Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROJECT DEVELOPMENT in EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Prof.Dr. Kenan DİKİLİTAŞ |
| Assistant(s) | |
| Aim | This course aims to teach students the process of project preparation in the field of education and equip them with relevant skills. |
| Course Content | This course contains; Why Project Management and Entrepreneurship?,The Organizational Context: Strategy, Structure, and Culture,Project Selection, Innovation and Portfolio Management,Leadership and the Project Manager,Scope and Innovation Management,Project Team Building, Conflict, and Negotiation,Project Team Building, Conflict, and Negotiation,Project Evaluation and Control,Project Scheduling: Networks, Estimation, and Critical Path,Project Scheduling: Lagging, Crashing, and Activity Networks,Critical Chaiın Project Scheduling,Technology and Resource Management,Project Evaluation and Control,Project Closeout and Termination. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students use concepts, techniques and decision tools available to project managers. | 5, 6, 9 | F |
| Students express the importance of structures and networks of work packages to plan, schedule and control innovative projects. | 10, 6, 9 | F |
| Students identify potential conflicts and problems that may arise in projects. | 5, 6, 9 | F |
| Students describe the appropriate behavior to successfully manage a project. | 16, 9 | F |
| Students create a knowledge framework for a cyber-based consulting system to manage any project. | 5, 6 | F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Why Project Management and Entrepreneurship? | Managing Change: Organizational/Personal-Psychological Change and the Job/Educational Culture, The Project Manager and the Change, Entrepreneurship, Project Environment, Launching the Project, What is Project Management, The Learner, the Teams, the System, Example Problems and Cases. |
| 2 | The Organizational Context: Strategy, Structure, and Culture | Strategy and Information Systems: The Organizational Framework, Project Viewpoint versus Traditional Management, New Tool/Approach Development, Developing a Strategy, Competition, Strategy and Culture, Roles and Responsibilities, Programmes and Programme Management, Different Forms of Project Management. |
| 3 | Project Selection, Innovation and Portfolio Management | Systems, Organizations, and System Methodologies: System Concepts and Innovation Principles, Systems Engineering and management, Development Innovation Models and Approaches, The Waterfall Model, The ‘b’ Model and The ‘V’ Model, The Incremental and The Spiral Models, Methods and Approaches, Structured and Developmental Methods in Education, Example Project Approaches. |
| 4 | Leadership and the Project Manager | How the Project Manager Leads?, The Profile of a Project: The Process Model, Project Start-up, Design and Development, Completion and Operational Stage, System Development in Educational and Service Organizations, Effective Project Leaders and Professionalism, Example Problems and Case Studies |
| 5 | Scope and Innovation Management | Project Planning: Understanding the Work and Estimations: Understanding Requirements, Dependecies, and Responsibilities, Charts and Planning Tools, Innovative Product Design, Scope Reporting, Estimating in Educational Disciplines, Estimating Methods and Supporting Activities, The Affecting Factors and Practical Experiences, Case Studies. |
| 6 | Project Team Building, Conflict, and Negotiation | Characteristics of Effective Project Teams, Group Development, Conflict and Negotiation, Scheduling and Resourcing, Monitoring Progress, Exercising Control, Change Control and Configurations, Networking Scheduling and TimeBased Networks, Case Studies. |
| 7 | Project Team Building, Conflict, and Negotiation | Characteristics of Effective Project Teams, Group Development, Conflict and Negotiation, Scheduling and Resourcing, Monitoring Progress, Exercising Control, Change Control and Configurations, Networking Scheduling and TimeBased Networks, Case Studies. |
| 8 | Project Evaluation and Control | Project Failure, Success, and Lessons Learned: Leadership and Performance Management, Motivation and Leadership, The Objectives, Reviewing Performance, Performance Appraisal Systems and Performance Improvement, Example Reprimands for Emotional Computer |
