Project Management for Instructional Designers
Multiple Authors, Brigham Young University
Pub Date: 2012
Conditions of Use
This text is more than comprehensive enough as an introduction to project management for the needs of Instructional designers in the Higher Education read more
This text is more than comprehensive enough as an introduction to project management for the needs of Instructional designers in the Higher Education sector here in the UK. I cannot speak to the private sector or workplace educational systems. I particularly liked the relation of Project Management approaches to pedagogical drivers and the instructional designers purpose and focus. The flow and structure to the text is logical and well paced, the structured Learning outcomes and Key takeaways familiar and easy to follow for learners. I accessed the pdf version and found the glossary complete, but would have liked it to be more accessible i.e. hyper linked with first use of term in text.
I did not encounter any inaccuracies. Bias is more difficult as it is a question of perspective. As a teacher and instructional designer who uses project management as an aspect of their daily workflows, I want to use the processes of PM but am focussed on the educational. I find it useful but am not always as engaged as I should be in the reading here, generally my fault not the texts.
I cannot see that the relevance will change much over the next few years, good practice is good practice. As instructional design teams will benefit from the project managers experiences for a long time to come.
It is clearly written despite being multi author. Well laid out, straightforward language, clear glossary of new terminology (though I would prefer the first use to be directly linked to the term or to ToolTip/Alt text it for Screenreader/Keyboard navigators and better use for all learners).
The internal text is consistent in structure, delivery and use of terminology
It would be simple to re organise content to fit with a preferred modular organisation, chapters and content are clearly defined.
Progression through the content is logical and develops learners thinking in a clear, structured and relatable manner.
I accessed the pdf and the audio recording alternatives for chapters. I do have an accessibility issue with the images/graphical content, charts, diagrams, as no ALT Text/Tooltips are provided. The audio recordings alternative for the chapters is simply a recording of a screenreader/voiceover with a basic level of speed control (but only if you can see to adjust a slider), it is not searchable nor clear how the audio user accesses the Glossary mid stream etc. Making the Pdf accessible to users own preferred technology for access directly would be better accessibility practice. Accessing the Glossary look up whilst reading was similarly annoying for users to back and forth on a digital pdf and inaccessible for many using supporting technologies. Please add in terminology Tooltips/ALT Text and/or hyper link to glossary terms.
I accept authors American English ;)
Personally I think some more inclusive and diverse image sourcing is needed here. Only 3 images with non-white participants, all depicted in lesser roles, noticeable gender imbalance too and no differently abled represented either. Unfortunately another WMM dominated area clearly represented, need to give a better lead in diversity, inclusivity and accessibility in 'Open' generally and education essentially!
I am grateful it is openly available and think the content is pertinent and useful. However, I think it unfortunate that it has the issues I have highlighted above, as it would then be an excellent resource I would not hesitate to recommend to colleagues.
The book is well-designed for the intended audience of instructional designers. Presentation of topics such as systems theory, Darnall-Preston read more
The book is well-designed for the intended audience of instructional designers. Presentation of topics such as systems theory, Darnall-Preston Complexity Index, and the real-world examples give a foundation to instructional designers to improve their understanding of how the project management concepts and projects are part of the organization system.
The content of the book that is referenced for The Project Management Body of Knowledge (PMBOK) Guide is accurate for the year of citation. Since the citation, PMBOK has been updated to have a greater emphasis on stakeholder management; a topic that would be relevant to instructional designers as they work with their audience for the instructional materials. Further updates of PMBOK shift the emphasis from human resource management to resource management to encourage consideration of work, materials, and cost resources that are important to projects. The first chapter reinforces the importance of meeting or exceeding a client's expectations. This would be supported by the addition of the stakeholder management aspects from PMBOK. The subsequent chapters provide concepts from the body of knowledge about project management in a manner that is very supportive of instructional designers learning about managing instructional design projects.
The content is accurate and long-standing. Although the PMBOK guide has been updated, the core concepts have remained and are reflected within the text. Presentation of topics such as emotional intelligence, leadership styles, and personality indicators are timeless. The inclusion of software for managing the project could be expanded. The examples are likely limited to those at the time of the latest revision of the text.
