establishing modern master-level studies in information systems 561592-epp … · 2018-06-18 ·...

Establishing Modern Master-level Studies in Information Systems

561592-EPP-1-2015-1- FR-EPPKA2-CBHE-JP

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WP3

3.1. Pilot teaching MSc

Piloting Report of the MASTIS course

_________________ Management of IS Project __________________

_____________________ LPNU___________________

Piloting reports track and summarize the key takeaways from MASTIS program. PC

use these reports to evaluate what is working and what isn't and to develop

recommendations for improvement some components within MASTIS courses



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1. Please provide shot description

2. How were the courses delivered?

Who led the Piloting of the course Ivan Izonin (LPNU)

Who were the lecturers who delivered

the course

Ivan Izonin (LPNU)

What was the Piloting period 01/09/2017-30/11/2017

How many students were enrolled and

who were they

38 bachelor students

3. Please provide a table which containing the names of the students who

were involved in the piloting of the IDP courses

# Name Result of evaluation

1. Ivan Afanasiev С

2. Valeriya Babich С

3. Danylo Gilginskyy D

4. Jaroslav Gnativ А

5. Galyna Dubno B

6. Andriy Kornyleyko C

7. Volodymyr Kushnir A

8. Viola Lazarenko B

9. Arseniy Mykyta D

10. Olha Mykich A

11. Dariya Muntsiyanova A

12. Sofia Nikitina A

13. Oleg Petruniv A

14. Nazar Puhal B

15. Alexandra Stremetska A

16. Vitaliy Uhanskyy E

17. Sofia Forostyna A

18. Ivan Fulmes C

19. Julia Chorna B

20. Christina Shegda C

21. Anna Baranenko A

22. Yaroslav Garmash E



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23. Mykola Dymkov E

24. Igor Dubas B

25. Dariya Kibkalo A

26. Nazar Khremin D

27. Julia Kuhar B

28. Sergiy Mahyr C

29. Sofia Matymesh A

30. Marianna Myhaylenko B

31. Oleg Petrushynskyy A

32. Sofia Sylvester C

33. Sofia Tsvigun A

34. Igor Tsimbalistyy C

35. Yuriy Chernysh B

36. Oleg Shedlivskyy D

37. Marco Sheludko B

38. Christina Yaremkevych B

4. What were the E-learning materials used?

- Provide links to the Platform used to pilot the IDP courses

http://vns.lpnu.ua/course/view.php?id=3581

Figure 1 - E-learning Materials for course “Project of IS Management” (in the Frame of

Course “Management of business projects”)




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4.1. Please explain very briefly how these were made available to students

The course was posted at the virtual learning platform (Moodle) of LPNU

(http://vns.lpnu.ua/course/view.php?id=3581). This portal is available for all LPNU

students (to get access students use their personal logins and passwords). The access to

the course have only students of this course.

5. How was delivery organized?

Level of course unit Bachelor level

Number of ECTS credits

allocated

Credit weighting: 3 ECTS

Lecture hours: 32

Workshop hours: 32

Independent study hours: 26

Examination (final test): 2

Total Student Effort: 90 hours

What kind of the

training methods and

activities were used

A lot of facilitation techniques were used within training which

includes project briefings; peer learning; self and peer assessment;

group discussions, reviews, and critiques; case study discussions,

theoretical and practical implementation of some of the topics by

trainees, lecture of specialists from EPAM. The multitude of training

methodologies was utilized in order to make sure all the participants

get the whole concepts and they practice what they learn.

5.1. Course content

List of the main topics of the course.

Topic 1. Basic concepts of business project management.

1. The concept of the project, the classification of projects.

2. The essence of project management.

3. Life cycle of the project.

4. Processes of the project.

5. Standards and methods of project management.

Practical component: Using Mind Map as a tool for understanding the concept of

project management




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Goal of the practical component: Mastering the free tool for constructing mind maps

(coggle).

Topic 2. Participants of the business project.

1. Business project participants.

2. Project Manager: roles and responsibilities.

3. Formation of the project team.

4. Development of the project team.

5. Conflict management.

Practical component: Soft (universal) and hard (specialized) skills. Creating a team.

Individual and team development during project implementation.

Goal of the practical component: Creating a team and curriculum to provide

individual and team development using the coggle tool.

Topic 3. The process of management.

1. Launch the project (initiation).

2. Project risks and their management.

3. Project planning.

4. Project monitoring and management.

5. Documentation and its functions.

Practical component: Methods of communication, communication channels and

their areas of effective use between project team members.

Goal of the practical component: Creating a communication plan between project

team members.

Topic 4. Agile approaches to project management.

1. The essence of flexible approaches in the management of business projects.

2. Agile manifesto and its principles.

3. Agile methods.

4. Teamwork in Agile.

Practical component: Visual projects management.

Goal of the practical component: Review, analysis and discussion of existing

project prototypes with using the CoDesine project visual management service



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Topic 5. Scrum model

1. Overview of the Scrum methodology

2. Scrum models.

3. Roles, rituals and artifacts in Scrum.

Practical component: Organization Scrum meeting.

Goal of the practical component: Familiarization with the methodology, roles, and

actors of the Scrum meeting. Holding a Scrum meeting inside each team.

