Project Title

EdTech Certificate

Project Manager
Brouke Reynolds

Clients
Dr. Clif Mims & Dr. Jennifer Townes

Sponsor
Dr. Trey Martindale

Date
August 31, 2016

Revision History
Revision Date

Revised By

Description of Change

October 10th, 2016

Brouke

Reworded small part of the

document at the request of
the client.

November 16, 2016

Brouke

Updated Work Breakdown

Structure and Deliverables table

Project Goal
The EdTech Certificate is designed for educators who want to integrate technology with learning
in K-12 classrooms. The focus of these four courses is to develop the technology competencies
needed for the development, utilization, and integration of instructional computing technology in
the classroom.
This proposal aims to further develop the modules and resources in these courses. This will serve
as a valuable resource to the many educators throughout the Mid-South and beyond that are
integrating technology with learning.

The updated courses will be showcased at several state conferences this Spring and at ISTE
2017.

Scope
Overview

Update the module topics in each course according to the new scope and sequence.
Weave Visible Thinking and the thinking routines throughout courses (Related: 1, 2).
Further integration of EdTPA
Badges, HyperDocs, Instructional Video
Newer Instructional Models: flipped learning, maker/DIY, blended learning, etc.

Deliverable
Four, seven week IDT courses that will be facilitated and managed via Google Classroom.

Goal
The goal of the IDT department is to offer a graduate-level certificate program for educators who
want to effectively integrate technology in their PK-12 and higher education classrooms.

Foundation
The IDT program has identified the BYU badge program as a similar model. We will use this
model as an example and will explore different badge managment platforms such as
[Link] and Mozilla Backpack.
The IDT Educational Technology Certificate has been in existence for more than 20 years. It
consists of four graduate-level course: IDT 7061, 7062, 7063, and 7064 and designed for
Pre-K-12 classroom teachers who want to become more effective and proficient at integrating
technology into their classroom lessons. This program has been successful and popular among
mid-South teachers as well as teachers statewide.
Dr. Mims has currently inherited the courses and has tasked our team of revamping the
certificate program. There are several reasons why the program needs to be reevaluated:
Building a cohesive certificate: The courses have been taught by multiple professors who
have updated and changed each course individually. To some extent, this has created
some disconnect among the four courses. Updating and changing the program as a whole
should create a more cohesive instructional program and the courses will become more
navigable and uniform.

 Updating available technology: With the rate at which educational technology is

evolving, some of the course material throughout the courses has become dated.
Including cutting, or even bleeding, edge technology will help students be up-to-date
and modern in their technology integration endeavors.
Badge system: Badge systems have become popular in training programs throughout
various fields. Integrating a badge system in the Educational Technology Certificate
gives both benefits the IDT department and the students taking these courses. The IDT
department can use these badge systems for school district professional development
training. The students who earn the badges in the courses can include these on their
resums and portfolios when applying for jobs. The badges will be credentialed by the
University of Memphis IDT department and showcase the specific skills the student
possesses.

Stakeholders
The members of the EdTech team, the IDT faculty, and the students at the University of
Memphis.

Long-Term Evaluation
The team will work closely with the clients to develop a long-term evaluation plan.

Project Specifications
The purpose of the four classes is to assist educators to integrate educational technology into
their curriculum and become proficient using technology with their students. The instructional
units will assist students with:
Lesson planning and technology integration
Computer based instruction
Models and trends in educational technology
Instructional development

The project will:

Redesign four existing courses

Design a badge merit system
Be deployed via Google Classroom or similar delivery method
Empower educators to integrate technology

The project will not:

Provide assistance to students after deployment of courses

 Assess students as they complete modules

Work Breakdown Structure and Deliverables

Date

Deliverable

Description

Audience

9/12/16

Project
Charter

Project need
Project Description
Critical Success Factors
Assumptions & Risks
Constraints
Budget & Staffing
Milestones

Client, Sponsor

9/26/16

Analysis
Report

Context Analysis
Learner Analysis
Performance Analysis
Goal Analysis
Learning Context

Sponsor

10/3/16

SOW

Goal
Scope
Deliverables
Risk Management
Change Management
Budget & Staffing
Communication Plan
Quality Assurance Plan
Procurement Plan