The presentation of the terms and their definitions in context are helpful to the novice reader to understand the sometimes complex topics within project management. Basing the concepts within the real world examples gives situational reference and would likely improve understanding and knowledge retention. At times there are examples that could make the reader pause to think about why or what it means or why it was included. Most of the examples are relevant and have opportunities for an instructional designer to think about an educational context. Common-experience examples (I.e., packing and moving) have the potential to reduce the cognitive load of the material and allow for improved transfer to other contexts. More instructional design examples within the text would most likely be advantageous for the target audience. The three examples at the start of each chapter are helpful to explain circumstances and conditions that an instructional designer would likely experience.
The use of learning objectives and key takeaways within each chapter section give excellent direction to the novice reader and reinforce the concepts for the more advanced project manager or instructional designer. The numerous examples give context to allow the reader to relate the new information to prior knowledge.
The text does not need to be read from front to back. There is not a requirement to read one chapter before another to understand the concepts presented. Project management does have some build of concepts; however, the text is presented in a manner that does not necessitate linear access.
The chapters are presented in an order that is relevant to an instructional designer who would be managing a design project. The importance of the audience for the project, who the client is and the organization's complexity, are presented early in the text to reinforce to the designer that the product is centered on the audience and the organization.
The book's interface is very clear. Both the PDF and ePub were easy to navigate and access the information with the charts, images, and references. The ePub allows for the reader to take notes.
The text appears clear of grammatical errors.
The book provides definition and examples or cultural understanding that is necessary in project management. The text of the book could be used globally. Even though many of the examples are based in the United States, the authors have included international cases and stories.
Inclusion of systems theory and self-organization is helpful for instructional designers to understand that the project is part of the larger system and as the project evolves, so does the organization. A project is part of the larger complex system. Presentation of the Darnall-Preston Complexity Index supports the instructional design project manager's thinking about how the project is part of the system and how to manage the change.
This book is designed to frame learning design principle in a project management format. Although there are foundational items shared around project read more
This book is designed to frame learning design principle in a project management format. Although there are foundational items shared around project management Professional (PMP) certification that is not the intention of this textbook. The Guide to the Project Management Body of Knowledge (PMBOK) offers a solid framework for project management planning within the domain of instructional design. In thinking about the learning design process, PMBOK allows for readers to understand how consulting principles of project management can support the workflow of learning development and planning.
Instructional designers often wear the same hat as a project manager, so it is great to see this textbook weave in the managing and delivering of learning design with the teaching/learning models. There are a number of references (via footnotes) and resources shared to allow for learners to gain further understanding about these concepts.
I believe instructors, faculty, and instructional designers will find this textbook offers a foundation to project management for learning design that will be relevant over time. In looking at the structure and length of the text, some sections are repetitive or seem to identify points in a longer format. If an update to this textbook was completed, I would encourage the contributors to consider pairing down the next iteration.
Authors offered learning objectives to provide an overview and a set of key takeaways to ensure the main ideas were identified in each section of the book. With a complex topic and a number of ideas, this organization is helpful for learners to focus on central concepts and frameworks in the textbook. Any jargon, technical communication, or information is explained, referenced in the glossary, or identified further reading in the footnotes.
For an edited book with various contributors, there seemed to be a consistent flow of ideas, information, and tone. This textbook breaks the central ideas of planning, management, and execution of the instructional design process for learners by pairing applied examples with theories and frameworks.
The textbook chapters and sections could be itemized into single modules if selected for teaching and learning in a course/training workshop. The learning objectives can be cross-mapped to your learning outcomes/objectives to determine for textbook inclusion or relevance for your own curriculum.
The chapters and sections of each chapter are clearly presented in the chronological order an instructional designer would approach a learning design project.
The multi-media pieces to the textbook were interesting; however, I would have preferred to keep these with the appendices at the end of the textbook. I liked the glossary of terms at the end of the book. The only item missing is an index for quick search or reference for a topic. I much prefer to read this version of the textbook, housed on PressBooks: https://pm4id.pressbooks.com/
I did not have any particular concerns about grammatical errors for this textbook. There were only a couple of minor formatting issues with text layout of the book found in Chapter 2.
