Easy2Learn Project Principles - Case Study Example

School: INDIVIDUAL REPORT FOR EASY2LEARN PROJECT Lecturer: INDIVIDUAL REPORT FOR EASY2LEARN PROJECT Introduction to the Project Knowledge is said to be power. This is indeed true because once a person has knowledge about something, the person possesses the power to adequately handle that thing and overcome the weaknesses involved with it (Hallak and Caillods, 2011). The search for knowledge is therefore something that goes on a very periodic basis. People that search for knowledge also use different mediums and methods, all aimed at arriving at the same conclusion of gaining power (King, 2013). Education and learning are two of the most used means by which people acquire knowledge. Very interestingly, there are many who see education and learning to be the same thing and so use the two terms interchangeable. Schiefelbein (2006) however posited that this cannot be right because education and learning happen for different purposes. Whiles education is focused on taking instructions from others, learning focuses on making discoveries for one’s self (Mallon, 2007). It could be true therefore that learning can happen while receiving education. However, education does not happen whiles learning because learning is very independent (Coombs and Hallak, 2007). It is based on this assertion of the independence of learning that the Easy2Learn project was carried out to combine information technology (IT) with management to serve as a platform for people to gain knowledge on their own. Project Principles Easy2Learn was developed based on five (5) major guiding principles, which guided team members through all stages of the project lifecycle. These principles are listed and explained below. Learning must be accessible: Because learning is something that a person does for himself, it is believed that learning must be accessible wherever a person is. There must not be any limitation to access. It is based on this principle that Easy2Learn was made internet based and very affordable. Learning must be continuous: It is believed that unlike traditional education, learning must be continuous and never end (Mallon, 2008). The basis for this principle is that once a person stops learning at some point in time, the person becomes rusty. But once learning is made continuous, a person is able to master what is being learnt. Learning must be for all: Because no one teaches someone how to learn, it is a principle that learning must be for all with no limitations on age. It is based on this principle that the team management designed the architecture of the project in such a way that it is conducive for people of all age group. Learning must have no roadblocks: Education has a lot of formula and roadblocks that definition what must be done at any point in time. This is not so with learning and so Easy2Learn was developed as a user-centred project where the user decides how learning must happen. Learning must take place by doing: It is believed that without action, learning cannot take place. This is because learning happens while doing (Coombs, 2005). For this reason, Easy2Learn was developed to be highly interactive in nature. Hybrid Management From the perspective of the Easy2Learn project, hybrid management is seen as the coordination of efforts of people to accomplish the goal of developing a project that operates within the intersection of for-profit and not-for-profit. In hybrid management therefore, the emphasis is not on profit or on losses. Most ideally rather, hybrid management looks to ways in which the hybrid manager can work with others in a more collaborative manner to ensure that society is influenced in a very positive manner (Humphrey, Marshall and Leonardo, 2012). It is therefore true to say that hybrid management was applied to the development of Easy2Learn in a manner that ensured that society was presented with a project that was beneficial to it. The benefit to society was therefore the first point of call. After this, efforts were made to ensure that since the development of the project cost some money, it would not become a liability to developers. This is where payment options were inputted into the use to the project. Another reason for having payment options was to ensure that the project could be well monitored and funded for future upgrading. The application of hybrid management was very evident after the development of Easy2Learn. For example, the project that was developed was very functional and based directly on the principles of making learning possible at very affordable cost. From a hybrid management perspective, there were a number of skills and abilities that were exhibited before this all important hybrid project could be achieved. One of these was that the hybrid manager had an understanding of the project from start to finish. At every point in the project, it was ensured that the concentration an attention of the hybrid manager was not taken away from what was happening. Once this was done, it was possible to ensure that the project was kept within its scope and was well checked for excellence. Because the hybrid project is for-profit and not-for-project at the same time, the hybrid manager was very particular about following the inflow and outflow of money in the project. This was done to ensure that the project did not become excessively expensive to shift the focus of developers to making profits as a way of making up for their losses. The inculcation of technology was also an important aspect of the hybrid management. Use of the T-Shape Model T-Shape model was used throughout the project. In the context of Easy2Learn, the T-Shape model may be defined as the