Client, Sponsor

10/17/16

Formative
Evaluation

SME Review
One-To-One Review
Small Group Evaluation
Attitude Questionnaires

Client, Sponsor

10/17/16

Content
Analysis

Educational Goals
Content Map
Objectives and Assessment
Identify SME

Client, Sponsor

10/17/16

Instructional
Strategy

Explanation of Instructional
Model
Lesson Structure

Client, Sponsor

10/31/16

Treatment

Description of Site

Client, Sponsor

Description
and Rationale

Interface of LMS
Introduction of Badges

11/7/16

Treatment
Design and
Template

Product review after updates

based on recommendations
from evaluators

Client, Sponsor

11/7/16

Team
Member
Review

Final review of courses

Team

11/14/16

Final
Treatment
Report

Site Map
Stylesheet
Final Badge Production

Client, Sponsor

11/23/16

Project
Presentation
Video

Culmination of project as
described by team

Client, Sponsor

12/5/16

Project
Evaluation
Report

Critical look by team at

outcome of project

Sponsor

Risk Management Plan

Name of Risk

1. Integration:
Technology
platform
chosen in not
transferrable
to clients
system

2. Technology
platform of
choice is new
to some team
members

Probability
of
Occurrence
Moderate

Medium

Impact
Description

Impact
Severity
Value

If the
platform used
is not
compatible
with the
clients
platform,
then there
will be issues
with
integration.

Training will
be needed for
some team
members to
become

Response
Strategy

Meeting and
discussions
with client on
platform
choice and
integration

All team
members will
have to
complete
tutorials and

Responsible
Party(ies)

Travis, Lead
e-Learning
Developer
Melissa,
Lead
Evaluator
Anna Carrie,
Lead
Instructional
Designer
Travis, Lead
e-Learning
Developer

familiar with
the
platform(s).
This requires
more time to
be focused on
training and
development.

training on the
platform.

Melissa,
Lead
Evaluator
Anna Carrie,
Lead
Instructional
Designer
Dell McAtee,
Lead Team
Site
Manager

3.
Communicatio
n

4. Scope of
project clearly
defined

High

Medium/
High

Distance and
schedules of
team
members
impact
members
availability for
meetings,
discussions,
updates, etc.

When the
scope of the
project is not
clearly
defined,
frequent
meetings with

Team
members must
communicate
timely and
effectively.
Discuss ways
to resolve
schedule
conflicts.
The project
manager, as
well as other
team members
will provide
updates on
meetings and
discussions
that happen
outside of the
group.

Weekly update
and
progression
meetings must
happen with
the client.

Brouke
Reynolds,
Project
Manager
Travis, Lead
e-Learning
Developer
Melissa,
Lead
Evaluator
Anna Carrie,
Lead
Instructional
Designer
Dell McAtee,
Lead Team
Site
Manager
Brouke
Reynolds,
Project
Manager
Brouke
Reynolds,
Project
Manager
Clients: Dr.
Clif Mims

5. Production
of badges does
not meet
clients
requirements

6. Meeting
deadlines

7. Costs

Moderate

Medium

Moderate

the client is
needed for
clarity and
direction.
Badges must
meet the
clients
requirements
or the badges
will have to
be re-created.

Deadlines
must be met
in order to
complete the
project on
time. Missing
deadlines
affect the
project
completion as
well as teams
relationship
(internal and
external).

Failure to stay
within budget
creates losses
for the team
or requests to
client for
additional
costs
approval.

and Dr.
Jennifer
Townes
4

The e-Learning
developer will
communicate
with the client
to ensure
badges are on
track with the
clients
expectations.
All team
members must
complete their
assigned tasks
by the
deadline set by
the project
manager.
Delays and
issues should
be
communicated
immediately.

Travis, Lead
e-Learning
Developer

Travis, Lead
e-Learning
Developer
Melissa,
Lead
Evaluator
Anna Carrie,
Lead
Instructional
Designer
Dell McAtee,
Lead Team
Site
Manager

Brouke
Reynolds,
Project
Manager
Travis, Lead
e-Learning
Developer
Melissa,
Lead
Evaluator
Anna Carrie,
Lead
Instructional
Designer

Dell McAtee,
Lead Team
Site
Manager
Brouke
Reynolds,
Project
Manager

Risk Impact Severity Scale

Impact
Value
5
4
3
2
1

Level

Probability of Occurrence

High
Medium/High
Medium
Moderate
Low

Certain to occur
Very Likely to occur
Somewhat greater chance to occur
Somewhat likely to occur
Less likely to occur

Change Management Plan

Once the Project Charter has been signed, change requests need to be submitted to the project
manager via the Change Request Form. The project manager will consider the change and
confer with the responsible team member(s). Once a decision has been made, it will be
communicated to all team members and the client. The project manager will document all
changes in the Revision History Table.

