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This product, created for MIT520-Managing Instructional Development, is an example of the management process in developing a instructional video on classroom management for beginning teachers. It requires the management of personnel, financial and material resources, and budgets, as well as requiring the ability to plan for sequenced multimedia instruction. The project management was modeled after Michael Greer's ID Project Management text (Greer, 1992). The instructional design model was Mayer's SOI model (Mayer, 1999), designed for achieving constructivist learning in traditional classroom environments. 

The topic of this project was selected because it involved working with varied video production professionals and well as professional educators, and within the constraints of a public school system with its limited finances and time. I thought this would be a suitably complex project to apply all facets of the project management process. Completion of the project required study of project management and using the Microsoft Project 2000 application software. 

This product was used to practice the methods of planning an extensive Instructional Design and Development project. The video was never actually produced, nor was it ever intended to be. This product required the student to follow all the steps of carrying out an instructional design as would be developed in an earlier stage of the design and development process. Through this process, I experienced budgeting problems, time management problems, facilities scheduling problems, and staffing problems. The product included here is the final project report. It was accompanied by Gantt and Pert charts produced using Microsoft Project 2000 software.

The goal of this project was for the learner to experience all roles in the project management process, therefore this is an individual project.  I was aided in learning Project 2000 by my classmates, who each took responsibility for selected chapters of a tutorial and taught that segment to the class. I also presented two chapters to my classmates.

On completion of this product, I have reinforced my belief that I do not want project management to be my main role in Instructional Technology. I am thankful for the experience of learning project management, since I know it will be applicable at some time in my career as an Instructional Technologist, but my goal is to be more involved in the design and development of instructional products rather than in management.

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