This textbook identifies a wide array of examples, subjects, and challenges you might encounter when managing an instructional design project; however, examples and videos included in this resource may want to be added to help other practitioners/educators identify better. Perhaps videos and narratives beyond the BYU institution could be shared and also perspectives from a broader cultural background as well.
With the wealth of knowledge being shared in learning sciences and instructional design, I think the concept of a curated and remixed textbook is an excellent contribution the field. Written content, videos, and external references for this textbook iteration provide learners and early career practitioners a strategic guide for managing learning design effectively.
This text is quite complete in covering project management tasks from initially identifying problems with the client through completion and final read more
This text is quite complete in covering project management tasks from initially identifying problems with the client through completion and final report. There is a section related to working with the client when suggestions are made and perhaps the client doesn't quite understand. I haven't seen a text that actually names this potential problem, and this type problem does arise at times. The DARNALL-PRESTON COMPLEXITY INDEX is strongly mentioned and is used as a guide. Others may not find this to be their choice of tool, but in general it works for a wide variety of projects.
Video recordings are a great lead in to the second chapter. Here the reader, and listener, receives a variety of experiences for a number of different viewpoints. Projects vary, it is the nature of the world that no two will be the same and it is extremely important this is acknowledged.
Who likes to read long books? This one covers a wealth of information, and really does not use filler phrases and useless sentences or duplicated material. This text could not be much shorter and be as informative.
If I had to select one sentence to cover my impression of this text it would be this one: "The foundation of a sound project execution plan is an assessment of the project environment." While it seems a simple sentence, when broken down for project management, planning, execution, and completion, it sums it up simply and completely. This test is an good read, terms are explained as they are encountered so the reader sees immediately how, when, and where they are relevant which makes them easier to remember.
This text is well arranged so that topics are contained within chapters, and readily assigned at different points with a course. However, for full understanding, reading in order of presentation will be more beneficial.
Defining the Project Manager's responsibilities and duties is right at the beginning of the text and sets the tone for the balance of the test with accurate, detailed (but not boring) information.
Readers should have no problem moving through the text and videos. There are no hidden unpleasant surprises. I read several chapters out of sequence to see if I had issues with understanding the material. A couple of times I did find myself looking back for a definition of a phrase or term used. However, in general this is a good reference text, as well as a teaching text.
I found no huge issues with grammar.
I found no instances of cultural or insensitive information or in the examples. Of course, each reader views with a different lens, but I do not think this text will be offensive to readers. Material contained is appropriate for most all project management programs or classes, and the information could be applied to a wide variety of clients, projects, and problem solving cases.
I was surprised to find The Myers-Briggs Type Indicator (MBTI) included within the text. Personality traits are often key in a successful project, and this is an area that should be addressed, though many textbooks do not do so.
Text is designed to provide an overview of project management principles in instructional design. Although it is distinguished from project read more
Text is designed to provide an overview of project management principles in instructional design. Although it is distinguished from project management certification preparation, it opens each chapter with references to foundational texts used for preparation for project management certification. The book provides an excellent glossary but no index.
Extensive footnotes are provided throughout the text allowing the reader to check the accuracy of the content. Also, the authors emphasize the importance of source materials used for certification exams and authored by professional organizations (i.e., Project Management Institute [PMI]).
The content is up-to-date and is aligned with project management certification exams as well as the Project Management Body of Knowledge (PMBOK). Although the text is organized to fit a chronological sequence, the well-organized text will be more straightforward to update as the content area changes. Also, the authors emphasize that the text is the product of numerous contributors, invite further contributions from readers, and direct them to the first author (David Wiley).
Although the topic is abstract, the prose is clearly written and edited consistently throughout the book. New terminology is introduced throughout the book but is always immediately defined. Also helpful is the inclusion of a glossary in each chapter.
The authors organize each chapter in a consistent fashion by identifying learning objectives, glossary words, example scenarios, and "key takeaways". The content itself is also similarly consistent. The framework for the text draws heavily from source materials produced by the professional certification organizations.
The text is divided into chapters of approximately equal length. The chapters contain all all of the topics covered in the Project Management Book of Knowledge (PMBOK), a foundational text from the Project Management Institute (PMI). The chapters are further divided into sections for learning objectives, glossary words, example scenarios, and key takeaways.
The chapters are organized in a chronological pattern, corresponding to the order in which an instructional designer would be called on to use the principles as a practitioner. For example, an instructional designer would be required to develop a "project profile" (Chapter 2) before considering "project phases and organization" (Chapter 3).
The authors included several features that make browsing, reading, and careful study easier. First, the format of the book is explained in the Introduction. Also, the text provides an informative table of contents that follows a chronological sequence, the order in which a project manager for an instructional design project could expect to encounter them. Each individual chapter is further subdivided sections that facilitate careful study such as learning objectives, glossary words, example scenarios, and "key takeaways". The inclusion of images, charts, and diagrams might have enhanced the book.
The text is free of grammatical errors.
The text does a fine job of explaining the subject matter and providing examples from real-file practitioners about their experiences with project management on instructional design projects. However, in future revisions of the book, it would be desirable to have examples of practitioners from a wider variety of backgrounds.
Project Management for Instructional Designers is a unique text made all the more valuable by the author's constant updates. I found it reassuring to know that the author is also an instructor who uses the text in his classes along with his co-authors, current and former students.
Table of Contents
1 Introduction to Project Management
1.1 Project Management Defined
1.2 Project Definition and Context
1.3 Key Skills of the Project Manager
1.4 Introduction to the Project Management Knowledge Areas
2 Project Profiling
2.1 Using a Project Profile
2.2 Project Profiling Models
2.3 Complex Systems and the Darnall-Preston Complexity Index
2.4 Darnall-Preston Complexity Index Structure
2.5 Using the Darnall-Preston Complexity Index to Measure Organizational Complexity
3 Project Phases and Organization
3.1 Project Phases and Organization
3.2 Project Phases and Organization
4 Understanding and Meeting Client Expectations
4.1 Including the Client
4.2 Understanding Values and Expectations
4.3 Dealing with Problems
5 Working with People on Projects
5.1 Working with Individuals
5.2 Working with Groups and Teams
5.3 Creating a Project Culture
6 Communication Technologies
6.1 Types of Communication
6.2 Selecting Software
7 Starting a Project
7.1 Project Selection
7.2 Project Scope
7.3 Project Start-Up
7.4 Alignment Process
7.5 Communications Planning
8 Project Time Management
8.1 Types of Schedules
8.2 Elements of Time Management
8.3 Critical Path and Float
8.4 Managing the Schedule
8.5 Project Scheduling Software
9 Costs and Procurement
9.1 Estimating Costs
9.2 Managing the Budget
9.3 Identifying the Need for Procuring Services
9.4 Procurement of Goods
9.5 Selecting the Type of Contract
9.6 Procurement Process
10 Managing Project Quality
10.1 Standards of Quality and Statistics
10.2 Development of Quality as a Competitive Advantage
10.3 Relevance of Quality Programs to Project Quality
10.4 Planning and Controlling Project Quality
10.5 Assuring Quality
11 Managing Project Risk
11.1 Defining Risk
11.2 Risk Management Process
11.3 Project Risk by Phases
11.4 Project Risk and the Project Complexity Profile
12 Project Closure
12.1 Project Closure
About the Book
Project Management for Instructional Designers (PM4ID) is – as the name suggests – a book about project management tailored specifically for instructional designers. This book is a revise / remix of a pre-existing, openly licensed project management textbook which was donated to the commons by a benefactor that desires to be attributed as Anonymous.
PM4ID includes many new features and improvements to the original book, including:
- Alignment of book chapters with the PMBOK, which supports readers in preparing for the Project Management Professional certification,
- A series of video cases of project managers working in the instructional design area, integrated into every chapter,
- Multiple versions of the book, including HTML, PDF, ePub, Kindle, and a text-to-speech mp3 audio version of the book,
- New examples written specifically for readers coming from the instructional design perspective,
- and more.
About the Contributors
The second edition of Project Management for Instructional Designers was created by students in David Wiley’s IPT 682: Introduction to Project Management class at Brigham Young University during Fall term 2012. The team included: