OUR V&S&ONTh#s document has been collaborat#vely developed to

clar#fy team d#rect#on and establ#sh team boundar#es for

our d#g#tal med#a development pro7ect team — Nuts &

Bolts.

To complete our pro7ect we w#ll be apply#ng a web pro7ect

model as our preferred methodology for pro7ect

management (Burdman 1999, pp. 2-5.) We have

cons#dered our sk#lls, and #dent#f#ed our learn#ng needs to

ensure they match the cr#ter#a #deal for web pro7ects

(Burdman 1999, p. 5,) w#th due cons#derat#on of both ‘soft’

and ‘hard’ sk#ll requ#rements  (Fr#edle#n 2001, p. 8.)

Our team ob7ect#ves and protocols have been developed

to al#gn w#th attr#butes #dent#f#ed as be#ng essent#al for

effect#ve teams (Pohnson & Pohnson 1987, p. 11,) ensur#ng

from the outset that we exh#b#t best pract#ce behav#our #n

both team and pro7ect management.

GROUP CHARTER AND LEARN&NG CONTRACT

BR&NG&NG TOGETHER

DAN FELDMAN

ANNA ZABOLOTNAYA

7UD& W&LK&NSON

AUREL&O VULCAO

·   Exceed the expectat-ons of cl-ents·   Surpr-se & del-ght users·   Exh-b-t an elegant s-mpl-c-ty·   Demonstrate robust research & plann-ng·   Prov-de sound & scalable techn-cal capab-l-ty

As -n a mechan-cal sense, our team Nuts & Bolts exh-b-ts strength by br-ng-ng together our d-fferent sk-lls and backgrounds to ach-eve a un-f-ed outcome. We are, l-ke a mov-ng mechan-sm, dr-ven to look ahead for -nnovat-ve d-g-tal solut-ons that:

OUR M&SS&ON

D&VERS&TY AND EXPERT&SE!n comb!nat!on and w!th def!ned purpose creat!ng !nnovat!ve d!g!tal solut!ons

L"m"ted t"meframe and str"ct

deadl"nes to complete pro1ect goals

Phys"cal d"stance

Concurrent comm"tments

L"m"ted access to the cl"ent's data

and "nternal stat"st"cs

D"fferent work"ng standards and

expectat"ons

Uneven workloads

THREATSOPPORTUN+T+ES

Unfam"l"ar w"th pro1ect

management methodolog"es and

pr"nc"ples

M"n"mal knowledge of formal

standards "n web development

Vary"ng standards "n wr"tten and

verbal Engl"sh commun"cat"on

Unfam"l"ar w"th the roles ass"gned

WEAKNESSESSTRENGTHS

DAN FELDMAN

ANNA ZABOLOTNAYA

.UD0 W0LK0NSON

AUREL0O VULCAO

Heterogeneous — mult"cultural w"th

d"verse backgrounds

A w"de range of web-development

sk"lls

Research and analys"s exper"ence

Fam"l"ar and aware of each others

ab"l"t"es

Innovat"ve and open to new "deas

Comm"tted, mot"vated to ach"eve

Learn from each other's exper"ence

and exchange of "deas

Step out of comfort zones "n a

fr"endly env"ronment

Ga"n career relevant exper"ence "n

teamwork and pro1ect development

Work on a valuable product

Create new connect"ons

Develop "nterpersonal sk"lls

Group organ*sat*onal dynam*cs not work*ng outTeam not be*ng able to meet frequentlyPersonal bandw*dth l*m*tat*onsPro;ect goals out of scope

THREATSOPPORTUN+T+ES

L*m*ted techn*cal knowledgeNov*ce techn*cal sk*llsCreat*vely and aesthet*cally challengedB*g p*cture not deta*l focusedBetter verbally than wr*ttenHave not completed a d*g*tal pro;ect on a team before

Ga*n valuable exper*ence work*ng w*th a teamDes*gn an effect*ve system to *mprove student’s l*vesLearn new areas of the d*g*tal development processGa*n career-relevant exper*ence go*ng through every phase of the development process

WEAKNESSESSTRENGTHS

Commun*cat*on (spoken, wr*tten, l*sten*ng)Fac*l*tat*ngEmot*onal *ntell*genceExtens*ve research exper*enceDef*n*ng needsUser centred des*gn exper*ence

DAN FELDMAN

!nab%l%ty to commun%cate my %deas

clearly because of cultural and

language d%fferences

Str%ct t%me l%m%ts may cause

the group to work too fast

D%ff%cult%es w%th coord%nat%ng

meet%ngs

Contrast between the group

expectat%ons and my own goals

THREATS

Create a proposal for an

actual ex%st%ng aud%ence

Add an %nterest%ng pro=ect to

my profess%onal portfol%o

Challenges of d%fferent group roles

L%sten and learn from the other

team members

Try myself %n unfam%l%ar areas

To step out of my 'comfort zone'

OPPORTUN+T+ES

May be anx%ous and demand%ng

Have self-doubts

May be %ntolerant and too str%ct

Concerned about deta%ls

Sens%t%ve to harsh feedback

Not fam%l%ar w%th the Pro=ect

Management bas%c methodolog%es

Personally %nvolved

WEAKNESSES

Soc%al med%a and blogg%ng exper%ence

Some Web product%on exper%ence

Ed%tor%al manager%al exper%ence

!ndependent and %n%t%at%ve

Mot%vated and enthus%ast%c

An 'Early Adopter'

