| Seminar |
Topic |
Technique used |
Activities |
| 1 |
Developing a project |
project -
tommorrow day (waterfall type) |
Logic of
compiling activities, budget, risks, goal of the day |
| |
SMART criterion, developing project idea and name |
•The
seminar will be delivered through MS Team - sharing all tutor's material for
the seminar
•Main communication with remote students will be through MS Teams
•Using Vevox for recap
•Using whiteboard for working as a class together
•Using MS Teams breakout rooms and whiteboard for team work on projects.
The tutor will visit each breakout room for check up and for feedback during
the group work
•Any questions and discussions will also be carried out through MS Teams |
|
10
minutes to write down ideas, students choose about 3 options and then
determine the "+" and "-" idea (advantages and
disadvantages, whether to implement as a project) |
| 2 |
Compliance check
- tomorrow's project goals |
feedback |
Discussions,
implementation problems, learning from mistakes |
| |
Work on point
no. 1 Project definition (being processed 1.1 to 1.5) |
SMART
- setting the goal of the project; Organizational structure of the project
(diagram); RACI matrix |
Preparation
of the project goal, determination: result, benefits of the project,
identification of the main target group, definition of the problem solution
(will be solved by the project) |
| 3 |
Check that
sections 1.1 to 1.5 are complete |
feedback |
Discussion,
exchange of knowledge, the teacher gives feedback to the teams (questions,
problems with the topic, etc.) |
| |
Logical
framework of the project (LFM), point no. 1.6 |
logical
framework matrix (LFM) |
Students
compile LFM - horizontal and vertical logic in the matrix (achieving the
goal, dividing the project into parts, identification of outputs). The logic,
if it is fulfilled, I can move on in the project solution. |
| 4 |
Check that the
LFM is complete |
feedback |
Discussion,
exchange of knowledge, the teacher gives feedback to the teams (questions,
problems with the topic, etc.) |
| |
Project
structure (points 2.1 to 2.4) |
decision
analysis |
Students
compile variants of problem solving options: 1. I do nothing = current
situation, 2. I do mimimum = minimal change, 3. I do something = a
fundamental change that causes benefits and brings a new result / output |
| 5 |
Check
that points 2.1 to 2.4) are complete |
feedback,
emphasis on awareness of variants (possibilities) and associated advantages /
disadvantages |
Discussion,
exchange of knowledge, the teacher gives feedback to the teams (questions,
problems with the topic, etc.) |
| |
Project
schedule (point no. 2.5) |
Gantt
Chart |
Use
of MS Project (start of the project, setting the calendar, division of the
project into main and partial tasks, chronology (continuity) of tasks,
setting milestones, critical paths |
| 6 |
Project
schedule (point no. 2.5) |
Gantt
Chart |
Use
of MS Project (start of the project, setting the calendar, division of the
project into main and partial tasks, chronology (continuity) of tasks,
setting milestones, critical paths |
| |
|
Work
Breakdown Structure (WBS), Gantt Chart |
Use
of MS Project, compilation of WBS, work with Gantt chart |
| 7 |
Checking
the project schedule (point no. 2.5) - finished Gant Chart, WBS |
feedback
- emphasis on logic and chronology of activities, links between tasks,
timeline |
Discussion,
exchange of knowledge, the teacher gives feedback to the teams (questions,
problems with the topic, etc.) |
| |
Project
costs (point no. 2.6) |
project
budgeting techniques (according to stages, according to the package of works,
according to direct / indirect costs) |
Selection
of a suitable technique for determining the project budget (students do not
have to use all of them, just one, but well-designed). Brainsorming within
teams, discussion, decision making, data acquisition |
| 8 |
Project
costs (point no. 2.6) |
project
budgeting techniques (according to stages, according to the package of works,
according to direct / indirect costs) |
Selection
of a suitable technique for determining the project budget (students do not
have to use all of them, just one, but well-designed). Brainsorming within
teams, discussion, decision making, data acquisition |
| |
Extension
to sub-budgets (points 2.6.2 to 2.6.4) |
budget
for tolerances (reserves), change budget and budget for risks - this is
supplemented only after the risk analysis |
Brainsorming
within teams, discussion, decision making, data acquisition. |
| 9 |
Return
on investment (point 2) |
Return
on Investment Method - ROI
Payback Method
Net Present Value on Investment (NPV) method
Internal Rate of Return (IRR) method
Cost-output evaluation methods
Cost-benefit method - Cost-Benefit Analysis All
methods are presented in more detail in the lecture |
Selection
of a suitable method for calculating the return on investment (the main
purpose of the project - must have a certain benefit plus return on
investment). Not all methods need to be applied, just choose one suitable
method and justify the result. |
| 10 |
Checking
project costs and return on investment |
feedback |
Discussion,
exchange of knowledge, the teacher gives feedback to the teams (questions,
problems with the topic, etc.) |
| |
Project
product description (points 3.1 to 3.4) |
drawing,
or creation of a prototype / model of the project product |
Creative
techniques - what the final product of the project will look like, its
composition. It can be a photo of a model, drawing, prototype, etc. The goal
is to have a clear idea of what the final product of the project should
look like and what it will consist of. |
| 11 |
Description
of the project product (points 3.5 to 3.8) |
Product
user empathy map, Value Added Canvas can also be used |
Students
will compile a map of project user empathy, expectations for quality,
acceptance criteria, quality tolerance, responsibility for product acceptance |
| 12 |
Checking
the product product description (whole point no. 3) |
feedback |
Discussion,
exchange of knowledge, the teacher gives feedback to the teams (questions,
problems with the topic, etc.) |
| |
Identification
of threats and risks of the project (point no. 4 of the template) |
RIPRAN |
The
individual steps for the identification of threats and subsequent risks
(RIPRAN), the definition of the impact of the risk, the determination of
measures against threats, the determination of the method of risk mitigation,
including costs and liability, are compiled. |
| 13 |
Conclusion
- evaluation and summary of the main findings of the project (point no. 5 of
the template). Final presentation of your project (defence). |
Summarization
of information (deductive logic) |
Interpretation
of data and information: the project is desirable - costs vs. benefits vs. risks; viability of the project, whether the project will deliver outputs,
results and whether the project is achievable - the results of the project will provide benefits. Presentation of the project. |