Topic 6. Formulation of the requirements for a business project.

1. Identification of requirements for a business project.

2. Formalization of customer requirements.

3. Fight against speculation.

Practical component: Time management. Team management

Goal of the practical component: Learn how to effectively planning and managing

the time and human resources of the project (trello).

Topic 7. Planning, assessment.

1. Planning of the organization of process.

2. Planning methods (Sprint definition).

3. Methods for assessing the complexity of design work.

4. Determination of the level of project team performance.

Practical component: Determination the level of project team performance. Gantt

Chart. Constructive feedback.

Goal of the practical component: Learn to determine the level of performance of

the tasks performed by each team member based on the Gantt chart; to write

constructive feedback.

Topic 8. Exploring, adapting, support

1. Implementation of project workflows.

2. Project management tools, burndownchat.

3. Management of the project changes.

4. Project support.

Topic 9. Presentation of the results.



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1. Development of the reporting documentation.

2. Sprint-presentation.

Practical component: Developing a presentation based on the results of all processes

related to managing your project

Goal of the practical component: To learn interestingly, clearly and concisely

present the results of the work done by your team on all project management

processes.

6. Online support offered by teachers during piloting

During the piloting process, students could contact tutor with questions via Telegram

channel (Fig. 2) and Slack (Fig. 3).

The Telegram was the main tool where students and teacher can exchange ideas. This

communication channel contributed significantly to successful communication and

community building in an online environment during the piloting period.

Figure 2 – Basic channel for communication via Telegram

The main purposes of using two communication tools:

1. All students to address current issues that concern all student’s group used

Telegram channel.

2. Slack was used for communication within each team (4-5 students) to solve

the current problems of one or another specific team.



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Figure 3 – Communication inside team via Slack (on the example of one team – 4 students)

Figure 4 – Students' activity in studying the course materials

All course materials were loaded on virtual learning environment of LPNU. Fig.

4 shows the activity of students in studying the materials of the course.



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7. Evaluation of student knowledge and competences

An assessment regime allows students to develop skills and knowledge and apply

them through a formative/summative coursework assessment. All learning outcomes

are assessed in relation to different substantive areas in both practical works and

examination. The examination tests a range of the substantive areas and the skills

relevant. Progress and learning were assessed not only at the end but throughout the

entire course. Students' grades were determined by individual and group assignments:

1. Current assessment of group work – 30%

2. Project presentation – 10%

3. Final assessment (individual test) – 60%

Students’ results:

ECTS Percentage

A 34,21

B 26,32

C 21,05

D 10,53

E 7,89

8. Students’ evaluation of the Piloting of the courses

Evaluation of the course students piloting occurred based on two instruments:

1. The evaluation form proposed by the MASTIS project (figure 5);

2. On-line feedback form, offered by Kyiv Mohyla University (figure 5). It is

available to course students in the virtual learning environment of the LPNU:

http://vns.lpnu.ua/mod/quiz/view.php?id=99729 It consisted of two

questions: What was good?, and What should be improved? The use of such

a tool made it possible for students not only to choose the answers option, as

in the first case but to independently write everything they think about the

course.

The results of the anonymous questionnaire based on the first feedback variant are

shown in Fig. 7. The results of the online questionnaire (Fig. 8) based on the responses



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of 33 from the 38 students allowed us to construct a complete picture of the positive

and negative sides of the course, which will be described in Section 9.

Figure 5 – An example of the MASTIS questionnaire

Figure 6 – An example of the online questionnaire



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Figure 7 – The results of the MASTIS questionnaire

Figure 8 – One example of the online questionnaire results

Participants mentioned that soft and hard skills, which were obtained within

training, would be used in further professional life.

1 2 3 4

Usefulness of studying materials

Educational value of assignments

Contribution to your knowledge in the subject area

Knowledge of the subject

Methods of evaluating student performance

Success in communicating or explaining subject…

Preparation for classes

Willingness to help students outside the class

Clarity of assignments

Administration of class

Case studies on each class theme

Proposed readings

Working in group

Presentation of criteria adopted for evaluating…

Overall rating of instructor

Overall rating of the course



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9. Lessons learned from Piloting

In order to enhance the content, structure and mode of delivery of the MASTIS courses

we should take into consideration the following recommendations:

to invite more specialists directly from production;

to provide all necessary information through presentations.

Based on a students' feedback, we present the following recommendations:

to provide an opportunity for competition between teams already at the beginning

of the course;

the team leader of each group has to be elected by group voting and not by the

teacher's appointment;

to add more practical examples for each lecture.



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Appendices

Photos of course piloting

More photographs you can find there:

https://drive.google.com/drive/u/0/folders/13f1bQYvwjhxWmFo6O1BgEaUjo9g5Xrb

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https://drive.google.com/drive/u/0/folders/13f1bQYvwjhxWmFo6O1BgEaUjo9g5Xrb1

https://drive.google.com/drive/u/0/folders/13f1bQYvwjhxWmFo6O1BgEaUjo9g5Xrb1



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establishing modern master-level studies in information systems 561592-epp … · 2018-06-18 ·...

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