Able to work w%th%n deadl%nes

Organ%sed and attent%ve

STRENGTHS

ANNA ZABOLOTNAYA

THREATS

Unable to complete work to team

standard due to lack of knowledge

and exper6ence 6n chosen team roles

Geograph6c d6stance from other

team members affects ab6l6ty

to be present at all team meet6ngs

Study, work and personal

comm6tments affect ab6l6ty

to meet all deadl6nes

Pract6cal elements of th6s sub=ect

w6ll help 6mprove overall sk6lls

Ab6l6ty to learn from sub=ect

matter experts w6th6n the team

Team dynam6cs and 6nteract6ons

w6ll foster group learn6ng

Mot6vat6on of team w6ll

foster self-6mprovement

OPPORTUN+T+ES

WEAKNESSES

Commun6cat6on/wr6t6ng expert6se

Web content ed6tor6al

and management sk6lls

Exper6ence 6n webs6te creat6on

and re-development pro=ects

Some GA exper6ence —

s6te mapp6ng & w6reframes

‘Real world’ web exper6ence

6n a large bus6ness env6ronment

STRENGTHS

!UD$ W$LK$NSON

L6m6ted exposure to current

web pro=ect plann6ng methodolog6es

Lack of formal pro=ect management

tra6n6ng or knowledge

M6n6mal knowledge of formal

user research methods

L6m6ted web user

exper6ence knowledge

Team w'th weak commun'cat'on

Soc'al loaf'ng

Caught 'n the deta'l at t'mes

rather than focus'ng on 'mportant

work or due deadl'nes

Fa'lure to grasp the b'g p'cture

requ'rements qu'ckly due to

lack of knowledge

THREATS

Part'c'pate 'n a d'g'tal pro=ect

Learn about phases and process

of the d'g'tal pro=ect

Expand profess'onal network

Develop 'nterpersonal relat'onsh'p

OPPORTUN+T+ES

Don’t do well w'th pressure

Weak wr't'ng sk'lls — 't may take

long t'me to wr'te a s'mple text

Not a strong leader —

G don’t l'ke be'ng the focal po'nt

Low assert'veness

WEAKNESSESSTRENGTHS

Team pro=ect exper'ence

as a co-ord'nator

Fac'l'tat'ng processes and

keep'ng an eye on the deta'l

Good 'n follow'ng complex

processes and protocols

Open to new ways of th'nk'ng

Gntegr'ty

Pr'nc'pled

AUREL&O VULCAO

!n any team env*ronment there w*ll most l*kely be ‘the mouse’ and ‘the loud mouth’ (Bla*r n.d., p. 4) and perhaps others *n between. !t *s the respons*b*l*ty of all team members to f*rstly acknowledge the*r role and then take measures to ensure an equal say and part*c*pat*on *n all team processes. Only then w*ll a proCect be a successful team effort.

Part*c*pates *n the team process through act*ve *nvolvement *n dec*s*on-mak*ng and confl*ct resolut*on, l*stens to the op*n*ons of others and puts team goals ahead of personal obCect*ves or expectat*ons.

Shares knowledge and expert*se freely and accepts the help of others *n the *nterests of mov*ng the proCect forward, respect*ng the value of *nd*v*dual cultural, knowledge and educat*onal d*fferences.

We are a mult*-nat*onal and *nter-generat*onal team w*th a wealth of *nd*v*dual knowledge and exper*ence. To produce the best team result both shar*ng of th*s knowledge and w*ll*ngly accept*ng the help of others *s a must.

Successful commun*cat*on requ*res a free shar*ng of *nformat*on *n both d*rect*ons – both speak*ng and l*sten*ng. The ab*l*ty to g*ve feedback *s Cust as *mportant as the ab*l*ty to rece*ve feedback for the group effect*veness (Kohnson & Kohnson 1987). !n a team s*tuat*on th*s needs to be construct*ve and framed *n a manner to ma*nta*n a pos*t*ve team synergy.

COMMUN&CAT&ONSHAR&NG AND HELP&NGTEAM FOCUS

Prov*des clear and construct*ve *nput and feedback *n a t*mely manner, *nv*tes, cons*ders and responds to feedback from others, freely shares *nformat*on and *deas.

SPARK CR(TER(A

A poor score would be for the person who w*thholds or does not share any knowledge or research f*nd*ngs, or who assumes they are the expert and refuses ass*stance.

A h*gh score w*ll be rece*ved by a person who at every stage of the proCect shares resources (texts, read*ngs, software), offers ass*stance and does not assume they are the only expert.

A person who rarely prov*des feedback, who prov*des cursory (br*ef&unCust*f*ed) responses, or who *s d*sm*ss*ve of feedback g*ven by others (*gnores *t) would not score h*ghly.

To score h*ghly a person must accept comprom*se and demonstrate th*s *n work, stay *ncluded *n group and onl*ne d*scuss*ons and be w*ll*ng to ‘step up’ to resolve confl*ct.

A person who prov*des deta*led and Cust*f*ed feedback w*th*n a 2-day per*od of request, and who *s not d*sm*ss*ve of feedback g*ven by others would score h*ghly aga*nst th*s obCect*ve.

