated with a project.
Also, before taking this class, I had a general understanding of risk, but now, having completed a risk analysis for my project, I feel equipped to really analyze a project for potential pitfalls. I have a better understanding of all the ways in which things can go wrong, and understand the value in taking the time to plan for potential disasters.
As a future project manager, having a thorough understanding of the resources available for a project (including time and money) is a crucial skill. In the past, I took resources for granted. However, I anticipate being able to use the skills and understanding that I have developed in this class to be able to understand and negotiate for the critical resources for a project. One thing that seems to have been emphasized in the various management cases discussed this semester is that projects have problems. To the perfectionist in me, this is a little disheartening, but I plan on using the knowledge I have gained and the skills I have developed to take steps to effectively plan and mitigate potential risks.
At the very beginning of the semester, I remember feeling exceptionally overwhelmed and a little out of place in the class. It seemed that most of the other students had at least some experience working in well-defined project teams. I worried that I was already behind the curve with my lack of corporate experience. Even as the semester progressed, there were times when I felt overwhelmed by the technical language and jargon that others seemed so comfortable using. However, as I began submitting assignments and receiving feedback, I began to realize that I was making progress in my understanding, even if I did continue to feel overwhelmed at times.