| 9 | Project Scheduling: Networks, Estimation, and Critical Path | Gantt Charts, Crashing Projects, Controling Changes and Innovations, Control Administration, Value Management, Controversies in the Use of Networks, The New Approaches, Educational Perspective, The Future Trends. |
| 10 | Project Scheduling: Lagging, Crashing, and Activity Networks | Selling the Project: Buying and Buyers, The Selling Process, Negotiation, Diffusion of Innovations, Psychological Technology Assessment, Problems and Solutions |
| 11 | Critical Chaiın Project Scheduling | An Overview: Project Organization Structure and Integration: Managing Expectations, Changes and Conflicts, Instructional Point of view, Managing Participation, Teamworks and Conflict: Managing Suppliers, Setting up the Contract, Quality Control and Subcontractors,. |
| 12 | Technology and Resource Management | Resource Constraints and Loading, Management of Technology, Resource Leveling Charts, Resource Utilization and Commercialization. |
| 13 | Project Evaluation and Control | Project Failure, Success, and Lessons Learned: Leadership and Performance Management, Motivation and Leadership, The Objectives, Reviewing Performance, Performance Appraisal Systems and Performance Improvement, Example Reprimands for Emotional Computer |
| 14 | Project Closeout and Termination | System Engineering Process: The Vision and the Perspectives, Creating Effective Working Environment, Future Paradigms for Psychology and Education |
| Resources |
| • Pinto, J. K. (2020). Project Management: Achieving Competittive Advantage (International- 5th Ed.). Pearson. ISBN 10: 1-292-26914-6, ISBN 13: 978-1-292- 26914-6, eBook ISBN: 978-1-292-26916-0 • Wastian, M., Rosensteil, L.; West, M. A. And Braumandl, I. (2015). Applied Psychology for Project Managers: A Practitioner’s Guide to Successful Project Management, Springer Heidelberg New York Dordrecht London. ISSN 2192-8096 ISSN 2192-810X (electronic), ISBN 978-3-662-44213-5 ISBN 978-3-662-44214-2 (eBook) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 2 | 6 | 12 | |||
| Resolution of Homework Problems and Submission as a Report | 6 | 5 | 30 | |||
| Term Project | 2 | 6 | 12 | |||
| Presentation of Project / Seminar | 2 | 6 | 12 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 112 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROJECT DEVELOPMENT in EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Prof.Dr. Kenan DİKİLİTAŞ |
| Assistant(s) | |
| Aim | This course aims to teach students the process of project preparation in the field of education and equip them with relevant skills. |
| Course Content | This course contains; Why Project Management and Entrepreneurship?,The Organizational Context: Strategy, Structure, and Culture,Project Selection, Innovation and Portfolio Management,Leadership and the Project Manager,Scope and Innovation Management,Project Team Building, Conflict, and Negotiation,Project Team Building, Conflict, and Negotiation,Project Evaluation and Control,Project Scheduling: Networks, Estimation, and Critical Path,Project Scheduling: Lagging, Crashing, and Activity Networks,Critical Chaiın Project Scheduling,Technology and Resource Management,Project Evaluation and Control,Project Closeout and Termination. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students use concepts, techniques and decision tools available to project managers. | 5, 6, 9 | F |
| Students express the importance of structures and networks of work packages to plan, schedule and control innovative projects. | 10, 6, 9 | F |
| Students identify potential conflicts and problems that may arise in projects. | 5, 6, 9 | F |
| Students describe the appropriate behavior to successfully manage a project. | 16, 9 | F |
| Students create a knowledge framework for a cyber-based consulting system to manage any project. | 5, 6 | F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Why Project Management and Entrepreneurship? | Managing Change: Organizational/Personal-Psychological Change and the Job/Educational Culture, The Project Manager and the Change, Entrepreneurship, Project Environment, Launching the Project, What is Project Management, The Learner, the Teams, the System, Example Problems and Cases. |