A person who ‘sw*tches off’ dur*ng meet*ngs, talks over others or doesn’t Co*n the d*scuss*on at all, or d*sregards the team dec*s*ons w*ll not score h*ghly aga*nst th*s obCect*ve.

Team members should each demonstrate a cont1nued and equal comm1tment to the overall pro5ect goals and 1n mov1ng the pro5ect ahead through susta1ned collaborat1ve work. Perform1ng only your ass1gned part of a pro5ect 1s not enough. There must be a comb1ned 1nvolvement to ensure team success.

Collaborates w1th the team throughout the pro5ect to generate 1deas, bu1ld on the 1deas generated by others, contr1bute to problem solv1ng and equally share the team workload.

Demonstrates respect for team and pro5ect deadl1nes, promptly repl1es to requests or quest1ons from others, ava1lable and punctual 1n meet1ng attendance.

To stay focused on team goals and outputs, be1ng present dur1ng team d1scuss1ons 1s an 1mperat1ve. Th1s demonstrates a respect for the t1me other team members have comm1tted and bu1lds team trust. L1kew1se ach1ev1ng deadl1nes and t1mely response to requests or quest1ons acknowledges a team members comm1tment to team success.

Act1ve part1c1pat1on and attent1veness must be a shared respons1b1l1ty w1th1n a team. Each member should ensure they are aware of overall pro5ect requ1rements, the1r requ1red 1nd1v1dual contr1but1ons, and the deta1l and qual1ty of work demanded. Th1s 1s how team member can agree on a common ob5ect1ve and trust each other (Handy 1993). Be1ng a pass1ve part1c1pant and expect1ng others to organ1se and delegate work on the1r behalf 1s not be1ng a team player.

ATTENT%VENESS AND ACCURACYATTENDANCE AND REL%AB%L%TY%NVOLVEMENT

Produces an accurate, deta1led and qual1ty output, al1gned w1th team expectat1ons, attent1ve to pro5ect needs and demonstrat1ng a read1ness to self-organ1se.

SPARK CR(TER(A

A person who rema1ns out-of-contact for the week, cons1stently fa1ls to meet deadl1nes, does not attend meet1ngs or often arr1ves at meet1ngs more than 15 m1n late w1ll score low.

A person that performs the1r role, but does not help or contr1bute to the work of others would not score h1ghly aga1nst th1s ob5ect1ve.

A person that completes the1r tasks and also takes the 1n1t1at1ve to contr1bute to the team effort and help others would score h1ghly.

A person who repl1es to requests w1th1n 2 days, attends all team meet1ngs, arr1ves on t1me, and subm1ts all work by the due date w1ll score h1ghly aga1nst th1s ob5ect1ve.

A person who subm1ts work that 1s always 1n draft format, requ1r1ng more than an hour of ed1t1ng and re-formatt1ng and does not prov1de any referenc1ng would score low.

A person who would score h1ghly aga1nst th1s ob5ect1ve w1ll produce documents that requ1re m1n1mal ed1t1ng and show ev1dence of greater research (e.g. text referenc1ng 1n Harvard style).

ANNA ZABOLOTNAYA

TEAM LEARNIІNG CONTRACT

AUREL&O VULCAO

DAN FELDMAN

!UD$ W$LK$NSON

Learniіng Goal Objјectiіves Strategiіes Assessment Criіteriіa

IІdentiіfy the learniіng need, skiіll set and role for diіgiіtal mediіa development

Achiіeve group assessment criіteriіa, learniіng objјectiіves and liіve the team strategy

Develop a statement as a group to communiіcate what we iіntend to learn iіndiіviіdually and as a team

Deliіver a Group Learniіng Contract

IІdentiіfy the nature of and skiіlls requiіred for small, mediіum and large-scale multiіmediіa productiіon

Understand the key roles and responsiіbiіliіtiіes iіnvolved iіn a diіgiіtal projјect and the relatiіonshiіps iіn between them

Complete course readiіngs, consult experts and conduct iіndependent research

Comprehensiіve range of sources referenced on assessment task

Create a projјect plan to develop a diіgiіtal product

Develop skiіlls, gaiіn experiіence performiіng diіfferent roles, and apply knowledge

Learn by doiіng iіn our priіmary and secondary roles on the group projјect

Roles/Responsiіbiіliіtiіes/Task Matriіx on projјect proposal and plan

Share knowledge, perform research, learn by doiіng, and learn from others

Attendance at team meetiіngs and partiіciіpatiіon iіn onliіne team diіscussiіons

Develop a projјect plan, process and methodology

Partiіciіpate iіn a collaboratiіve process briіngiіng variіous profiіciіenciіes together

Group projјect proposal and plan

Consult experts, readiіngs, and real world professiіonals

Have eviіdence-based iіnsiіghts iіn outputs

Experiіment wiіth current web trends, apply modern technology and desiіgn techniіques

Consult experts and conduct research to fiіnd useful trends and technologiіes to leverage

Comprehensiіve range of sources referenced on assessment tasks

Analyse and reflect upon the experiіence of group/teamwork

Effectiіve team collaboratiіon Partiіciіpate iіn a collaboratiіve process to get the most out of our variіous perspectiіves and experiіence

Self & Peer Assessment Performance Criіteriіa

Synergiіstiіc team enviіornemnt Develop a synergiіstiіc team enviіronment where the team communiіcates clearly and effectiіvely

Work effectiіvely as a teamEffiіciіenctly produce several actiіviіtiіes iіnvolviіng two or more group members

PERSONAL LEARN*NG CONTRACT

DAN FELDMAN

Learniіng Goal Descriіptiіon Measurable Strategy Assessment criіteriіa

Experiіence the phases iіn the diіgiіtal product development process

Better understand roles, responsiіbiіliіtiіes, and process of desiіgniіng and planniіng the development of a diіgiіtal product

Use course resources to gaiіn theoretiіcal framework for success

Complete course readiіngs, iіndiіviіdual research, assessment, and E-tiіviіtiіes

Ask questiіons of role experts and attend to all phases of the projјect

Contriіbute to team diіscussiіons, planniіng, and organiіsatiіonal dynamiіcs

Attend team meetiіngs, contriіbute to diіscussiіons and deciіsiіon makiіng

Productiіon of useful documentatiіon to meet deadliіnes for group projјect plan and proposal

Expand my knowledge of areas of diіgiіtal product development whiіch IІ am unfamiіliіar wiіth — speciіfiіcally Technology Strategy and IІnformatiіon Archiіtecture.

Share knowledge, perform research, and learn from others

Attendance at team meetiіngs and partiіciіpatiіon iіn onliіne team diіscussiіons

Partiіciіpate iіn the collaboratiіve process Contriіbutiіon of documents, research, iіnsiіghts to team work and reviіew and criіtiіque of others work

Take secondary responsiіbiіliіty for the process of IІnformatiіon Archiіtecture iіn the team projјect

Work closely wiіth IІA role to experiіence process and requiіrements

Get hands-on experiіence performiіng the roles best suiіted to my career goals and skiіllset

Sharpen my skiіlls iіn area of user-centered desiіgn, UX, and abstract desiіgn

Complete assiіgned readiіngs, iіndependent research, and expert iіnsiіghts

Desiіgn and executiіon of user research, deliіver actiіonable iіnsiіghts, and use those iіnsiіghts as iіnputs for the rest of the desiіgn processApply theortiіcal concepts to executiіon

and learn by doiіng

Communiіcate iіnsiіghts clearlyDocumentatiіon of research fiіndiіngs, personas, scenariіos, wiіreframes, and workflows completed to deadliіne and qualiіty standards

Gaiіn a better understandiіng of the knowledge, skiіlls, and tools needed to do these roles effectiіvely

Consult experts & conduct iіndependent research to iіmprove knowledge

Have eviіdence-based iіnsiіghts iіn outputs

Perform iіndependent research iіncludiіng attendiіng professiіonal events and talks

Eviіdence iіncludiіng referenciіng, appliіcatiіon of new knowledge, and iіncreased output qualiіty

Actiіvely ensure user iіnsiіghts are iіnfused iіn the DNA of the projјect

Actiіvely contriіbute to all phases of projјect briіngiіng the voiіce of the user iіnto the desiіgn process

Add to professiіonal desiіgn portfoliіo Complete qualiіty work iіn role Outputs created valuable contriіbutiіon to team

PERSONAL LEARN*NG CONTRACT

ANNA ZABOLOTNAYA

Speciіfiіc learniіng objјectiіves:

1. IІdentiіfy the maiіn projјect management methodologiіes, documentatiіon and priіnciіples: ■ iіnvestiіgate key web Projјect Management

concepts; ■ gaiіn basiіc experiіence iіn web team tiіme

trackiіng, coordiіnatiіng and budgetiіng; ■ defiіne the iіPad appliіcatiіon busiіness plan

and fiіnanciіal statement; ■ prepare a projјect plan and compose a

cliіent briіef for iіt.

2. Develop more confiіdence iіn handliіng work iіssues wiіthiіn multiіnatiіonal team, communiіcatiіng iіn Engliіsh: ■ deepen the understandiіng of confliіct

resolutiіon techniіques; ■ reiіnforce Engliіsh communiіcatiіon skiіlls; ■ explore key concepts of team dynamiіcs.

3. Diіscover current web desiіgn trends: ■ fiіnd more about recent ‘flat desiіgn’ trend; ■ read Apple Developers standards for

appliіcatiіon desiіgners; ■ liіst future trends iіn web development

accordiіng to key tech blogs; ■ create a collectiіon of useful desiіgn

resources for further iіnvestiіgatiіon.

4. Develop more confiіdence iіn operatiіng Sketch and Photoshop appliіcatiіons. 5. Diіscover and extend my understandiіng of learniіng and career paths iіn usabiіliіty desiіgn, UX and web-development process

Learniіng strategiіes:

As iіt's iіmportant to iіnclude not only materiіal, but also people who may be able to help me wiіth my learniіng objјectiіves (Anderson, Boud & Sampson 1996), the most benefiіciіal strategiіes may be:

1. To seek adviіce and liіterature recommendatiіons from the UTS lecturers from the previіous courses (Diіgiіtal Mediіa Technologiіes and Diіgiіtal IІnformatiіon and IІnteractiіon Desiіgn).

