University Standard Module Template This statement and the guidance given below in italic type should be removed
before the template is issued to students
Faculty: School/Department: Education, Law & Social Sciences (ELSS) School of Life Module Title: Level 5 Project Management Programme(s) on which the module is delivered: BA (Hons) Life in Practice Programme aims addressed through this module:
State which of the programme aims this module supports. You just need to list them here. (If the programme is delivered on multiple programmes and support different aims then please make that clear here)
To provide practical experiences and develop reflective learners who are able to communicate effectively and contribute in a diverse team setting. To provide an opportunity for learners to experiment with critical decision making skills, open-mindedness and creativity.
Indicative content
List the broad subject topics and/or skills students have the opportunity to learn through studying this module
Project Management Fundamentals; time, cost, quality, features Key Soft Skills of Project Management; communication, resolving conflict, managing stress, estimating, transparency, honesty Adaptive and Predictive Project Management; Waterfall, Agile, Scrum & Kanban Project Roles; project manager, product owner, client, stakeholder, scrum master, dev/production team Creating work packages and defining delivery scheduled; user stories, defining requirements, product backlogs, definition of done, planning Estimating, monitoring and adapting; planning poker, swim lane sizing, t-shirt sizing, burndown graphs, velocity. Testing and project evaluation; stage and project retrospective Project Management / collaboration tools; wikis, Trello, Jira, Basecamp
Predominant delivery method:
Please tick as appropriate
Study mode(s):
Please tick as appropriate
Campus-based Distance-based self study Workplace-based Campus-based but with a placement component
x Full time Part time Offered in both modes
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Intended Learning Outcomes:
All learning outcomes must be assessed but one assessment may cover more than one learning outcome. The learning outcomes should reflect the programme aims identified above and should inform the assessment methods used for both summative and formative assessments. Learning outcomes should be designed to ensure that a range of knowledge and skills is developed and assessed. It is not advisable, however, to have overly complex or too detailed learning outcomes. The number of learning outcomes should also be limited (normally a module should have no more than four learning outcomes).
Learning outcomes:
1. On successful completion of the module, you will be able to define the features of a success project. 2. On successful completion of the module, you will be able to evaluate adaptive and predictive methods of project management 3. On successful completion of the module, you will be able to demonstrate processes and methodologies for managing projects. 4. On successful completion of the module, you will be able to manage tasks, deliverables and relationships within a project.
Learning and Teaching methods
How will the student experience the module? Through skills-based workshops? Seminar? Lectures? Online forums?
The module will be delivered through a combination of taught project and process management theory lectures and through a problem based learning scenario which forms the module assessment. See weekly breakdown below. Week One Taught Sessions Project Management Fundamentals & Starting Your Project Key Soft Skills of Project Management Adaptive and Predictive Project Management Project Roles
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Assessment / Project Support Assessment explained Teams formed Initial discussions about project Short group presentations on initial ideas 1 x Team Tutorial (Project Sign Off)
Week Two Taught Sessions Creating work packages and defining delivery scheduled Estimating, monitoring and adapting Testing and project evaluation Project Management / collaboration tools
Assessment / Project Support 1 x 1:1 tutorial, covering plan for completing reflective report and role within project team 2 x Team tutorials, (Milestone reviews) planning review and project stage retrospective
Week Three Taught Sessions Adaptive Project Management LEGO Simulation
Assessment / Project Support 2 x Team tutorials, (Milestone reviews) planning review and project stage retrospective
Week Four Assessment / Project Support 1 x 1:1 tutorial, reflective report support review and feedforward advice
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1 x Team tutorials, final project retrospective
How content will be made available For the taught sessions; lecture notes, presentation slides and further reading will be provided. This material will also be available on Moodle During 1:1 tutorials notes of agreed/suggested actions will be produced and shared between tutor and learner. During team reviews the student team will be responsible for taking notes and acting upon guidance pertinent to their project completion. During the project students will be encouraged to manage and track their progress using the collaboration tools demonstrated to them on this module.
Breakdown of study time:
The Key Information Set (KIS) requires you to publish broad information in relation to how students will spend their time when studying a course. In relation to this module please indicate the proportion of time (as a percentage of total study time) that students will spend in:
Scheduled learning and teaching activities Guided independent learning Placement/study abroad
30% 70% 0%
N.B. The three figures should add up to exactly 100(%)
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Assessment and Feedback:
Identify below the nature and timing of the summative and formative assessment opportunities available to students studying the module. Assessment criteria do not need to be shown here but must be included in the assessment brief.