| 2 | The Organizational Context: Strategy, Structure, and Culture | Strategy and Information Systems: The Organizational Framework, Project Viewpoint versus Traditional Management, New Tool/Approach Development, Developing a Strategy, Competition, Strategy and Culture, Roles and Responsibilities, Programmes and Programme Management, Different Forms of Project Management. |
| 3 | Project Selection, Innovation and Portfolio Management | Systems, Organizations, and System Methodologies: System Concepts and Innovation Principles, Systems Engineering and management, Development Innovation Models and Approaches, The Waterfall Model, The ‘b’ Model and The ‘V’ Model, The Incremental and The Spiral Models, Methods and Approaches, Structured and Developmental Methods in Education, Example Project Approaches. |
| 4 | Leadership and the Project Manager | How the Project Manager Leads?, The Profile of a Project: The Process Model, Project Start-up, Design and Development, Completion and Operational Stage, System Development in Educational and Service Organizations, Effective Project Leaders and Professionalism, Example Problems and Case Studies |
| 5 | Scope and Innovation Management | Project Planning: Understanding the Work and Estimations: Understanding Requirements, Dependecies, and Responsibilities, Charts and Planning Tools, Innovative Product Design, Scope Reporting, Estimating in Educational Disciplines, Estimating Methods and Supporting Activities, The Affecting Factors and Practical Experiences, Case Studies. |
| 6 | Project Team Building, Conflict, and Negotiation | Characteristics of Effective Project Teams, Group Development, Conflict and Negotiation, Scheduling and Resourcing, Monitoring Progress, Exercising Control, Change Control and Configurations, Networking Scheduling and TimeBased Networks, Case Studies. |
| 7 | Project Team Building, Conflict, and Negotiation | Characteristics of Effective Project Teams, Group Development, Conflict and Negotiation, Scheduling and Resourcing, Monitoring Progress, Exercising Control, Change Control and Configurations, Networking Scheduling and TimeBased Networks, Case Studies. |
| 8 | Project Evaluation and Control | Project Failure, Success, and Lessons Learned: Leadership and Performance Management, Motivation and Leadership, The Objectives, Reviewing Performance, Performance Appraisal Systems and Performance Improvement, Example Reprimands for Emotional Computer |
| 9 | Project Scheduling: Networks, Estimation, and Critical Path | Gantt Charts, Crashing Projects, Controling Changes and Innovations, Control Administration, Value Management, Controversies in the Use of Networks, The New Approaches, Educational Perspective, The Future Trends. |
| 10 | Project Scheduling: Lagging, Crashing, and Activity Networks | Selling the Project: Buying and Buyers, The Selling Process, Negotiation, Diffusion of Innovations, Psychological Technology Assessment, Problems and Solutions |
| 11 | Critical Chaiın Project Scheduling | An Overview: Project Organization Structure and Integration: Managing Expectations, Changes and Conflicts, Instructional Point of view, Managing Participation, Teamworks and Conflict: Managing Suppliers, Setting up the Contract, Quality Control and Subcontractors,. |
| 12 | Technology and Resource Management | Resource Constraints and Loading, Management of Technology, Resource Leveling Charts, Resource Utilization and Commercialization. |
| 13 | Project Evaluation and Control | Project Failure, Success, and Lessons Learned: Leadership and Performance Management, Motivation and Leadership, The Objectives, Reviewing Performance, Performance Appraisal Systems and Performance Improvement, Example Reprimands for Emotional Computer |
| 14 | Project Closeout and Termination | System Engineering Process: The Vision and the Perspectives, Creating Effective Working Environment, Future Paradigms for Psychology and Education |
| Resources |
| • Pinto, J. K. (2020). Project Management: Achieving Competittive Advantage (International- 5th Ed.). Pearson. ISBN 10: 1-292-26914-6, ISBN 13: 978-1-292- 26914-6, eBook ISBN: 978-1-292-26916-0 • Wastian, M., Rosensteil, L.; West, M. A. And Braumandl, I. (2015). Applied Psychology for Project Managers: A Practitioner’s Guide to Successful Project Management, Springer Heidelberg New York Dordrecht London. ISSN 2192-8096 ISSN 2192-810X (electronic), ISBN 978-3-662-44213-5 ISBN 978-3-662-44214-2 (eBook) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |