> [!summary]+ Summary > This page describes the project management system that I helped to design and co-lead while serving as an Instructional Designer at the International Monetary Fund. # Project management for online course design and development at the IMF This project management work was undertaken from complete scratch. We were a new unit, with a young team, and building a new external learning initiative with a new approach to online learning via Massive Open Online Courses (MOOCs). I was the only person on the team trained and experienced in creating educational content but was the least experienced person with the culture of the IMF. After about 1 year I began documenting and shaping a project management system in collaboration with team members and drove this throughout my time. The ultimate goals were to 1) scale up the delivery of MOOCs, 2) have a system that allowed performance data collection, 3) distribute work across specialists, and 4) increase opportunities for cross-functional teaming. ## A hybrid form of project management The created project management system was a mix of **Waterfall**, **Agile**, and **Six Sigma** methodologies. I spent many hours iterating on the system steps, drawing whiteboards and creating documents for team discussion, and iterating again. The resulting system unknowingly pulled from many project management methodologies. Some of the included characteristics related to each methodology are as follows. | Methodology | Characteristic(s) included | | -------------------- | ------------------------------------------------------------------------------------------- | | Waterfall | Linear and sequential; identified clear phases; established milestones | | Agile | Strategic iterations with design and production phases; incorporated partner feedback early | | Six Sigma | Adjusted step priorities based on (prior) performance data | This system was the result of my inputs from economists, program managers, creative professionals, and my own research of design and project systems. Please see the **results** section below. --- ## The project context This project management system was designed to guide the planning, design, development, and evaluation of Massive Open Online Courses (MOOCs). Specific parts that needed to be managed were instructional design, multimedia production, and course building. These MOOCs were created with teams and experts across the entire organization. The number of SMEs involved ranged from 2-10 and involved my team and I interfacing with each one. ### Problems to solve A shared and singular project management system was needed for team operations, as well as to *wrangle* the multiple SMEs that I/we interfaced with. We needed a system that was both measurably efficient and effective. And we needed a system that could enable scaling work over a short period of time. Because this was all new, there were no existing problems to solve. ### Project management goals Myself and leadership wanted to achieve the following: 1. Scale up the delivery of MOOCs; 2. Have a system that allowed performance data collection; 3. Distribute work across specialists; and 4. Increase opportunities for cross-functional teaming. ### People involved I designed this the input of leadership and multiple team members, as well as coordination with program managers who would help drive the system. This impacted the work of subject-matter-expert partners, program managers, research assistants, creative professionals, information technology staff, and myself. ### Challenges The most common challenge was the need to continually explain and negotiate why a project management system was needed. It took some time to create the system, and in that time multiple SMEs that I/we regularly partnered with wanted their ideas included. Negotiating and teaching *why to do these steps* were the most difficult aspects of creating the system. ## The solution The initial work of creating the concept and iterating ideas was done on my office whiteboard. (See [[2017, IMF Project planning]].) From here a project management plan was created that covered 6 phases. - **Phase 1: Conceptualization of the story** - Involved the Instructional Designer (ID) and Multimedia Producer (MP) sitting with each SME and talking through the course from a high-level. Initial break down of goals and modules happened here, initial content was reviewed, and we jointly created with visual concept that guided creating various graphics. - See [[2017-2018, FCBLx video design]]. - **Phase 2: Designing the instruction** - This was the dedicated instructional design period. The goal was to create a development plan for the course level and modules. With hours of independent work and weekly design meetings with SMEs, the Instructional Designer produced course and module level learning objectives, the instructional content order, draft unit/page content, assessments, presentation files, draft diagrams and other visuals, discussion questions, and learning activities. - **Phase 3: Developing the instructional materials** - This was a period for the ID and MP to work independently and together. The ID focused on generating materials to be used in the course and HTML used to build the course. The MP focused on creating visual elements from draft diagrams and visuals produced by the ID, proposing their own visual elements, and having design meetings to further shape visual style. The ID and MP collaborated on all potential materials and styling for video production. - **Phase 4: Production of the instructional videos** - Ran concurrently with Phase 5. Here the MP led all aspect of recording and post-producing multimedia. - **Phase 5: Development of the learning environment** - Ran concurrently with Phase 4. Here the ID led the construction of the online course in the LMS/CMS. Continued to work on phases 2 and 3 as it applied to other parts of the course. - **Phase 6: Testing the learning experience** - The project manager led testing of each module with various testers. ### Plans for 9 and 10 months The following is the 9 month plan for a 6 module course project. <div class="container"><iframe class="responsive-iframe-pdf-land" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQRVHHmV9ibeSbknknC59FfBAd-c4Jhk11v8DKoyCwaH8_w" width="100%" height="450" frameborder="0" scrolling="no"></iframe></div> The following is the 10 month plan for a 12 module course project. <div class="container"><iframe class="responsive-iframe-pdf-land" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQQ8J4P_PBADQ6q0slrWeLd8AWiduMno5dS9DhCoMjHFutw" width="100%" height="450" frameborder="0" scrolling="no"></iframe></div> ### Checklists for phases The following are the developed checklists for each phase detailing deliverables and those responsible. <div class="container"><iframe class="responsive-iframe-pdf-port" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQSJU6U9mhTnSIyh0h3s_sGrAYOqjhtxVvNGqAjre_1hqxw" width="100%" height="550" frameborder="0" scrolling="no"></iframe></div> ## 🎯 Results ==This project management system enabled the team to scale from producing 1 to 3 Massive Open Online Courses (MOOCs) per year.== While project plans set a timeline for 9-10 months, because the project management plan created a shared conception, set a linear pathway, established clear points of feedback from stakeholders, and eliminated dependancies, we were able to speed things up. Disruptions that would get in the way regardless were sicknesses, leave of absences, required business trips, and staff changes.