- A project is.
- The purpose is explain
- The components (description)
- Indicators of impact (explained)
- Methods of impact (described)
- The community of social group (stated)
- Location
- History socioeconomic description
- Social problems
- Human development index (described tuning)
1.- A project is.
“It does not take much strength to do things, but it requires a great deal of strength to decide what to do.” Elbert Hubbard (quoted in Goodreads, 2017).
It is very common to hear the word “project” in different contexts as the academic, social, cultural, commercial to mention some of them. The etymological definition comes from Latin proiectum which means “something thrown forth” given the root pro referred to the meaning “forward” and iacere, “to throw” (Harper, 2017). This feature of think in future will be present in the definitions developed from different perspectives.
A project is defined as a temporary endeavor and a process for organizing time and actions in order to achieve a specified goal taking into consideration budget, resources, temporality, risk and impact (Sheenhar and Dvir, 2007; Project Management Institute, 2013; Klastorin, 2005). From the perspective of business administration, Dinsmore and Cabanis-Brewin (2014) explain that consist of activities, which have interrelationships among one another in order to produce quality-approved deliverables, and affirm that projects and products are not synonymous; a project involves planning and processes and a product is a result. On the other hand, Gray and Larson (2009) point out that a project implies a complex effort but that effort is not a routine; it has a limit of time, budget and resources and is framed according to a set of specifications of performance. The authors also highlight that every project has to consider the triangle of project management: time, cost and scope.
In a broader sense, Roberts, (2012) explains the value of planning to go forward according to the necessity, the intention and the goal, using the answers done-won-who as anchor points of the plans. In this sense, Roberts remarks the priority triangle cost, duration and performance.
From another perspective, in the context of education, there is a method called Project Based Learning. From this point of view, a project is a “set of goals, planned in a complex undertaking using gather resources oriented to complete a performance-based assessment successfully” (Karmer, Mergendoller and Boss, 2015, p.34). From this perspective, the main components of a project are related to the definition of the goals, resources and schedule to design a project. The project must cover the next dimensions: communication management, cost management, human resources management, implementation management, procurement management, quality, responsibility, risk management and time management (Eby and Volkan, 2013).
After reviewing concepts, valuable elements have been found in order to define the term project as follows: A project is a temporary process of planning, and organization of activities, strategies, time, resources and movements in order to achieve a specific goal that merge of a necessity to find a unique way to solve a problem considering a set of variables as budget, impact, risk, performance and scope that make it doable whose results could be measurable.
References
Baca, G. (2006). Formulación y evaluación de proyectos informáticos. México: McGraw-
Hill.
Dinsmore, Paul C. & Cabanis-Brewin, Jeannette. ( © 2014). The ama handbook of project management, fourth edition. [Books24x7 version] Available from http://ezproxy.upaep.mx:2128/toc.aspx?bookid=64586.
Eby, G. and Volkan, Y. ( 2013). Project Management approaches for online learning design. Hershey: Information Science Reference IGI Global.
Gray, C., & Larson, E. (2009). Administración de Proyectos (Vol. 4). México: McGraw-
Hill.
Goodreads (2017). Quotable quote: Elbert Hubbard. Retrieved from: https://www.goodreads.com/quotes/38735-it-does-not-take-much-strength-to-do-things-but
Harper, D. (2017). Online Etimology Dictionary. Retrieved from: http://www.etymonline.com/i
Jones, C. (2007). Estimación de costos y administración de proyectos de software: Dando realismo a la estimación. (Vol. 2). México: McGraw-Hill.
Karmer, J., Mergendoller, J. and Boss, S. (2015). Setting the Standar for Project Based Learning. A proven approach to rigorous classroom instruction. Alexandria: ASCD.
Klastorin, T. (2005). Administración de proyectos. México: Alfaomega.
Shenhar, Aaron J. & Dvir, Dov. ( © 2007). Reinventing project management: the diamond approach to successful growth and innovation. [Books24x7 version] Available from http://ezproxy.upaep.mx:2128/toc.aspx?bookid=23562.
Project Management Institute. (2013). A Guide to the Project Management Body of Knowledge. PMBOK Guide. Newtown Square: Project Management Institute, Inc.
Roberts, Paul. ( © 2012). Strategic project management. [Books24x7 version] Available from http://ezproxy.upaep.mx:2128/toc.aspx?bookid=46003.