2. To iіnterviіew my Russiіan friіends and colleagues, workiіng at the desiіgn departments and as Projјect Managers.

3. Study recommended readiіng liіsts of Yandex, the largest European IІnternet-company, and the Lebedev Studiіo, the most acclaiіmed Russiіan desiіgn studiіo.

4. Consult wiіth team members and fellow students.

5. Apply fiіndiіngs on the projјects of my Australiіan cliіents.

6. Study all set course readiіngs and make notes. 7. Blog about fiіndiіngs iіn the personal blog (iіn

Russiіan).

Assessment criіteriіa:

1. Fiіnal desiіgns are cohesiіve and clear, performed iіn 'flat style,' appropriіately jјustiіfiіed and referenced when needed.

2. The collectiіon of liіnks and references iіs broad and consiіstent throughout the semester.

3. The Trello board iіs organiіsed and team members are satiіsfiіed wiіth the chosen manageriіal method. Team members acknowledge iіmprovement iіn team dynamiіcs iіn the end of a semester.

4. Course objјectiіves are met, and deliіverables uploaded and priіnted wiіthiіn the deadliіnes.

Learniіng sources:

1. Lectures attendance. 2. Group meetiіngs attendance. 3. Books and artiіcles recommended by the

lecturers of relevant UTS courses, for iіnstance: ■ Communiіcatiіng desiіgn: developiіng

Web siіte documentatiіon for desiіgn and planniіng

■ Web projјect management: deliіveriіng successful commerciіal Web siіtes

■ Enviіsiіoniіng IІnformatiіon ■ Sketchiіng User Experiіences: Gettiіng the

Desiіgn Riіght and the Riіght Desiіgn (IІnteractiіve Technologiіes)

■ The best Ameriіcan iіnfographiіcs, 2013 ■ Desiіgniіng web & mobiіle graphiіcs:

fundamental concepts for web and iіnteractiіve projјects

■ Mobiіle web desiіgner's iіdea book: the ultiіmate guiіde to trends, themes and styles iіn mobiіle web desiіgn

■ Don't make me thiіnk, reviіsiіted: a common sense approach to Web usabiіliіty

4. Research along wiіth other team members. 5. Concurrent practiіcal experiіence as a part-

tiіme front-end developer. 6. Partiіciіpatiіon iіn one of the onliіne courses

liіsted. Thiіs may take addiіtiіonal 6-8 hours a week. ■ ‘Developiіng IІnnovatiіve IІdeas for New

Companiіes: The Fiіrst Step iіn Entrepreneurshiіp’ on Coursera

■ ‘Foundatiіons of Color’ on Lynda.com ■ ‘IІntroductiіon to Graphiіc Desiіgn’ on

Lynda.com ■ ‘How to Buiіld a Startup’ on Udaciіty

Outcomes and deliverables:

1. A viіsual diіary on Piіnterest wiіth the most recent web-desiіgn trends and key artiіcles.

2. Onliіne course completiіon certiіfiіcate as the 'demonstratiіon that the skiіll has actually been acquiіred' (Anderson, Boud & Sampson 1996, p. 22.)

3. An iіnteractiіve prototype and a briіef ready to be sent to the UTS Postgraduate Programs manager.

4. 2-3 pages added iіnto my work portfoliіo.

5. Concept desiіgn briіef, jјustiіfiіed and referenced wiіth relevant theoriіes.

6. A miіnd map of learniіng paths, books and courses iіn web development.

7. Fiіnal personal reflectiіon wiіth 'evaluatiіon and criіtiіcal analysiіs of the work' wiіth relatiіon to 'iіdeas or theoriіes encountered iіn the course' (Anderson, Boud & Sampson 1996, p. 20.)

8. Team presentatiіons, templates and a viіsual concept, presented iіn 'flat desiіgn.'

9. Fiіnal appliіcatiіon desiіgn created fully iіn Sketch appliіcatiіon.

10.Tiіme trackiіng HarvestApp sheets wiіth weekly self-assessment and reflectiіons of what has been done and learnt.

11.Daiіly Trello contriіbutiіons. 12.All course set readiіngs wiіth notes and

hiіghliіghtes. 13.Projјect plan, Budget and all team

deliіverables, liіsted iіn the ‘Roles and Responsiіbiіliіtiіes’ liіst of outcomes.

PERSONAL LEARN*NG CONTRACT

!UD$ W$LK$NSON

Learniіng need Objјectiіves Strategiіes Assessment criіteriіa

To develop a wiіder understandiіng and exposure to the process of collaboratiіve projјect management.

