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Module 1. Design of Educational Projects

Work methodology in ATEES projects

Content

Educational Project
Stages of an Educational Project

What is an Educational Project?

The term project is derived from the Latin terms PROICERE and PROIECTARE that
mean throwing something forward. Therefore, project in a generic sense means the
planning and organization of all the tasks and activities necessary to achieve something.

Designing an educational project means planning a process to achieve an educational goal.

learning objectives. This involves selecting the problem that arose in a context
private educational, its treatment until the presentation of the report. In other words,
it corresponds to the realization of several interrelated stages of conception, planning,
formulation of actions, implementation, and evaluation.

The main objective of a project is to solve a problem in an organized and planned manner.
previously identified in their educational reality, taking advantage of the resources
available and respecting certain restrictions imposed by the task to be developed and by the
context.

Regarding our case, the educational project that ATEES promotes aims to
use Information and Communication Technologies (ICT) to improve the quality of the
education, in such a way that allows different institutions to achieve their mission
educational. This involves carrying out educational innovation projects that include
proposals that allow to solve the problem or problems previously identified in your reality
educational using the available ICTs.

As part of the characteristics of an educational innovation project, we can mention

the following:

It arises from a need identified in the educational context, of the interests

personal or group goals and/or learning objectives framed by the teacher.
It involves a reflection in which, on one hand, the needs are confronted and,
others, the means to satisfy them.
During its formulation, the problem to be solved, the project's objectives,
the needs and the available resources, responsibilities are distributed and
define the deadlines for each activity.
The project, being a group effort, requires the commitment of each member.
involved and the joint organization of the activities to be carried out.
The project must be evaluated continuously, confronting the work done.
with the projection and also analyzing the realization process. It also must be
analyzed the final result of him, in terms of the impact that it meant for his
educational community.

What are the stages of a Project?

Taking into account the aforementioned characteristics about educational projects, it is that
We propose the following steps to follow in order to develop a project
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1. Analysis of the educational situation.

[Link] and definition of the problem.
[Link] of the project objectives.
[Link] of the project.
[Link] of the solution.
[Link] of actions (Work schedule).
[Link] of human, material, and economic resources.
8. Evaluation.
9. Final report.
Next, we will review each of these stages.

Analysis of the educational situation

In this first stage, it is necessary to consider the expressed needs and motivations.
by the students themselves, the teachers, administrators, and parents. At this stage, it should be defined and
to clarify a real need of a specific population that has arisen as a consequence
having critically observed the educational reality in which he/she performs as a teacher
and what can be a possible problem situation to solve. It can arise from a branch of
studies, a more or less broad and not well-defined problem, motivated by readings
previously or sometimes due to personal experiences.

Example:
Topic: Drugs

There is a permanent risk that young people face in getting involved in the
drug problem.
There have been detected cases of drug use and sale within the
establishment.
The topic has not been systematically addressed in any subject.
Some specialized documents on the subject indicate the decrease in
the average age of onset in drug use.

2. Selection and definition of the problem

To move from the identified need to the problem itself, one must proceed with the delimitation of the
problem. The problem should be delimited both in extent (scope or range) of
concept as in time and space. The delimitation requires:

Initial review of the literature or bibliography that exists on the topic of the problem
defined.
Documentation surveys in archives and libraries in order to observe how they have
Similar themes and projects have been developed.
Advice from specialized professionals with experience in the specific field
that is desired to be addressed.

Information on the Internet, such as educational projects in other countries.

ATEES website and links to projects presented at ATEES 2000.

Once these steps are completed, you will have identified a gap, a disagreement, a
concrete question that will ultimately allow him to formulate a precise problem.

The delimitation must be done not only considering the real need but also the
feasibility in terms of time, financing, and availability of information and instruments.
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Anyone considering a project must resist the temptation to tackle topics that are too
vast and complex, which still escape their real possibilities, and which, perhaps, will demand
many years of work to make something acceptable even in the best conditions.

The selection of a topic and a problem is not an activity that can be done without information.
adequate and sufficient, in fact, it is a terminal decision of the exploratory process.

Some suggestions for correctly selecting the problem are:

The topic must be specific.

Verify if the problem awakens true motivation, inclination, or interest in the
students and teaching staff to be addressed. This will allow us to work with pleasure and the
performance will be better.
Ensure that there is a basic knowledge available to handle the topic.
without major difficulties.
Confirm if there is sufficient information available to access.
Ensure that the problem is novel, relevant, and represents a
true contribution to the educational community of the institution and to compliance
of its educational mission.
Review sufficient information about the problem before making the decision to choose it.
definitely.
Analyze whether it is feasible to be solved.
Ensure that it is not too broad and undetermined nor too restrictive.

Once the problem is selected, it is necessary to pose it as such. But what does it mean to pose a
Problem? How is a good problem statement made?

Raising an educational innovation problem means to precisely define what is desired.

to address what needs to be solved and in what aspects innovation is desired. A good approach helps
to not get lost among the various possibilities and expectations that each problem offers.

The formulation of a problem essentially includes three steps:

Observation and description

This first step involves conducting an initial diagnosis of the situation.
problematic, noting the facts that demonstrate the existence of the problem. A
a properly defined problem contains within it the basic structure of the project
Analysis
Analyzing a problem means breaking it down into its constituent parts or aspects.
basics, in order to determine what the work will consist of. Conduct an analysis
An exhaustive study of the problem will allow identifying the aspects that conform it, establishing
its possible relationships and explain and justify these relationships in terms of possible
theoretical reasons.
Some questions that can help in conducting this analysis are:
Under what circumstances does the problem to be solved arise?
What elements can originate it?
What basic elements does it consist of?
What components are fundamental?
Which ones are secondary?
What interrelationships exist between the component elements?
What aspects of the problem are unknown?
Which ones are missing?
What explanations or models allow us to better understand the problem?
Delimitation
This step involves defining the problem within a medium or geographic space, to a
a determined field, to a human group and to a period of time.
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As an example, we will succinctly develop this part of the project based on

a concrete problem:

We will assume that a teacher is interested in working in the area of Language,

especially in lexicology.

Let's start by describing the initial diagnosis of the problem:

As a Spanish teacher, in the course of my teaching work, it has been observed that
A number of secondary education students are characterized by having great poverty.
of vocabulary and a poor use of oral language in general. This has resulted in weak
academic and work performance, which does not allow them to respond successfully to the
demands of a highly competitive work environment.

The students are worried about the results obtained in this subject and about
their job future while teachers express dissatisfaction with the results and
worried about the methodology they are using to achieve the objectives in the area of
language.

In light of this concerning situation, the concern arises to propose a solution that allows
to provoke significant changes in the expressive language of the students.

In order to determine what the fundamental aspects that make up this topic are and
What aspects comprise the problem, we proceed to decompose the problem and analyze it.

In the example, we initially identify two fundamental parts or elements which are:

Expressive language of the students (vocabulary, syntax, diction)

-Methodology used

Now, if this is not enough, we will have to continue breaking down these elements.
until we achieve clarity on what aspects each one comprises and what possible
relations exist between them.

Finally, the proposed project is defined by specifying who it is aimed at:

Place: Public school María de Dios in Santiago.

Level: Secondary education.
Study area: Language.
Human group: Language teachers and final year education students
secondary
Time: Academic year 2001-2002.

Once this process of description, analysis, and delimitation is completed, the teacher will be
better conditions to state the problem and formulate the project's objectives

But what name will be given to the project? The problem posed is already in a position to
establish the title that will be given to the project. This must present the fundamental objective of
project in its exact dimensions, through a formally explicit exhibition, of such
luckily, upon reading it, it is clear what this work is about. Its writing must be with terms
clear and precise.

language
To Communicate and Express Ourselves Better Orally

Example: Topic: Mapuche culture

Let's Get Closer to the Mapuche World
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3. Definition of the project objectives

Once the problem and project topic have been selected and defined, it is essential to clarify.
the goals that will be pursued with it. The definition of the objectives will allow us to know towards
Where are we going and what do we expect from the project.

Formulating objectives is to determine the possible outcomes that will be obtained to provide
response to the problem. To do this, it is necessary to take into account the following:

The objectives must be directly and permanently related to the problem.

resolver.
The objectives must be clear, concrete, and precise, in such a way that they serve as a guide.
for work.
The objectives must be achievable.
The objectives must be measurable and evaluable at the end of the process.

