Planning, Scheduling, Budgeting and Risk Management for the Desire2Learn (D2L) Learning Management System
Overview
Translating the many project requirements, risks and costs into a single cohesive platform to manage the implementation of the Desire2Learn (D2L) learning management system is the intent of this analysis. One of the most critical success factors of any project plan is the balancing of risk, costs and time constraints to ensure the overarching project is completed on or before schedule (Cleland, 1985). The action definition and plan design components of the D2L Learning Management Systems are defined and discussed in this project plan analysis with specific focus on timing and resource allocations. In addition, this analysis has been created to serve as the framework to guide the implementation of the D2L Learning Management System over the duration of the project. Resources for this plan's completion include the Chief Information Officer (CIO) for the district, Information Systems and Information Technology (IT) department staff members, the superintendent, the vendor professional services team and the vendor training and implementation staffs. All of these teams and individuals need to be orchestrated towards a common objective and timeline in order for the project plan to succeed. Creating and maintaining a collaborative platform is essential for the attainment of project plan deadlines and milestones, serving as a platform for communication and knowledge
The paper is divided into three sections, the first of which will establish a timeline of events. This project background will serve as a case study for the analysis in the following section that will be structured such that each of the previously mentioned facets will be independently analyzed and contrasted with project management principles. Finally the paper will conclude with a summary of the analysis and recommendations based on
Finally, there is a point to be made for the partnerships that are created in this program, specifically in student/youth and educator/mentor interactions. Considering there is surely an opportunity for “mentors” to pass along their expertise and knowledge in this collaborative environment, it should not be understated how valuable such positions are. In this case, the mentor helps one or more project teams find a project vision if they do not already have one, and then to help them realize that vision, and guide them along the way. They should be expected to pass on their knowledge of proper tool usage and safety measures while helping to show the importance of “failure as a means to success” is nurtured.
This year my district is required to submit a new technology plan. The final draft of this plan has been completed and this needs analysis focuses specifically on “Objective 3.4: Increase the number of teachers with updated websites meeting district standards as recommended by ISTE-T”.
However, obtaining the knowledge required to successfully orchestrate and manage projects is a challenge within itself. Individuals with the drive and desire to become project managers have a number of options regarding the means of properly equipping oneself for real world project management situations. In addition to seeking an academic degree in project management, and before becoming a certified Project Management Professional (PMP) with the Project Management Institute (PMI), learners are encouraged to participate in Project Integration Management Simulations through the PMI Registered Education Provider (REP) and world-class education simulation company, Double Masters (Double Masters, 2016).
Project Management Institute. (2000). _A Guide to the Project Management Body of Knowledge (4th ed.)._
In today’s competitive economic climate, most project managers and organizational leadership has concluded the importance of the positive impact that project management leadership has contributed to the organization and on their projects and programs. This positive impact has caused most organizations to implement Project Support Offices (PSO). Within the Project Support Offices (PSO) there will be an understanding of the importance of the as-is and the to-be process is to managing projects and programs. The Project Support Office (PSO) uses this very effective technique in transforming vision into results. This technique is used to develop and populate an As-Is and To-Be diagrams. The As-Is diagram depicts the present state of the organizations, project or program process, culture, and capabilities. The To-Be diagram depicts the desired future state of how the organizations process, culture, and capabilities will look in the future. This case study reviews the goals confronted by the Pizza Delivered Quickly (PDQ) business while further developing the multiple related sub-systems to achieve the Pizza Delivery Quick (PDQ) requirements and be able to manage the project (Wysocki, 2012).
To ensure that the requested product and service is provided in the most efficient manner, the literature supports the use of standardized project management concepts by nurse informaticians (Laureate Education Inc., 2008; Mantel et al., 2008; PMI, 2008;
Students often ask about the use of project management software applications in this course. In the past we required the use of MS Project for this course but removed it as a requirement when we rewrote the course. The reason we removed it was that MS Project has a very steep learning curve for all but the most basic functions. The software is very expensive and is not web-based so it requires installation on
Jefferson County School System (JCSS) is one of the largest school systems in the US. It provides education for about 10,000 students and consists of fourteen elementary schools, two middle schools, and two high schools. In 1976, the school system purchased and implemented the DEC PDP 11/34 computer that helped to develop the student management applications, financial applications, and other student management applications. Today, the JCSS owns four Dell servers running on UNIX and everything is connected via a high-speed TCP/IP network. All the applications were developed by David Meyer, a director of data processing, and his two programmers. Once the current JCSS superintended of school retired, Dr. Harvey Greene was hired. Dr. Greene
It would be advisable for Mr. Young to implement a formal concept to planning and develop a master Information Systems plan which outlines details of the schools issues and improvement of future infrastructure,
This document is an annotated outline for a Project Management Plan, adapted from the PMI Project Management Body of Knowledge (PMBOK) and IEEE Standard for Project Management Plans. The Project Management Plan is considered to be a “Best Practice” template by the ETS Enterprise Program Management Office (EPMO).
While projects can be similar in some instances, no two projects are ever the same. For this reason, management of projects requires the application of tools and techniques to meet the goals of the temporary endeavor. Project managers apply these tools and techniques to determine what is required for project delivery such as the list of activities to completed, the time required to complete the activities, resources needed and the various risks associated with the deliverable and efforts. A multitude of tools and techniques are employed by the project manager based on the need of the effort to organize, identify and communicate the various aspects of the project. While in contrast, the repetitive nature of operations activities
This paper includes an outline of a presentation, command terms and definitions, examples of graphs and a Work Breakdown Schedule (WBS) on project management, and presented to the class at Crescent View High School. The focus will be on how to plan, schedule, monitor, and report on projects. Also included are the project management methodologies, tools and techniques used. The discussion to the class will begin with an opening statement that provides an overview of project management, terms and definitions, and an example of buying a house utilizing project management to manage activities.
The orchestration of project costs, risks, time and resource constraints to attain a successful D2L learning management system implementation needs to stay aligned to the original system goals and objectives for the system to deliver value. Two of the most critical aspects of the project plan are the action definition and plan design phases, and they are reviewed here. The ability of a project plan to effectively balance costs, risks, time and most important, user requirements, often determines the success or failure of each implementation (Cleland, 1985). Of specific focus in this analysis are cost and timing constraints, and the critical role that the leaders of information technologies (IT) departments have in the success of the D2L implementation plan. These include the directors and Chief Information Officer (CIO), division staff members who have responsibility for supporting each school from an IT and process management standpoint, in addition to the vendor process engineering and professional services teams. One of the most critical lessons learned so far is how important it is to orchestrate all members of the project team towards a common objective, including their specific information requirements and needs in the process to create a highly collaborative platform. The creation and continual improvement of a highly collaborative project management framework is
Kerzner (2003, p6) states that the definition of project success has to be modified from the previous constraints of Time, Cost and performance to include Completion: