ICT Project Management: Framework for ICT-based Pedagogy System: Development, Operation, and Management

By Suman Ahmmed and Karim Mohammed Rezaul

In today's organisation, ICT Project Management (IPM) plays a significant role in project management. Several studies on the management of ICT projects have been conducted to ensure that projects are completed as planned and that services are supplied in accordance with technological advancements. IPM necessitates a new management method that emphasizes greater coordination of people, capital, and objects, as well as rapid information interchange, continuing information, solid flexibility, and quick decision-making. However, merely researching or investigating IPM's strengths and limitations is insufficient; more information about what has been focused on ICT project management must be explored. Students' creativity and critical thinking are aided by interactive digital information and an automated evaluation method. ICT may modify the atmosphere of educational institutions, bringing revolution to the entire education sector, regardless of the actions of those teachers, professors and students. It's crucial to identify standard learning outcomes for distinct tasks at various stages of learning. When it comes to pedagogy in ICT, the learning task is crucial. Because the learning activity is linked to learning tasks, it is imperative to make it interesting and interactive for both students and teachers. Based on an analogy to Business Process Management (BPM), the research presents a new ICT Project Management (IPM) framework. The design and implementation of an ICT-based Pedagogy System (IPS) based on pedagogical theories and their practical implications are part of the IPM framework. The framework also includes IPS's regular operation and management at educational institutions, particularly in primary and secondary schools. The research introduces standard and relevant age-based curriculum and resources in the framework of ICT pedagogy, which are included into the suggested system for a user-friendly digital learning environment (IPS).
This research and development (R&D) could be an excellent instrument for disseminating good work done in developing countries such as Bangladesh, India, Pakistan, China, and Africa, to name a few. The fact that all of the academic institutions are located in fairly rural locations will be more encouraging to the other institutions. This publication will encourage academic institutions around the country to open ICT-enabled academic institutions. This will be an outstanding example of automation employing a pedagogical approach, in addition to the range of academic products. These R&D products will considerably improve the quality of education at all levels of education, including primary and secondary schools, and hence will significantly contribute to human resource development.

Target Audience and Potential Uses:
Three different types of groups could benefit from this book. The first will be the researcher who will be involved in ICT project management; the second will be the academic institution, which will improve their academic services through ICT and excellence; and the third will be our students and teachers, who will be the users of excellent products developed through excellent research-based academic products. As a result, this book may eventually benefit three groups of potential users. Academic institutions will be aware of the quality of service they offer. They will be aware of the qualities that must be maintained in academic services for their organisations as a quality indicator.

• Language: English
• Publisher: BookBaby
• Release date: May 17, 2022
• ISBN: 9781667846842

Book preview

Title

ICT Project Management Framework for ICT-based Pedagogy System: Development, Operation, and Management

Published in the United States of America by

Global Academy of Professionals (GAP) UK in association with Centre for Applied Research in Software & IT (CARSIT)

80a Ashfield Street, Unit 4, London, England, E1 2BJ

https://gapin.uk

Copyright © 2022 by Global Academy of Professionals (GAP), UK. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by Global Academy of Professionals (GAP) of the trademark or registered trademark.

All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.

ISBN:978-1-66784-684-2

Preface

In today's organisation, ICT Project Management (IPM) plays a significant role in project management. Several studies on the management of ICT projects have been conducted to ensure that projects are completed as planned and that services are supplied in accordance with technological advancements. IPM necessitates a new management method that emphasizes greater coordination of people, capital, and objects, as well as rapid information interchange, continuing information, solid flexibility, and quick decision-making. However, merely researching or investigating IPM's strengths and limitations is insufficient; more information about what has been focused on ICT project management must be explored. Students' creativity and critical thinking are aided by interactive digital information and an automated evaluation method. ICT may modify the atmosphere of educational institutions, bringing revolution to the entire education sector, regardless of the actions of those teachers, professors and students. It's crucial to identify standard learning outcomes for distinct tasks at various stages of learning. When it comes to pedagogy in ICT, the learning task is crucial. Because the learning activity is linked to learning tasks, it is imperative to make it interesting and interactive for both students and teachers. Based on an analogy to Business Process Management (BPM), the research presents a new ICT Project Management (IPM) framework. The design and implementation of an ICT-based Pedagogy System (IPS) based on pedagogical theories and their practical implications are part of the IPM framework. The framework also includes IPS's regular operation and management at educational institutions, particularly in primary and secondary schools. The research introduces standard and relevant age-based curriculum and resources in the framework of ICT pedagogy, which are included into the suggested system for a user-friendly digital learning environment (IPS).

This research and development (R&D) could be an excellent instrument for disseminating good work done in developing countries such as Bangladesh, India, Pakistan, China, and Africa, to name a few. The fact that all of the academic institutions are located in fairly rural locations will be more encouraging to the other institutions. This publication will encourage academic institutions around the country to open ICT-enabled academic institutions. This will be an outstanding example of automation employing a pedagogical approach, in addition to the range of academic products. These R&D products will considerably improve the quality of education at all levels of education, including primary and secondary schools, and hence will significantly contribute to human resource development.

Target Audience and Potential Uses

Three different types of groups could benefit from this book. The first will be the researcher who will be involved in ICT project management; the second will be the academic institution, which will improve their academic services through ICT and excellence; and the third will be our students and teachers, who will be the users of excellent products developed through excellent research-based academic products. As a result, this book may eventually benefit three groups of potential users. Academic institutions will be aware of the quality of service they offer. They will be aware of the qualities that must be maintained in academic services for their organisations as a quality indicator.

Suman Ahmmed

Assistant Professor, Department of Computer Science & Engineering

United International University (UIU), Bangladesh

Karim Mohammed Rezaul

Professor of Computing & Communications Technology

Wrexham Glyndwr University, UK

Editorial Advisory Board

Prof. Dr. Vic Grout, Professor of Computing Futures, Wrexham Glyndŵr University, UK

Prof. Dr. Om Kumar Harsh, Honorary Pro-Chancellor (Addl), Glocal University, India

Prof. Dr. Syed Akhter Hossain, Professor and Dean of the School of Science & Engineering, Canadian University of Bangladesh

Prof. Dr. Yusuf Mahbubul Islam, Dean of the School of Engineering, Technology & Sciences, Independent University Bangladesh (IUB)

Prof. Dr. Mohammad Nurul Huda, Professor of CSE and MSCSE-Director, United International University (UIU), Bangladesh

Prof. Dr. Md. Ismail Jabiullah, Professor of CSE, Daffodil International University (DIU), Bangladesh

Mr. Maruf Ahmed Tamal, Researcher & Head of QA, Centre for Applied Research in Software & IT (CARSIT), Bangladesh

Dr. Muhammad Azizur Rahman, Lecturer in Data Science, Cardiff Metropolitan University, UK

Dr. Khondokar Farid Ahmmed, Lecturer of Business & Management, Regent College London, UK

Mr. Sadeque Imam Shaikh, Lecturer of Computing, University of Wales Trinity Saint David, London, UK

Dr. Aliar Hossain, Senior Lecturer of Business & Management, Northumbria University London, UK

Table of Contents

1. INTRODUCTION

1.1 Background work

1.2 Problem statements

1.3 Aims

1.4 Objectives

1.5 Theoretical Framework

1.6 Conclusion

References

2. METHODOLOGY

2.1 Introduction

2.2 Research Questions

2.3 Study Procedures

2.4 Research Design

2.5 Research Instruments

2.6 Validity of the Instruments

2.7 Reliability of the Instruments

2.8 Data collection

2.9 Ethical consideration

2.10 Conclusion

3. EDUCATIONAL INSTITUTION MANAGEMENT SOFTWARE (EIMS)

3.1 Introduction

3.2 Existing Institution Management Systems in Bangladesh

3.3 Educational Institution Management Software (EIMS) in Detail

3.4 Software Testing and Evaluation

3.5 Evaluation of System Effectiveness

3.6 Conclusion

References

4. ACADEMIC CONTENT MANAGEMENT SYSTEM (ACMS)

4.1 Introduction

4.2 Importance of Academic Content Management System

4.3 Academic Content Management System in Detail

4.4 Software Testing and Evaluation

4.5 Effectiveness Evaluation

4.6 Conclusion

5. AGE BASED SKILL DEVELOPMENT PROGRAM (ABSDP)

5.1 Introduction

5.2 Current education system in Bangladesh and its effectiveness

5.3 How ICT oriented Age-Based Skill Development Program (ABSDP) can enhance the efficiency of existing pedagogy

5.4 Detailed Framework of Age-Based Skill Development Program (ABSDP)

5.6 Software Testing and Evaluation

5.7 Conclusion

References

6. TOTAL QUALITY ASSURANCE & MONITORING SYSTEM (TQAMS)

6.1 Introduction

6.2 Importance of Quality Assurance and Monitoring (QAM) in Project Management (PM)

6.3 TQAMS for ICT-based Pedagogy

6.4 Existing QMS tools

6.5 PDCA method for monitoring QA

6.6 Total Quality Assurance & Monitoring System (TQAMS) in detail

6.7 Software Testing and Evaluation

6.8 Conclusion

References

7. CONCLUSIONS

APPENDICES

A. List of Tables

List of Figures

Figure 1.1 A novel framework for the ICT Project Management

Figure 1.2 Operation of ICT-based Pedagogy System (IPS) & Management

Figure 2.1 Research methodology

Figure 3.1 All modules of EIMS

Figure 3.2 Use Case Diagram (Dashboard)

Figure 3.3 Sequence Diagram (Dashboard)

Figure 3.4 Activity Diagram (Dashboard)

Figure 3.5 Dashboard

Figure 3.6 Activity Diagram (Session & Classes)

Figure 3.7 Sequence Diagram (Session & Classes)

Figure 3.8 Activity Diagram (Session & Classes)

Figure 3.9 Manage Academic Session

Figure 3.10 Manage Classes

Figure 3.11 Manage Shift

Figure 3.12 Assign Shift to Classes

Figure 3.13 Manage Sections

Figure 3.14 Use case diagram (Students)

Figure 3.15 Sequence diagram (Students)

Figure 3.16 Activity diagram (Students)

Figure 3.17 Add student

Figure 3.18 View students

Figure 3.19 Use Case Diagram (Courses)

Figure 3.20 Sequence Diagram (Courses)

Figure 3.21 Activity Diagram (Courses)

Figure 3.22 Course Title

Figure 3.23 Assign Course to Class

Figure 3.24 Assign Teacher

Figure 3.25 Students optional subject

Figure 3.26 Use Case Diagram (Class Schedule)

Figure 3.27 Sequence Diagram (Class Schedule)

Figure 3.28 Activity Diagram (Class Schedule)

Figure 3.29 Set weekends

Figure 3.30 Manage time slots

Figure 3.31 Manage Schedule

Figure 3.32 Teachers’ schedule

Figure 3.33 Use Case Diagram (Attendance)

Figure 3.34 Sequence Diagram (Attendance)

Figure 3.35 Activity Diagram (Attendance)

Figure 3.36 Sink attendance record

Figure 3.37 Student Attendance

Figure 3.38 Staff Attendance

Figure 3.39 Broadcast Absent Message

Figure 3.40 Student Attendance Report

Figure 3.41 Staff Attendance Report

Figure 3.42 Individual Staff Report

Figure 3.43 Individual Student Report

Figure 3.44 Use Case Diagram (Marks & Terms)

Figure 3.45 Sequence Diagram (Marks & Terms)

Figure 3.46 Activity Diagram (Marks & Terms)

Figure 3.47 Manage Master Terms

Figure 3.48 Set Master Terms

Figure 3.49 Manage elementary terms

Figure 3.50 Set elementary terms

Figure 3.51. Manage Exam Schedule

Figure 3.52 Set Marks Weight

Figure 3.53 Elementary Term Marks

Figure 3.54 Master Term Marks

Figure 3.55 Process Term Data

Figure 3.56 Use Case (Promotion & Migration)

Figure 3.57 Sequence Diagram (Promotion & Migration)

Figure 3.58 Activity Diagram (Promotion & Migration)

Figure 3.59 View student list

Figure 3.60 Use Case Diagram (Report Card)

Figure 3.61 Sequence Diagram (Report Card)

Figure 3.62 Activity Diagram (Report Card)

Figure 3.63 Elementary Exam Report

Figure 3.64 Add Elementary Exam Info

Figure 3.65 Class wise master exam report

Figure 3.66 Process Student Result

Figure 3.67 Use Case Diagram (Classroom Readiness)

Figure 3.68 Sequence Diagram (Classroom Readiness)

Figure 3.69 Activity Diagram (Classroom Readiness)

Figure 3.70 Assign Class Teacher

Figure 3.71 Check Readiness Form

Figure 3.72 Generate Report

Figure 3.73 Report by Class

Figure 3.74 Use Case Diagram (Student Assessment)

Figure 3.75 Sequence Diagram (Student Assessment)

Figure 3.76 Activity Diagram (Student Assessment)

Figure 3.77 Manage criteria

Figure 3.78 Student’s continuous assessment

Figure 3.79 Use Case Diagram (Academics)

Figure 3.80 Sequence Diagram (Academics)

Figure 3.81 Activity Diagram (Academics)

Figure 3.82 Class/Periods Allocation

Figure 3.83 Manage Lesson Plan

Figure 3.84 Use Case Diagram (Scholarship)

Figure 3.85 Sequence Diagram (Scholarship)

Figure 3.86 Activity Diagram (Scholarship)

Figure 3.87 Manage Scholarship

Figure 3.88 Manage Scholarship Entitlement

Figure 3.89 Use Case Diagram (Fees & Charges)

Figure 3.90 Sequence Diagram (Fees & Charges)

Figure 3.91 Activity Diagram (Fees & Charges)

Figure 3.92 Manage Heads

Figure 3.93 Manage Fee by Class

Figure 3.94 Set Yearly Fees

Figure 3.95 Generate Fees

Figure 3.96 Use Case Diagram (Notices & Events)

Figure 3.97 Sequence Diagram (Notices & Events)

Figure 3.98 Activity Diagram (Notices & Events)

Figure 3.99 Noticeboard

Figure 3.100 Send SMS

Figure 3.101 Manage Events

Figure 3.102 View year calendar

Figure 3.103 Use Case Diagram (Teacher Checklist)

Figure 3.104 Sequence Diagram (Teacher Checklist)

Figure 3.105 Activity Diagram (Teacher Checklist)

Figure 3.106 Today’s Checklist

Figure 3.107 Individual Report

Figure 3.108 All Teacher’s Report

Figure 3.109 Use Case Diagram (IT Survey)

Figure 3.110 Sequence Diagram (IT Survey)

Figure 3.111 Activity Diagram (IT Survey)

Figure 3.112 Submit Survey

Figure 3.113 Generate Report

Figure 3.114 Use Case Diagram (Meeting Minutes)

Figure 3.115 Sequence Diagram (Meeting Minutes)

Figure 3.116 Activity Diagram (Meeting Minutes)

Figure 3.117 Manage Issues

Figure 3.118 Add Meeting Minutes (English)

Figure 3.119 Add Meeting Minutes (Bangla)

Figure 3.120 Meeting Minutes

Figure 3.121 Use Case Diagram (Budgets)

Figure 3.122 Sequence Diagram (Budgets)

Figure 3.123 Activity Diagram (Budgets)

Figure 3.124 Budgets

Figure 3.125 Income Allocation List

Figure 3.126 Manage Heads

Figure 3.127 Allocate Budget

Figure 3.128 Use Case Diagram (HR & Payroll)

Figure 3.129 Sequence Diagram (HR & Payroll)

Figure 3.130 Activity Diagram (HR & Payroll)

Figure 3.131 Manage Salary Sheet

Figure 3.132 Use Case Diagram (Asset Management)

Figure 3.133 Sequence Diagram (Asset Management)

Figure 3.134 Activity Diagram (Asset Management)

Figure 3.135 Manage Heads

Figure 3.136 Manage Asset Models

Figure 3.137 Manage Manufacturers

Figure 3.138 Manage Suppliers

Figure 3.139 Use case Diagram (Library Management)

Figure 3.140 Sequence Diagram (Library Management)

Figure 3.141 Activity Diagram (Library Management)

Figure 3.142 Manage Categories

Figure 3.143 Manage Books

Figure 3.144 Manage Issues

Figure 3.145 Use Case Diagram (Hostel Management)

Figure 3.146 Sequence Diagram (Hostel Management)

Figure 3.147 Activity Diagram (Hostel Management)

Figure 3.148 Building List

Figure 3.149 Room List

Figure 3.150 Bed List

Figure 3.151 Bed Availability

Figure 3.152 Use Case Diagram (Syllabus Management)

Figure 3.153 Sequence Diagram (Syllabus Management)

Figure 3.154 Activity Diagram (Syllabus Management)

Figure 3.155 Manage Chapter

Figure 3.156 View Chapter

Figure 3.157 Assign Chapter

Figure 3.158 Syllabus Delivery

Figure 4.1 Framework of ACMS

Figure 4.2 Login page

Figure 4.3 Dashboard

Figure 4.4 Main features

Figure 4.5 Manage class

Figure 4.6 Manage Subject/Program

Figure 4.7 Manage chapter/Lab

Figure 4.8 Upload/Edit Content

Figure 4.9 Manage module

Figure 4.10 Dashboard

Figure 4.11 Class wise SDP (Skill Development Program)

Figure 4.12 Class wise SDP

Figure 4.13 Chapter wise SDP

Figure 4.14 Chapter wise contents

Figure 4.15 Syllabus

Figure 4.16 Evaluation & Rubric

Figure 4.17 Login page

Figure 4.18 Dashboard

Figure 4.19 Main features

Figure 4.20 Manage class

Figure 4.21 Manage Subject/Program

Figure 4.22 Manage chapter/Lab

Figure 4.23 Upload/Edit Content

Figure 4.24 Manage module

Figure 4.25 Dashboard (NCTB)

Figure 4.26 Class wise (NCTB)

Figure 4.27 Subject wise (NCTB)

Figure 4.28 Chapter wise (NCTB)

Figure 4.29 Syllabus (NCTB)

Figure 4.30 Dashboard

Figure 4.31 Academic Session (Settings)

Figure 4.32 Manage classes (Settings)

Figure 4.33 Manage Shifts (Settings)

Figure 4.34 Manage class wise shifts (Settings)

Figure 4.35 Manage section (Settings)

Figure 4.36 View students (Manage Student)

Figure 4.37 Manage Lab

Figure 4.38 Manage Lesson Settings (IIDP)

Figure 4.39 Manage Lesson (IIDP)

Figure 4.40 Manage Lesson Settings (ECDP)

Figure 4.41 Manage Lesson (ECDP)

Figure 4.42 Manage Resources (ECDP)

Figure 4.43 Manage Lesson Settings (MSDP)

Figure 4.44 Manage Lesson (MSDP)

Figure 4.45 Manage general question (MSDP Quiz)

Figure 4.46 Psychology test settings (MSDP Quiz)

Figure 4.47 exam (MSDP Quiz)

Figure 4.48 Manage Lesson Settings (BCDP)

Figure 4.49 Manage Lesson (BCDP)

Figure 4.50 Report

Figure 4.51 SDP (Skill Development Program)

Figure 4.52 Special modules

Figure 4.53 IIDP (IT and Innovation Development Program)

Figure 4.54 BCDP (Bangla Communication Development Program)

Figure 4.55 MSDP (Mathematical Skill Development Program)

Figure 4.56 ECDP (English Communication Development Program)

Figure 4.57 Lesson plan

Figure 4.58 Learning through presentation

Figure 4.59 Learning through video

Figure 4.60 Learning through Lecture Note

Figure 4.61 Learning through lab tutorial

Figure 4.62 Dashboard (NCTB)

Figure 4.63 Class wise (NCTB)

Figure 4.64 Dashboard (NCTB)

Figure 4.65 Pre-primary & Primary (NCTB)

Figure 4.66 Subjects (NCTB)

Figure 4.67 Chapter wise (NCTB)

Figure 4.68 Co-curricular (NCTB)

Figure 4.69 Co-curricular (NCTB)

Figure 4.70 Secondary (NCTB)

Figure 4.71 Subjects (NCTB)

Figure 4.72 Chapter wise (NCTB)

Figure 4.74 SDP (Skill Development Program)

Figure 5.1 Primary education completion [1]

Figure 5.2 Literacy Rate of Bangladesh [2]

Figure 5.3 Unemployment Rate of Bangladesh [3]

Figure 5.4 Conventional pedagogy

Figure 5.5 Programs of ABSDP

Figure 5.6 Structure of an ABSDP program

Figure 5.7 Dashboard of IIDP

Figure 5.8 Modules of IIDP

Figure 5.9 Class wise of IIDP (Primary)

Figure 5.10 Class wise of IIDP (Secondary)

Figure 5.11 Class wise of IIDP (Higher Secondary)

Figure 5.12 Lesson of IIDP

Figure 5.13 Apps of IIDP

Figure 5.14 Video of IIDP

Figure 5.15 Chapter-wise lesson plan of ECDP

Figure 5.16 Chapter-wise speaking presentation

Figure 5.17 Chapter-wise speaking video tutorial

Figure 5.18 Chapter-wise speaking lab tutorial

Figure 5.19 Chapter-wise reading presentation

Figure 5.20 Chapter-wise reading video tutorial

Figure 5.21 Chapter-wise reading lab tutorial

Figure 5.22 Chapter-wise writing presentation

Figure 5.23 Chapter-wise writing video tutorial

Figure 5.24 Chapter-wise writing lab tutorial

Figure 5.25 Chapter-wise writing lecture note

Figure 5.26 Chapter-wise lesson plan of MSDP

Figure 5.27 Learning through presentation of MSDP chapters

Figure 5.28 Learning through video of MSDP chapters

Figure 5.29 Learning through lecture note of MSDP chapters

Figure 5.30 Learning through lecture note of MSDP chapters

Figure 5.32 Class wise BCDP modules

Figure 5.33 Modules of BCDP

Figure 5.34 Lessons of BCDP

Figure 5.35 Videos of BCDP

Figure 5.36 Flow chart of the Health Management System

Figure 6.1 PDCA model

Figure 6.2 Framework of the TQAMS

Figure 6.3 Dashboard

Figure 6.4 Institutions (in TQAMS)

Figure 6.5 Institution’s Profile (in TQAMS)

Figure 6.6 Sub-modules of Attendance (in TQAMS)

Figure 6.7 Attendance (in TQAMS)

Figure 6.8 Substitute class (in TQAMS)

Figure 6.9 Monthly assessment (in TQAMS)

Figure 6.10 Class size (in TQAMS)

Figure 6.11 Student-teacher ratio (in TQAMS)

Figure 6.12 Enrollment history (in TQAMS)

Figure 6.13 School exam result (in TQAMS)

Figure 6.14 Board exam result (in TQAMS)

Figure 6.15 Training &