In a project, two types of objectives must be stated and found:

Justification of the project

The justification is a more or less extensive description that answers the following
issues:

Importance and relevance of the topic or issue that will be clarified.

The practical utility of the work, that is to say, who will benefit from the project.
is going to carry out.
Feasibility of project execution, as well as possible limitations.

Example:
Mathematics: Kinematics
The study of kinematics is included in the national secondary education curriculum. If
Well, there are physics sites on the web, they are only framed within a university context. On the other hand
On the one hand, a means is sought to avoid learning formulas without a personal meaning.
for the student. At the local level of our educational institution, propose a site
web for kinematics work, is presented as an option to introduce changes in
traditional pedagogical practices and to give a curricular use to the computer lab
which is currently being underutilized by our students.

5. Analysis of the solution

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Once a problem has been raised, stated, justified and its objectives have been
Once they have been fully identified, it is necessary to consider the possible solutions to the problem.

A possible solution is understood as any proposition, assumption, or prediction that is based on.
either on existing knowledge, or on new and real facts, or on both.
These are the three sources of a solution.

Solutions arise as an attempt by the researcher to solve the problem that they
It is concerning, and for this reason, the solutions have a clearly guiding function for the process.
of research, therefore, show us the way we should have followed in the solution of
problem.

Qualities and Conditions of a Well-Formulated Solution

Be a probable response to the research problem. Although it is a

conjecture, it must have probabilities of being true.
It must be innovative.
It should contemplate the use of information and communication technologies.
Relate two or more indicators.
It must be conceptually clear; that is, it should be written without ambiguity.
Abstract expressions, with multiple interpretations do not provide correctness.
necessary to determine the object of study.
Be feasible for verification.
Be within the reach of the researcher. That is, its resolution must be feasible, with the
knowledge that he possesses and the technical and economic resources available to him.

6. Planning of actions (work schedule)

The design of the solution to the problem consists of structuring a work proposal or a
sequence of activities that allows for the development and achievement of the proposed goal.

The planning of this work must include a list of all the activities that are
they will be carried out, the deadlines for each of them and the person responsible for them being carried out. In the
technical literature, this methodology is known as Gantt chart. It is constructed a
work schedule, a double entry table. The vertical axis lists the
activities and on the x-axis the estimated times for each of them. It is
It is convenient to list the activities that will comprise the proposal following a sequence.
logical and chronological.

In order to illustrate what has been expressed, we include the following example:
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7. Specification of human, material, and economic resources

Once the problem they will address has been decided, its importance has been highlighted and
the need to propose some solution, the objectives that the proposal has been specified
all the actions that need to be taken to complete the project will be and have been identified.
When they will be made and who is responsible, it is essential to identify the human resources.
materials and economic resources that will be required for its development.

7.1 Human Resources

It is very important to specify the number of people that will be needed to carry out.
Forward, I have planned and the task or tasks that each one must fulfill. They must be established.
the main roles of each of the group members who will design, develop and
they will implement the project and its associated responsibilities. This assignment must be made
in a group format, with the agreement and commitment of all members. For this, the first role
To be defined is that of the group leader or coordinator. It is important to consider that this role should
being assumed naturally by the member who displays the greatest capabilities of
leadership.

Example:
Theme: Indigenous peoples

Head teachers of 2nd year higher education.

Higher education cycle coordinator.
Indigenous students in the 2nd year of higher education.

7.2 Material Resources

It is necessary to define all the materials and technological means that are expected to be needed for the
project development. In theory, we have access to a large amount of technological resources,
but it is difficult to know which are the most suitable, at what point in the process of
We incorporate learning, with what objectives, what skills do we enhance with it
implementation in the classroom, what pedagogical profitability is assumed for them and finally, how
we evaluate its effectiveness in the learning process.

In this way, it becomes necessary to select and evaluate the existing means, to reflect.
about its adequacy to the proposed objectives, to the characteristics of the students, and in
definitively, to the educational innovation project that we are proposing.
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In this context and for the purposes of this educational project of technological innovation, it has been
delimited the concept of instructional medium to any instrument or object, used and/or
designed in such a way as to facilitate students' learning. Examples: software, videos,
websites, radio, texts, slideshows, etc.

Example:
Ecology

Books, magazines, newspapers - paper.

Camera - recorder - video recorder.
Computers.
Internet.

7.3 Economic Resources

It fundamentally consists of assigning monetary values to each of the materials.

to use. For example, the costs of paper, books, copies, and reproduction of instruments
for data collection, etc. In addition, it is necessary to add a percentage to the budget.
for the unforeseen expenses, which may arise during the course of the work.

8. Evaluation

Every project requires evaluation procedures that allow for reviews and
pertinent modifications in order to obtain a final product of good quality and
to ensure that the implementation is successful. Likewise, in the case of projects of
innovation enriched with technology the evaluative process is vital as it is the way in which
the fulfillment of the objectives is observed. Therefore, it is important to determine the way in which
the project will be evaluated and determine if the proposed activities really met with
the learning objectives. At this stage, it is also necessary to describe the instruments and
procedures that will be used for the evaluation of process and results.

A distinction that can help in conducting the evaluation is to recognize the different
evaluation moments, according to the purpose:

Evaluation of the process (or formative): refers to compliance with the programming
of each of the activities, use of resources, compliance with the
times, among others. The important thing to obtain a quality product is to ensure
from the beginning process evaluations, so that the final weaknesses
are scarce and the strengths are the ones that predominate. Its purpose is to go
improving the product at each stage.
Evaluation of the results: gathers the main results or achievements related
with the objectives and allows, based on the data analysis, to establish compliance
of those objectives. In some evaluative approaches, the
unexpected effects, that is, all those results that are not directly
relationship with the set objectives, but which are indeed of interest for the project.

It is always important to consider that the evaluation should allow for looking at achievements, but also
it should be seen as a learning process, as it highlights compliance
or not of the activities that are being developed, allowing to reorient their execution.

The Object of Evaluation

One of the first things that needs to be clear is the object of evaluation. With this
we are indicating what is to be evaluated. In this case, it is the educational innovation that is
has been planning. But, under other circumstances, it can be an instructional means, a
educational software, a study plan, etc.
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Generally, the object of evaluation is very broad, therefore it is necessary to specify.

dimensions and indicators that allow us to develop the instruments and ultimately
to know if the results obtained allow us to assert that the objectives were achieved. One way
to work on these elements, it is an evaluation matrix that contains such elements and that
is shown below.

In this matrix, the evaluation object that has been identified is 'Website'
"Educational". Given that it is quite broad, we have proceeded to analyze the aspects that
It is of interest to evaluate based on that object. Thus, the dimensions have been reached:
pedagogical, content, production, and technological. It may be that another evaluator has
other approaches or want to give a different emphasis to the evaluation, therefore the dimensions will be
different. These dimensions remain broad and one way to clarify them is
specifying indicators for each of them. These indicators can be qualitative or
quantitative, depending on what is expected to be evaluated.

Evaluation Procedures and Instruments

Once it is defined what is going to be evaluated, it becomes necessary to choose or create the instruments and
procedures that will allow to collect information that enables the evaluation of the object of
evaluation, instructional media or the technology-supported course. In this way, it
it will be able to identify the capacity that the medium and/or the designed course has to promote
quality learning in the student, in the sense of being relevant, transcendent,
significant.

Along with defining the assessment procedure and instrument, it is necessary to identify who
will participate in the evaluation process, how and when.

When referring to evaluation procedures, it is understood to mean those means, resources that
allow to collect information systematically, directly or indirectly, about the
student behaviors aimed at fostering timely and appropriate decision-making
decisions in the face of a fact.

Some of the procedures are: External observation, Tests, Interview, Survey,

Inventories, Attitude Scales, Self-Assessments, among others.

Observation

For some situations, the best information about how students are learning
with a certain means or in a certain educational situation comes from the comments
from the same students while they use or work with the program or course in question. For
example in the case of the use of a program, the observation of the students about the
The way they are working on the program is the most effective way to obtain data.
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useful. All qualitative data obtained require careful analysis and are
collected in a better way by an observer taking notes, based on a Guide of
Observation, supported by audio or video recording, as long as it does not interfere with the
normal development of the activity.

A few observation sessions will be enough. Observing students in pairs is

generally better than individually, as students communicate with each other
others and their discussion allows the evaluator to understand what they are thinking about the program or
from a specific learning situation.

Tests: Pre/posttests

To test in more detail what the students learn, it is important to know what they
they should be able to do at the end what they should not be able to do at the beginning,
i.e. there are pre and post questions that show improvement scores, thus isolating what has been
learned from the program. This is a standard pre/post-test. It has to be constructed from
from a well-defined objective. The pre/post-test will be more informative the more elaborate it is.
Several questions are better than one.

Interviews

The main purpose of an interview is to obtain the participant's point of view. Interviews
Unstructured ones are conducted in the phase when the evaluator is unsure about which aspects
could be key for the teacher or for the student. Conduct a structured interview
reveals the participants' perceptions in the aspects that the evaluator believes are
important. If the interview is unstructured, then it is possible that the participant may
add other items to the evaluation agenda.

An unstructured interview should use questions such as: can you tell me
regarding your learning experience, there are ways it could be improved, which I had
well, what was wrong with it, and continue with other questions that ask for more detail or examples
of generalizations made.
The questions of a structured interview will derive from the objectives of the project, medium,
course. Using an interview instead of a test (pre/post) allows the evaluator to ask for more detail
or ask several questions, so that I can fully understand the viewpoint of
participant.

Final report

The final step of the project will be the drafting of the report, which must be written clearly.
and objectivity.

The report is a necessary step just like the previous ones, regarding its structure.
Basic must have a logical sequence and conform to certain universal conventions.
what is important to respect and which we will indicate in general:

Preliminary section. It constitutes a sort of general presentation of the work and

understand: title, index or general content.
Body of the report. It is the central core in which the problem is developed and the
solution proposal. It must contain: introduction, problem statement,
justification of the problem
conclusions and recommendations.
References section. To avoid overloading the text of the report, it is moved to a section.
separate the bibliographic references and the annexes or appendices.

Regarding the bibliographic reference, it is necessary to cite the basic bibliography that has been
Reviewed for the preparation of the project. It is advisable to note all the books that in a certain,
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they are related to the proposed topic and that at some point may serve for your
theoretical foundation.

The bibliography can be composed of books, periodicals, magazines, newspapers,

documents, conferences, brochures, websites, among others. The bibliography is cited; in order
alphabetical list of authors.

Finally, it is recommended that the project include those important materials.

that were used and developed. These annexes could be copies of the instruments
used in data collection, authorizations to carry out activities in certain
institutions, sketches, clippings from magazines or newspapers related to the topic, etc.

Description of the activities in Phase I

1st Participation in the Discussion Forum

Instructions: Answer the following question. Comment on the contributions of your ...
companions. Review the projects carried out by the participants in the ATEES 2002 program
by clicking on the following link, ATEES Projects 2002

Do these projects address any educational needs similar to those I have in my classroom?
or in my Institution?
Argue the response and publish it in the ATEES discussion forum.

Analysis of a Problem (Teams assigned by school)

Instructions:

1. Conduct an analysis of the educational situation of your Institution. Identify a problem.

educational of your pedagogical environment.
2. Select and define an educational problem, considering what has been learned in the Module.
1.
Write the title of the educational project to be developed.
4. Identify the objectives of your project.
5. Justify your project considering what was stated in Module 1.
6. Integrate the previous information into the Phase I Report.

Phase I Report

Contents of the Report:

I. Cover: Name of the members of your group, informative data about the institution in the
that works.
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II. Selection and description of the institution where the project will be carried out.
III. Analysis of the educational situation and identification of educational problems in your
educational environment.
IV. Selection and definition of the educational problem to be solved in the Institution.
(Considering what was learned in Module 1)
[Link] Title.
VI. Project Objectives.
VII. Justification of the Project. (Considering what is stated in Module 1)

Format:
Word document, Arial 12, double spaced, maximum 4 pages
Delivery method:
Post in the discussion group assigned to your team with the title
Task I. Team name

2nd Participation in the Discussion Forum

Comment on the content of the Phase I Report and share your viewpoints in the forum.
discussion. Also make comments on your classmates' presentations.