Gaiіn knowledge iіn effectiіve team formatiіon, development, management and performance

Partiіciіpate iіn E-actiіviіtiіesCompletiіon of E-tiіviіtiіes by due date, meetiіng all criіteriіa iіncludiіng eviіdence of collaboratiіon wiіth peers

Complete course readiіngs and addiіtiіonal research

Comprehensiіve range of sources referenced iіn E-actiіviіtiіes and assessment tasks

Complete iіndiіviіdual tasks and contriіbute to team tasks iіn prepariіng team documentatiіon

Completed iіndiіviіdual tasks – iіndiіviіdual learniіng contract, SWOT analysiіs, roles & responsiіbiіliіtiіes

Meaniіngful contriіbutiіon to group tasks – Group charter, team performance criіteriіa, team SWOT, team miіssiіon, rules & priіnciіples

Analyse and reflect upon team experiіenceCompletiіon of iіndiіviіdual reflectiіon document of miіniіmum 1,500 words iіncludiіng account and analysiіs of experiіences and knowledge gaiіned

‘Learn by doiіng’ iіn the context of team collaboratiіon throughout the semester

Contriіbute to team projјect output effortsProductiіon of documentatiіon to meet deadliіnes for group projјect plan and proposal

Partiіciіpate iіn the collaboratiіve processAttendance at team meetiіngs and partiіciіpatiіon iіn onliіne team diіscussiіons

Share knowledge and learn from othersContriіbutiіon of documents, research, iіnsiіghts to onliіne team work space & regular reviіew and criіtiіque of others work

To gaiіn iіmproved and updated knowledge iіn current web projјect planniіng methodologiіes, processes and strategiіes.

Develop and exhiіbiіt a thorough understandiіng of web content strategy

Consult experts, complete readiіngs & conduct iіndependent research & learniіng to iіmprove knowledge

Productiіon to deadliіne of comprehensiіve content strategy documentatiіon - overviіew, objјectiіves, iіnventory or audiіt, structure & categoriіes, responsiіbiіliіtiіes & assumptiіonsGaiіn ‘hands on’ exposure by takiіng responsiіbiіliіty

for ‘content strategy’ iіn the team projјect

Work closely wiіth ‘user research’ & ‘diіgiіtal strategy’ leads to aliіgn objјectiіves

Content strategy and IІA documentatiіon aliіgned wiіth user research and diіgiіtal strategy objјectiіves.

Develop and exhiіbiіt a thorough understandiіng of the web abstract desiіgn process

Consult experts & conduct iіndependent research to iіmprove knowledge

Contriіbutiіon made to abstract desiіgn deliіverables - personas, scenariіos, taskflows

Take secondary responsiіbiіliіty for the process of ‘abstract desiіgn’ iіn the team projјect

Completiіon to deadliіne of iіnformatiіon archiіtecture elements - siіte map, wiіreframes, user testiіng

Work closely wiіth ‘creatiіve desiіgn’ expert to ensure cohesiіve output.

Contriіbutiіon to naviіgatiіon structure desiіgn iіn cooperatiіon wiіth creatiіve desiіgn lead.

Gaiіn iіmproved iіnsiіght iіnto UXIІndependent research & learniіng

IІA desiіgn reflectiіve of user needsCollaboratiіon wiіth team experts

Objјectiіves Strategiіess Assessment criіteriіa

IІdentiіfy competenciіes requiіred iіn Diіgiіtal Mediіa Projјect development process

Complete course readiіngs and perform any addiіtiіonal research

Partiіciіpate iіn E-tiіviіtiіes and assessment tasks, iіncludiіng appropriіate referenciіng

Complete iіndiіviіdual tasks and contriіbute to team tasks iіn prepariіng team documentatiіon

IІndiіviіdual tasks completed, engaged wiіth group diіscussiіons

Partiіciіpate iіn group tasks, assiіgned on appropriіate competency

IІdentiіfy the nature of and skiіll requiіred iіn completiіng a diіgiіtal mediіa development projјect

Complete course readiіngs and addiіtiіonal researchPartiіciіpate on E-tiіviіtiіes and assessment tasks iіncludiіng referenciіng.

Develop a Group Charter and Learniіng ContractCreate a group charter, iіndiіviіdual and group learniіng contract.

Develop knowledge of diіgiіtal mediіa development process and projјect management methodologiіes

Complete course readiіngs and addiіtiіonal researchCompleted iіndiіviіdual tasks, engagement wiіth group diіscussiіon

Attendance at UTS lectures on Diіgiіtal Mediіa Development Process

Partiіciіpate iіn class actiіviіtiіes and contriіbute to onliіne diіalogue

Partiіciіpate iіn collaboratiіve process iіn addiіtiіon to iіndiіviіdual role iіn the projјect

Group projјect proposal and plan

Develop a Diіgiіtal Strategy for multiіmediіa productiіon

Consult real professiіonals, complete readiіngs and conduct iіndependent research.

Completed iіndiіviіdual tasks, engagement wiіth group diіscussiіon

Develop Diіgiіtal Strategy wiіth my projјect groupDiіgiіtal Strategy process from the group projјect iіs aliіgned wiіth user research and content strategy

Develop a Technology Strategy for multiіmediіa productiіon

Consult real professiіonal, complete readiіngs and conduct iіndependent research.

Completed iіndiіviіdual tasks, engagement wiіth group diіscussiіon

Technology Diіgiіtal Strategy wiіth my projјect groupTechnology Strategy process from group projјect aliіgned wiіth abstract desiіgn and technology IІmplementatiіon

Projјect Management process

Complete course readiіngs and addiіtiіonal researchCompleted iіndiіviіdual tasks, engagement wiіth group diіscussiіon

• Outliіne group objјectiіves • Liіst general rules and priіnciіples • State roles, responsiіbiіliіty and dutiіes • Follow projјect management process

Deliіver a group projјect proposal and plan

Develop IІnterpersonal Skiіlls

Completed group tasksSelf & Peer Assessment Performance Criіteriіa and endorsement on Liіnkediіn

Partiіciіpate iіn collaboratiіve process iіn addiіtiіon to iіndiіviіdual role iіn the projјect

Satiіsfyiіng iіnteractiіon wiіth group

AUREL&O VULCAO

PERSONAL LEARN*NG CONTRACT

DAN FELDMAN

User research )s the foundat)on on wh)ch good des)gn )s bu)lt. By understand)ng your users; the)r goals, wants, needs, how they th)nk and behave, you are able to effect)vely des)gn an art)fact that )s valuable (Garrett 2003). As founder and former CEO of the legendary des)gn f)rm FDEO puts )t, “[des)gn )s] not rocket sc)ence, )t’s empathy” (60M)nutes, 2013).

Ft’s easy to fall )nto the trap of assum)ng you know your users, and many products have fa)led because of that hubr)s.  Fns)ghts rooted )n user research allows us to )dent)fy cr)t)cal des)gn opportun)t)es and helps pr)or)t)se features and gu)de dec)s)on mak)ng for the l)fe cycle of the proRect.

There are a var)ety of strateg)es to gather these )ns)ghts rang)ng from surveys to contextual analys)s and )n certa)n c)rcumstances natural)st)c observat)on. Wh)le each has strengths and weaknesses, wh)ch methodolog)es to choose depends on the goals of the proRect, t)me, budget, and access)b)l)ty.

ABSTRACT DES.GNUSER RESEARCH

Abstract des)gn extrapolates from a deep understand)ng of target users to des)gn the strateg)c framework on wh)ch the user exper)ence and funct)onal)ty )s bu)lt (Garrett 2003).

Ft )s the process of tak)ng the f)nd)ngs from user research and turn)ng )t )nto the v)s)on of the proRect, us)ng conceptual d)agrams such as w)reframes, customer Rourney maps, and storyboards. Abstract des)gn ensures effect)ve commun)cat)on between the user and the system and )s the crux of a qual)ty user exper)ence.

DAN FELDMANCl#ent research

USER RESEARCHER TASKS AND DEL0VERABLES

DESCR1PT1ON

• Look at data on UTS student populat#on• Student sat#sfact#on data• Student drop out rates

DEL1VERABLESTASK T1TLE

Secondary research

User research (Survey, 1nterv#ew)

• Surveys • 1dent#fy obJect#ves • Create #nstrument • 1nterv#ew • What tools used to enroll? • 1dent#fy obJect#ves • Create sem#-structured #nterv#ew #nstrument • Pre-test • Analyse pre-test • Ed#t • F#nd respondents • Conduct #nterv#ews • Transcr#be • Tabulate • Analyse • Wr#te report

• Analys#s• 1ns#ghts report

• Survey• Analys#s Overv#ew• Needs analys#s• D#rect quotes

1nput for Personas

Gather data support#ng value propos#t#on

• UTS Goals/Plans• Pa#n Po#nts• Compet#tor Analys#s• Current tool analys#s• General stats on students,problem, trends etc.

DAN FELDMAN

ABSTRACT DES.GNER TASKS AND DEL.VERABLES

DESCR&PT&ON DEL&VERABLESTASK T&TLE

Data po5nts, sl5des

&nput for Personas

S5temap documentat5on

&nput for Personas

Low f5del5ty output to test (shared respons5b5l5ty w5th Fud5)

W5th shared respons5b5l5ty w5th Fud5:1 pr5mary, 2 secondary, 1 exclus5onary Personas for conceptual users 3 scenar5os of use3 task flows

Prov5de data for proposal

Abstract framework for potent5al users, use cases, and flow

Abstract concept of des5gn features

Based on goals, suggest5ons for system features

Def5ne user needs, goals, outcomes

User Personas/scenar5os/task flows

W5reframes

Des5rable system features

User goals

S5te map

ProSect proposal/creat5on

Mapp5ng of s5te structure&dent5f5cat5on of page/content/l5nks

ANNA ZABOLOTNAYA

CREAT-VE DES-GNPRO3ECT MANAGEMENT

A pro&ect manager .s respons.ble for day-to-day

.mplementat.on of the s.te, manages creat.ve and

programm.ng teams, organ.ses proof.ng, test.ng and

content sourc.ng (Fr.edle.n 2001). An small teams

pro&ect management also .ncludes operat.onal,

plann.ng, troubleshoot.ng and commun.cat.on tasks.

The .nvolvement of a pro&ect manager .n product.on .s

cruc.al .n the beg.nn.ng and the end of the pro&ect

.mplementat.on, when the strategy .s be.ng def.ned,

the team .s form.ng, and the goals are set.

The pro&ect manager should be a good commun.cator

and an exper.enced troubleshooter. Good ‘soft’ sk.lls for

a pro&ect manager, accord.ng to Fr.edle.n (2001, p. 14,)

are ‘ab.l.ty to empath.se, enthus.asm for the Web,

attent.on to deta.l, gr.t and determ.nat.on.’

