Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROJECT PREPARATION in EDUCATION | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Lect.Dr. Özlem ERKEK |
| Assistant(s) | |
| Aim | In this course, students will study basic concepts and models whose use will enhance successful management of projects in any subject area or education. First of all, critical issues in the management of innovative educational projects will be discussed. Time, cost, technology, performance and pscyhological parameters will be analyzed from the educational organization, school environment, clint-people assessment and the other resource perspectives. Developing a new psychological assessment tool, a new psyhotherapy approaches, a new tools such as psycho-robot-cyber counselling systems are the study topics of project development in Guidance & Counseling. |
| 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,Risk Management,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 |
| It explains the concepts related to project management | 10, 11, 16, 8, 9 | A |
| It lists the project stages. | 10, 12, 2, 9 | F |
| It explains the decision-making processes in project management. | 10, 12, 2, 9 | F |
| It designs an educational project. | 10, 13, 2 | F |
| It assesses the value of an educational project | 10, 12, 13, 2, 20, 9 | F |
| It explains the considerations in project management along with their reasons | 10, 12, 13, 2, 9 | F |
| It establishes the relationships between project management and risk management. | 10, 12, 13, 2, 9 | F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 20: Reverse Brainstorming Technique, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, 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 Time-Based Networks, Case Studies. |
| 7 | Risk Management | Risk Management: Risk Concepts and Identifications, Risk Management Process, Risk Identification and Assessment, Risk Response Planning, Risk Actions and the other Concepts, Project Management is Risk Management, Questions and Answers, Example Problem Solutions. |
| 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | 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 | 14 | 1 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 3 | 42 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 5 | 5 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 1 | 7 | |||
| General Exam | 14 | 1 | 14 | |||
| Performance Task, Maintenance Plan | 10 | 1 | 10 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 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 PREPARATION in EDUCATION | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Lect.Dr. Özlem ERKEK |
| Assistant(s) | |
| Aim | In this course, students will study basic concepts and models whose use will enhance successful management of projects in any subject area or education. First of all, critical issues in the management of innovative educational projects will be discussed. Time, cost, technology, performance and pscyhological parameters will be analyzed from the educational organization, school environment, clint-people assessment and the other resource perspectives. Developing a new psychological assessment tool, a new psyhotherapy approaches, a new tools such as psycho-robot-cyber counselling systems are the study topics of project development in Guidance & Counseling. |
| 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,Risk Management,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 |
| It explains the concepts related to project management | 10, 11, 16, 8, 9 | A |
| It lists the project stages. | 10, 12, 2, 9 | F |
| It explains the decision-making processes in project management. | 10, 12, 2, 9 | F |
| It designs an educational project. | 10, 13, 2 | F |
| It assesses the value of an educational project | 10, 12, 13, 2, 20, 9 | F |
| It explains the considerations in project management along with their reasons | 10, 12, 13, 2, 9 | F |
| It establishes the relationships between project management and risk management. | 10, 12, 13, 2, 9 | F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 20: Reverse Brainstorming Technique, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, 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 Time-Based Networks, Case Studies. |
| 7 | Risk Management | Risk Management: Risk Concepts and Identifications, Risk Management Process, Risk Identification and Assessment, Risk Response Planning, Risk Actions and the other Concepts, Project Management is Risk Management, Questions and Answers, Example Problem Solutions. |
| 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |