Curriculum Development, Implementation and Evaluation of Project Integrated Online Training

Curriculum Development, Implementation and Evaluation of Project Integrated Online Training

Peter Haber (Salzburg University of Applied Sciences, Austria), Erich Herber (Badegruber & Partner GmbH, Austria) and Manfred Mayr (Salzburg University of Applied Sciences, Austria)
DOI: 10.4018/978-1-61520-751-0.ch020

Abstract

New project management skills and processes are prerequisites to meet the challenges of the globalization. Enterprises, companies and institutions that are operating in transnational and distributed ICT projects on global market need highly qualified project-managers for virtual collaboration. Most training organizations and certification programs focus only on classical soft and technical skills. Participants and most important managers of distributed projects however need training and practice in virtual collaboration and intercultural aspects to be able to consider international socio-cultural issues encountered in business. Therefore, the target of Pool2Business (P2B) was to establish on the one hand a modular online course to address certain specific requirements and qualifications of a company as well language and culture specific differences between participants and on the other hand to ensure with Project Integrated Training parts that the learning outcomes can be immediately used in practical application. By following an adapted and extended ADDIE Model, the P2B-Consortium was able to establish the whole Curriculum more effectively by having the same strategies, following the same procedures and knowing the next steps to fulfill the target of P2B.
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Setting The Stage

The P2B Curriculum design followed a skills-based approach to accommodate the special focuses on work-orientation. Therefore, firstly competency profiles have been developed based on real-life tasks reflecting current work practices. The consultation and involvement of practitioners (industry partners) at early stage of the needs analysis as well as in the final evaluation phase was then a major guarantor for the appropriateness of the training units.

The approach reflects the findings and standardized procedures as provided in the ADDIE Model (Molenda,M.. & Pershing, J., 2004; Bichelmeyer, B. A., 2005) which consists of 5 phases, namely

  • Analysis

  • Design

  • Development

  • Implementation

  • Evaluation,

and the work of the IEEE Learning Technology Standards Committee (LTSC). The operational execution of the curriculum design phases has been embedded in a project management and quality assurance procedure. The content and tasks of the 5 phases, which have to be fullfilled, are as below:

Needs Analysis

In the first phase the actual needs are determined and a set of job-related tasks are defined, which the training should refer to. It is crucial in this phase to get feedback from the labor market through questionnaires, surveys, and focus group interviews so that the curriculum is oriented towards and reflects the actual real-life workplace situation. So the industry partners, one of the main target groups, are already involved at this early stage.

Curriculum Design

This stage focuses on the training approach, the definition of learning objectives and performance measures, and finally the design of a training plan. Here both the pedagogical-didactic framework and the specific potential as well as constraints of the online medium have to be carefully considered.

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