Summative assessment:
Summative assessments are used to make judgements about what students have learned from studying the module. Therefore, they contribute to the overall mark for the module and for progression or the award. Summative assessment may be taken partway through the module (when students have had the opportunity to complete the learning needed for that assessment) or at the end of the module.
Learning Outcomes One, Two, Three & Four assessed through Project Management Simulation The assessment has two elements 1. Project Delivery, including project artefacts, which may include product backlog, sprint retrospective notes, final project report, evidence of project completion. Evidence may take the form of video, photos or product produced 2. Reflective report 2000 - 2500 words This report will refer back to learning throughout the module and course so far including placement and learning content from year one. The report will describe, reflect and analyse the project management process followed and key learning points during the project. Learners should link their experience to the project and process management theory covered during the module. Project, additional information Students will be divided into project teams of 4-6 students they will be able to select a project which must be completed within the module time scale. The project teams will decide which project they'll undertake. Students can source their own project based on their recent placement experience or own interests or they can undertake a pre-defined project specified by the course team. Projects can be (this is not an exhaustive list, just an example) 1. Develop a website 2. Arrange an event 3. Produce a video 4. Record a song 5. Write and perform a 10 minute play Teams are encouraged to find a project which utilises the skills, abilities, relationships and interests within their project team. Any project will have to be agreed in a scheduled team tutorial with the module leader. (See formative assessments)
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Broad assessment type:
The Key Information Set (KIS) requires you to publish broad information in relation to assessment. Please indicate which of the categories below the summative assessment regime described above would fit into:
Written exams: Practical exams: Coursework: 100%
Formative assessment:
Formative assessments are those interim assessment opportunities whereby students can gain an enhanced understanding of how well they are progressing with their learning; such opportunities may include some tests being offered for the purposes of generating some feedback. Formative assessments also allow tutors to focus on the needs of the student group.
Throughout the module there are two scheduled 1:1 tutorial slots to cover the completion of the reflective report. The first tutorial will focus on agreeing an action plan for the student to work to, the second tutorial will discuss work completed and experience during the project task. Throughout the module there are six scheduled team tutorials with project teams. The first review focuses on sign off / tutor agreement on the student project. This sign off will ensure the scope and aims of the project are realistic, appropriate and suitable for the team members. The next four tutorials act as milestone reviews whereby the tutor will encourage reflection from the team and request planning documents for the next stage of the project, this documentation maybe online or a physical document. The final team tutorial acts as a project retrospective and another opportunity for group reflection. This formative assessment plan offer students the opportunity to get assistance with respect to the completion of the project element of the assignment and the reflective report. With reference to the reflective report the tutorials offer give the opportunity for content development through the team project retrospectives and individual support through the 1:1 tutorials
Feedback:
In relation to both summative and formative assessment, at what point(s) and in what forms will feedback be available to students? In addition to feedback associated with formative and summative assessments, what other opportunities will there be for students to receive feedback on their performance? (e.g. seminars, tutorials, online forums etc)
Feedback will be available through tutorials and through the online collaboration tools used by the students to manage the project.
September 2012
Related Modules
If applicable, offer an explanation of how the module relates to learning in other modules you should include details of any pre-requisites, co-requisites or excluded modules where they exist. Where an assessment is shared between this and other modules, name those modules here.
Communicating in Life Teamworking - a Life Skill Leadership in Life Year One Placement and Reflection
Learning Resources
(Refer to course resource list) Include indicative reading and refer to any electronic resources with particular reference to any nonstandard critical resources i.e. those resources which are essential to the delivery of the module and which are not part of the Universitys core provision - e.g. you may wish to identify specialised teaching space which is required to run the module. Where possible, books should be listed in a PERB format: Purchase; Essential; Recommended; Background.
Collaboration Tools Jira Trello PBWorks Teaching Space requirements Room + AV facilities Room with desk for 3 x groups of 4-6 students for Lego Simulation Indicative Reading De Marco T and Lister T (2013). Peopleware: Productive Projects & Teams 3rd Edition. Pearson Education. Conn M, (2005). Agile Estimating and Planning. Prentice Hall. Manns ML and Rising L, (2004). Fearless Change: patterns for introducing new ideas. Addison Wesley.
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The following section to be completed by the Faculty Office: Module Code: Level (e.g. level 3, 4, 5, 6 or 7): LIP5004 5 Where necessary, agreed abbreviated PM module title for the SRS (maximum xxx characters) Credit value: 15 credits Module Leader: Oliver Williams Module start date(s) during the current academic year: September 2014 Module finish date(s) during the current academic year: January 2015 Assessment weightings: Assignment 1 100% (LO 1, 2,3 & 4)
For SRS Team Use Only: Created By: Date:
September 2012