Work in small teams to develop a planning tool for the implementation of a learning technology within an organization. The format of the tool is up to you, but could be a document or online experience (website, diagram, or other). Your toolkit should contain a minimum of 1250 and maximum of 1500 words. [Note: I am making an edit on March 6 to the following two sentences to clarify what elements to consider in your toolkit] You will need to consider managing change or managing projects, and include elements such as alignment with organizational goals/vision, leadership approaches, stakeholder (internal/external) needs and consultation, data needs, resource management and costing (if applicable), roles, tasks, timelines and outcomes. Note that depending which focus you choose, change management or project planning, you will likely want to focus on different aspects of planning in your toolkit. Create and record a 5 to 7-minute presentation on how your toolkit could be used in an organization to share with your course colleagues and your professional network. You are expected to adhere to APA standards for citations and references and to back up your statements with appropriate academic literature.
Examples of toolkits:
The scope of these toolkits is beyond what is expected for this course, but may give you some ideas about types of elements that could be included.
This toolkit was developed by the University of Florida to help other organizations think about the different organizational changes needed to develop a blended learning program. Though it is more targeted at course development (which is just one aspect of implementing blended learning), we are including it as it provides a good outline for what you might put into your own planning tool (institutional readiness checklist, resources, research, process, training/professional development). UCF, Blended Learning Toolkit.
The Collective Action Toolkit was designed to help facilitate group problem solving for anyone, anywhere. There may be some ideas for the types of activities you could include in a planning tool. Frog Design, Collective Action Toolkit.
Working in teams
We encourage you to visit the Royal Roads Teamswork page to explore practical strategies for working in teams. The “How will we work together” section provides resources and links to templates to develop team charters. Identifying your team goals, your role, equitable workloads and what final outputs are needed are important steps in working successfully toward completing your project.
Submit: to the Assignment 2 dropbox in Moodle and as a post on a team member’s blog.
|Course Learning Outcome/Assessment Criteria||Excellent
(A+ to A)
(A- to B+)
(B to B-)
|Citation and APA format||All citations and APA format are correct.||Most citations and APA formatting are correct.||Some citations and APA formatting are correct.||Few citations and APA formatting are correct.|
|Style, Grammar, Spelling||All aspects of grammar and spelling are correct.||Most aspects of grammar and spelling are correct.||Some aspects of grammar and spelling are correct.||Significant spelling and grammar errors.|
|Demonstrates an understanding of the interrelationship between innovation, change and digital learning environments||Toolkit provides a framework for planning for change in digital learning environments and includes a comprehensive list of elements for managing projects identified in the literature.||Toolkit provides elements for planning change which are identified in literature, but an overall framework or model may not be evident||Toolkit may provide elements for planning change, but may be missing key components identified in the literature||No reference to project and change management literature evident in toolkit.|
|Organizes material coherently and concisely.||Toolkit provides explanatory text and resources for end-users.
Presentation provides clear explanation of how to use the toolkit, identifies the structure and intention for different components.
|Toolkit and presentation organization is not coherent with sections not proceeding in an organized, logical pattern. The reader can periodically follow the main points of the argument or sequence of ideas.||Toolkit organization needs significant improvement. Missing transitions lead to incoherent. It is difficult for the reader to follow the main points of the presentation.||Toolkit and presentation not organized in a way that the reader can make sense of the intended use.|
|Demonstrates ability to think critically about information/arguments.||Supporting statements and explanatory resources are backed by evidence from the literature and information is discussed, not just stated.||Supporting information is summarized but not synthesized/connected with other perspectives. Synthesis is minimal or lacking.||Supportive information is stated and not summarized or backed by supporting evidence from the literature.||Information is stated but lacks relevance and connection to the position statement. Statements are not backed by evidence from the literature.|