combination of management and IT to create a project that focused on socio-academic benefits. The T-shape model was used in diverse ways as part of the Easy2Learn project. For example, the creation of the project team was done in such a way that there were IT experts as much as there were management experts. The IT people were given the task of concentrating on the creation of the software and systems that were to make the functioning of the website possible. In other words, the IT people were the brain behind the system development lifecycle. The management people were also very instrument in the development of the system as they focused on the harnessing of resources to ensure that everything that was to be in place was in place to get the system development going and according to plan. Some of the major resources that the management people harnessed were time, money, people, and logistics. The management people can therefore be said to be the lifeline to the deadlines of the project. Using the T-shape model in the development of Easy2Learn was visibly beneficial to the goal of the project. For example, it ensured that the team was well resourced in terms of knowledge, needed to execute the project. Institute of Manufacturing, University of Cambridge, & IBM (2008) noted that the human resource base of any project team is an important component for the success of the project. This is because it is the human resource that acts as the drivers in the seat of the vehicle that moves the project. What is more, using the T-shape model that combined management with IT ensured that there was a shared responsibility approach to the study. By shared responsibility, reference is being made to the fact that no individual person had to take the whole project alone but to work hand in hand with others. What this achieved was efficiency because much could be done within very short time frame since all team members were involved at various stages of the project. There was also effectiveness by using T-shape because there was checks and balance between the different team members. Personal Reflection Having completed the Easy2Learn project successfully, there are several things that have been learnt as both a professional and a person. Professionally, the project served as an avenue for me to improve my learning skills. It was so wonderful how I managed to acquire new skills and competence in areas of professional management when I did not have such skills and competence ahead of the project. This gave me a lot of confidence that the idea behind the project to make learning self centred is very effective and workable. What is more, I had the opportunity of further building on existing management skills that I had, such as resource management. Now, I am better placed to take up very top management positions that demand so much from me by way of resource management and logistics. Through the shared responsibility approach to the project, I have also gained a lot of knowledge in the area of information systems management. Today, I am very confident that when I take up any professional position, I will be able to take the frontline responsibility of leading the introduction of information systems that will help in ensuring that the organisation is managed in a manner that is system oriented. In terms of personal development, I have improved by interpersonal relations to a very great level. Before, I was highly reserved and did not share ideas with other people easily. Meanwhile, Earl and Skyrme (1992) noted that in today’s competitive global market, one of the best ways for any individual to survive is to ensure that he is able to mingle with others and learn from them. This way, it will not be possible for competitors to gain advantage because the learner will possess the very things that competitors have (Avalos, 2008). Finally, there are some limitations with my approach to duty that this project helped in exposing. One of these is the fact that I am very slow to completing most tasks. I have resolved to from henceforth work towards this by always setting a personalised timeline for myself in any project or task that I want to execute. References Avalos, B. (2008). Educational change in Latin America: the case of Peru. University College Cardiff Press: Wales Coombs, P. (2005). The world crisis in education. The view from the eighties. Oxford University Press: New York Coombs, P. and Hallak J. (2007). Cost analysis in education. A tool for policy and planning. The World Bank: Washington D.C Earl, M., & Skyrme, D. (1992). ‘Hybrid managers- what do we know about them’ Journal of Information Systems, Vol. 2 No. 1, pp. 169–187 Hallak, J. and Caillods F. (2011). Education, work and employment. IIEP. Unesco: Paris Humphrey, R., Marshall, N., & Leonardo, L. (2012). The Impact of Research Training and Research Codes of Practice on Submission of Doctoral Degrees: An Exploratory Cohort Study. Higher Education Quarterly. Vol 8 No. 3; pp. 34-45 Institute of Manufacturing, University of Cambridge, & IBM, (2008). Succeeding through service innovation A service perspective for education, research, business and government. University Press: Cambridge King, K. (2013). Review of current experience in formal and non-formal technical and vocational education and training. mimeo: Ottwa Mallon, R. (2007). Foreign debt and the international economic relations of Latin America. World Economy: Buenos Aires. Mallon, R. (2008). Uncertainty and policy flexibility in Argentina. Harvard Institute for International Development. Cambridge. Schiefelbein, E. (2006). Education costs and financing policies in Latin America. A review of available research.., Mimeo: Washington, D.C Read More