Schedule
Date
September 9, 2016

Project Milestone
First phone conversation with clients to understand their

goals and expectations for the project

September 12, 2016

Project Charter

September 26, 2016

Analysis Report

October 3, 2016

SOW

October 17, 2016

Formative Evaluation

October 17, 2016

Content Analysis

October 24, 2016

Instructional Strategy

October 31, 2016

Treatment Description and Rationale

November 7, 2016

Treatment Design and Template

November 7, 2016

Team Member Review

November 14, 2016

Final Treatment Report

Budget***
Role

Cost Breakdown

Total

Project Management

100 hours at $100/hr

$10,000

Analysis and Evaluation

80 hours at $50/hr
- 20 hours per course

$4,000

Instructional Design

120 hours at $75/hr

- 30 hours per course

$9,000

Instructional
Development

120 hours at $50/hr

- 30 hours per course

$6,000

Graphic Design

40 hours at $50/hr
- 10 hours per course

$2,000

Total

460 hours

$31,000

***All fees are for estimation purposes only, all work is being donated as part of the IDT 7095 experience
and expectations

Staffing Plan

Staff Resource

Dates Needed

Hours Required

Internal
1-Project Manager

August 31-December 5, 2015

140 Hours

1-Lead Instructional Designer

August 31-December 5, 2015

140 Hours

1-Lead e-Learning Developer

August 31-December 5, 2015

140 Hours

1-Lead Evaluator

August 31-December 5, 2015

140 Hours

1-Lead Team Site Manager

August 31-December 5, 2015

140 Hours

External
2-Clients

August 31-December 5, 2015

30 Hours

1-Sponsor

August 31-December 5, 2015

15 Hours

Communication Management Plan

The client is updated weekly via email on the progress of the project through the project
manager. Phone calls and Google Hangouts are utilized as alternate means of communication
with the client. The project manager is the main point of contact with the client.
The sponsor is updated weekly through team and individual 15/5. The sponsor is also able to
view all documents on the team website.
The team communicates via email, a Google Plus community, Google Hangouts, and phone
calls. There is some form of daily communication between teammates and a weekly Google
Hangout is on the schedule.

Procurement Plan
For this project, none of the resources will actually be purchased. The team is limited to free
resources. The resources needed for this project will either be provided by the client or already
accessible to the team.

Resource
Google
Classroom

Planned purchase date

Free Resource

Process
Access to Google Classroom will be
provided by the client. An account is

tentatively provided to the team as a

sandbox to practice and learn the
platform.
Badge platform

Free Resource

The team is evaluating different

badge platforms. Since the platform
must be free, and it must also meet
the needs of the project, which
includes the ability to upload original
badge designs, this narrows the field
considerably. At this point, the top
contender is BYUs Badgeschool.
Dr. Mims has connections with the
people behind Badgeschool and has
been in discussion with them to
collaborate on a project involving
badges. He has agreed to open up a
line of communication with them so
that the EDTech team may request
the use of their badge platform.

Quality Assurance Plan

Item
requiring
quality
checks

Method to
check for
quality

When quality Stakeholders

check should
involved
occur

Quality
materials to
be used

SOW

Team member
review

10-2-16

Client and
EdTech team

N/A

Formative
Evaluation

Expert review,
user feedback

10-16-16

Client and
EdTech team

N/A

Content
Analysis

Team member
review

10-16-16

Client and
EdTech team

Example
Documents,
ISTE
standards

Instructional
Strategy

Team member
review

10-23-16

Client and
EdTech team

Objectives are
based on
ABCD

components
Treatment
Report

Team member
review

10-30-16

Client and
EdTech team

Checklists,
Templates,
Example
Documents

Project
Evaluation
Report

Team member
review

11-7-16

Client and
EdTech team

Checklists,
Example
Documents

Client Sign Off

Approved via email_______________________ 1
0/8/2016____________
Dr. Mims, Client
Date
_______________________________________ ____________________
Dr. Townes, Client
Date
_______________________________________ ____________________
Dr. Martindale, Project Sponsor
Date
_______________________________________ ____________________
Brouke Reynolds, Project Manager
Date

Project Evaluation Report

(This is a placeholder for a project to be completed later).