2. The purpose is explained
PROPOSAL 2
BASIC ENGLISH FOR ELDERLY / ENGLISH FOR EVERYDAY LIFE
CHALLENGE:
to demonstrate necessity,
understanding of the target,
doable: can we negotiate with the program for elderly people BUAP 50+? DONE
WHAT FOR ELDERLY PEOPLE SHOULD LEARN ENGLISH? ARGUMENT
ORIENTATION: teaching / creative use of leisure time
GRAPHIC MODEL:
*** ajustar el término correcto: older learners, elderly or senior
PROBLEM:
LIST OF PARTICIPANTS (BENEFICIARIES)
|
FEATURES
|
LIST OF NEEDS
|
EVIDENCE
|
Client: Program 50+ BUAP (direct beneficiaries)
|
50+ years old
In General they not work
Have time
Live in Puebla
|
|
Demographic data
Previous studies
|
GROUP A:
Elderly people 50+ enrolled to the program
|
|
Survey or deeper interviews
Statistics of the program
Preliminary results of the first courses
| |
GROUP B:
Elderly people not enrolled
|
|
Survey or deeper interviews
Previous studies
| |
Client: Program 50+ BUAP (indirect beneficiary)
|
|
Web page
Programs offered
| |
-They have not offered English courses yet
|
Web page
Programs offered
| ||
|
The benchmarking could demonstrate that other institutions have English
Survey or deeper interviews with elderly
What for they need English?
| ||
Why haven’t they offered English courses yet?
PROBLEM
Nowadays the society is changing, the number of elders around the world is increasing. This is the reason why the governments have set new policies aimed at improving the health and quality of life of elders. They need to feel motivated and integrated to the society that is around them. This iis
CONTEXT:
EVIDENCES:
VERIFICATION:
Is this the real problem?
Are there evidences of the existence of the problem?
Is the target interested in participate in English courses?
What for? Which are their motivations to Learn?
Which are the motivations to Learn English?
What modality is better for them (check BUAP 50+ modalities)?
EVIDENCES:
*** Adriana suggests BENCHMARKING
*** Interviews with people 50+ (mother’s friends)
***Gladis suggests to check statistics (INSEN)
*** IVONNE, interview with coordinator of the program 50* BUAP (shceduled)
STATISTICS: ENROLMENT, RE-ENROLMENT, ASISTENCIA, PERMANENCIA
OBJECTIVE: To create opportunities for adult learners (50+) to interact and communicate with others in an specific context to generate sense of belonging and opportunities to use their leisure time in a creative way through English learning.
PRODUCT: english courses in context
Approach: communicative language teaching
Strategic competencies: (list)
Value formula:
Teacher + student features+ English course + functionality + specific needs + motivation + satisfaction + context of teaching + program 50+=English courses for old learners
CAMBIAR LA FÓRMULA EN FUNCIÓN DEL NUEVO OBJETIVO
Teacher + student features +English courses for old learners+functionality+specific needs+creativity= sense of belonging, interaction and development of communicative skills.
THEORETICAL FRAMEWORK ( corregir detalles)
Mature learners are not comfortable with taking care of their grand children, watching tv or Reading. There are multiple activities that can provide them with joy, happiness, well-being and prevention against ilnesses of old age. In the last years the growing population of older people has been growing, this phenomenon has been happening all around the world.
The policies in favor of the elderly have been in favor of an active aging process in which they are capable to be part of the society they are living in through a lifelong learning process. Not much has been done in order to incorporate this ethereal group to the society, because their necessities and way of learning require special attention and expertise. It is been observed that mature learners have shown interests in learning a new language it is important to consider that they are becoming important in today´s society. Some of them thrive towards learning.
The recent policies need to empower the adult group through lifelong learning, allowing them to participate in educational programs.
According to Anita Pincas 2007 in her article how do mature learners learn? She mentioned that it seems to be a link between learning in the late years and health, were each reinforces the other. Learning acts in a positive way because offsets depression and loneliness.
When they take part in this type of lessons they overcome certain feelings like loneliness and lack of love, also they occupy their free time and keep a healthy mind.
It is important to consider how mature learners learn and how to teach them. In this way we can provide them with enough tools to enhance their learning experience.
On the same article the author stated that some of this mature learners; are improving themselves in order to have a better work position, some others have reached retirement and are fond of doing what they always wanted to do. While the rest just want to enjoy freedom meet new friends and remain active.
On her study the author found interesting characteristics of this group: Even though 50 people formed the group, she was unable to say what was the difference between the learning experience of this group and a younger group. She discovered that the mature group shows positive characteristics such as: strong to adversity, they were reflexive, critical, self-confident, free, they also shown to be selective, creative and involved On the other hand she discovered that mature learners are complex in the way that they are slow when processing information, and also they are stubborn. Despite all of this they are able to integrate their learning to their reality and to their behavior. They have clear and define learning preferences.
The acquisition of a second language makes them feel part of a society. The loss of their labor bond, might make them feel disconnected of the real world, so that being part of a language course foster relationships with other people with similar preferences and opinions.
Many people plan in advance the activities that they will do when they retire, therefore learning a second language gives them the opportunity to travel and develop new connections in the target language.
Usually mature learners have endless experiences that can be used as resources in the learning of a new language. Considering the participation of mature learners in language courses, it is required to modify the study programs to facilitate the inclusion of this ethereal group.
During the second world assembly on Aging, in Madrid Spain in 2002, the world government representatives signed a political declaration known as Plan of action for aging.
Kofi A. Annan mentioned: “The Madrid plan of action offers a bold new agenda for handling the issue of ageing in the 21st-century. It focuses on three priority areas: older persons and development; advancing health and well-being into old age; and ensuring enabling and supportive environments.
United Nations playing its essential role of putting tomorrow’s issues on today’s agenda”
The political declaration in this article 2 states the following remarkable information:
“We celebrate rising life expectancy in many regions of the world as one of humanity’s major achievements. We recognize that the world is experiencing an unprecedented demographic transformation and that by 2050 the number of persons aged 60 years and over will increase from 600 million to almost 2 billion and that the proportion of persons aged 60 years and over is expected to double from 10 to 21 per cent. The increase will be greatest and most rapid in developing countries where the older population is expected to quadruple during the next 50 years. This demographic transformation challenges all our societies to promote increased opportunities, in particular opportunities for older persons to realize their potential to participate fully in all aspects of life.” (International plan of action on aging, 2002)
The population aging is happening all over the world, each society interprets that in a different ways. In the developed and under developed countries mature people or elders differ from each other. The first ones consider an elder of 65 years old; the latter consider that they must be 60.
Madrid International Plan of action on Aging, (2002).
Pincas, (2007) "How do mature learners learn?", Quality in Ageing and Older Adults, Vol. 8 Issue: 4, pp.28-32, doi: 10.1108/14717794200700025
Bonilla, M., & Díaz, C. (Julio, 2014). Estrategias comunicativas de adultos mayores en inglés como segunda lengua. Revista Internacional de Investigación de Ciencias Sociales, Vol. 10, n°1, 61-74.
http://revistacientifica.uaa.edu.py/index.php/riics/article/download/198/186
Mugnaini, LM. (2009). La importancia del aprendizaje de un idioma extranjero para la tercera edad. Universidade Tuiuti Do Paraná
ttp://tcconline.utp.br/wp-content/uploads/2011/12/LA-IMPORTANCIA-DEL-APRENDIZAJE-DE-UN-IDIOMA-ESTRANJERO-PARA-LA-TERCERA-EDAD.pdf
- The components (description)
- Indicators of impact (explained)
EVALUATION OF SOCIAL IMPACT:
Learner satisfaction
Quantitative: survey scale of likert
Deeper interviews
Level of frustration
Applicability
Knowledge acquired
- Methods of impact (described)
GENERAR RÚBRICA / DESCRIBIR INSTRUMENTOS / MOMENTO DE APLICACIÓN:
- Diagnóstico
- Nivel de inglés con el que arrancan
- Intereses y motivaciónes
- Expectativas
b) evaluación sumativa
Intermediate evaluation and Assessment
c) Final evaluation (pragmátical test)
Les sirve?
Aprendieron?
Superaron la frustración?
Se diviirtieron?
Se cubiró la expectativa?
- The community of social group (stated)
- Location
- History socioeconomic description
- Social problems
- Human development index (described tuning)
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