Dur.ng the ‘plann.ng phase’ of the Web redes.gn

process, as .n Goto & Cotler (2004), the pro&ect

manager composes the pro&ect plan, sets the budget,

creates schedules, ass.gns pro&ect team and def.nes .ts

tasks, sets up stag.ng areas, plans and def.nes the user

test.ng cr.ter.a and organ.ses the t.me track.ng for the

team. Adapt.ng the s.te goals, set .n ‘d.scovery phase’,

he or she sets the pr.or.t.es and works on schedul.ng,

budget.ng and resource allocat.on.

At .s the Pro&ect Manager who .s ma.nly respons.ble for

‘k.ck.ng off the pro&ect,’ mot.vat.ng and organ.s.ng the

team and commun.cat.ng w.th the cl.ent, ‘translat.ng’

h.s requ.rements .nto feas.ble tasks.

A creat.ve des.gner br.ngs .nto be.ng the .deas and

concepts fash.oned by abstract des.gners and

.nformat.on arch.tects. On small pro&ects, creat.ve

des.gner alone plays roles of an art-d.rector, des.gner,

.nteract.ve des.gner and .llustrator.

Work.ng .n parallel w.th a techn.cal team, he or she

.mplements and rolls out all des.gn concepts dur.ng the

second stage of a pro&ect. These .nclude def.n.ng the

brand gu.del.nes, template styles, spec.f.cs of a

nav.gat.on system, prototypes, .nteract.ve des.gns,

.llustrat.ons, logos, br.efs and spec.f.cat.ons, such as

colour palettes and typography. (Fr.edle.n 2001)

The f.nal des.gn style gu.de, produced by a creat.ve

des.gner, should establ.sh ‘standards for fonts, colors,

headers, and other treatments to help ma.nta.n the

.ntegr.ty of the des.gn’ (Goto & Cotler 2004, p. 29).

Also, the proposed des.gn should follow the brand

.dent.ty, follow the commun.cat.on br.ef tone and

d.rect.on, be access.ble and ‘sl.ceable’ (e.g. eas.ly

transformable .nto HTML5/CSS3 or other set markup

templates.)

At .s .mportant to conf.rm the future s.te’s flow,

funct.onal.ty and usab.l.ty before the creat.ve des.gn .s

f.nal.sed. User tests should be performed prel.m.nar.ly

on abstract des.gn prototypes, as f.x.ng cruc.al

elements .s harder .n h.-f.del.ty prototypes w.th

hundreds of screens.

ANNA ZABOLOTNAYA

PRO,ECT MANAGER TASKS AND DEL4VERABLES

DESCR&PT&ON DEL&VERABLESTASK T&TLE

Pro3ect scope

Pro3ect t9me management

Pro3ect plann9ng

• Goals and scope pro3ect statement

• L9st of ‘9teract9ve ob3ect9ves’

• Pro3ect schedules

• Team meet9ngs schedules

• Status updates

• &nternal pro3ect documentat9on

• Team meet9ngs agenda

Bus9ness Plan

• Def9ne the pro3ect’s goals and benchmarks

• Collect cl9ent’s feedback

• Assess and update pro3ect’s status

• Def9ne team pr9nc9ples

• Team protocols assessment and execut9on

• Task and t9me allocat9on

• Team t9me management

• Track and update the documentat9on

• Set up the pro3ect’s document workflow

and def9ne the 9nstruments

• Shar9ng knowledge

• Manage group workloads

• Current state assessment

• Cost est9mat9on

• Budget evaluat9on

• Resource evaluat9on

• Team and cl9ent t9me track9ng

• Team ass9gnment

• Strateg9c pos9t9on9ng

• Set and def9ne pro3ect

management’s methodology

Pro3ect Plan

F9nance plann9ng

ANNA ZABOLOTNAYA

CREAT-VE DES-GNER TASKS AND DEL-VERABLES

DESCR&PT&ON DEL&VERABLESTASK T&TLE

&mplement abstract des=gn templates

Team brand gu=del=nes

Concept proAect des=gn

Des=gn Concept (h=-f=del=ty prototype)Brand Book/Style Gu=de for the cl=ent

Some of UX templatesHard cop=es and downloadable cop=es of team del=verables

ProAect’s br=ef des=gnProAect’s p=tch des=gnGroup assessment templates

• Convert w=reframes and mockups =nto actual des=gn Sketch artboards• Create h=-f=del=ty =nteract=ve prototype for user test=ng• Evaluate the cl=ent’s feedback and update the des=gn accord=ngly• Create a f=nal appl=cat=on prototype for the group presentat=on• Def=ne and art=culate ma=n v=sual concept po=nts =n agendas, =nstruct=ons and br=efs

• Create clear, recogn=sable and cohes=ve team style• Def=ne an appropr=ate presentat=on format

• Create templates for =nternal and external team documentat=on• Help to express team’s character and =dent=ty through =ts v=sual commun=cat=on• Help to present team’s work to the cl=ent• Assess and prepare presentat=ons for the team members

• Def=ne the proAect’s v=sual concept• Collect =nsp=rat=onal =deas and relevant examples• Tust=fy des=gn dec=s=ons us=ng relevant theor=es and read=ngs

Creat=ve des=gn Style Gu=deProAect’s MoodboardColor palettesDraft templates

Fulf=l =nternal team des=gn needs

!UD$ W$LK$NSON

The terms )nformat)on arch)tecture and abstract des)gn are often used )nterchangeably, however )t )s )mportant to clar)fy the d)st)nct)on. Abstract des)gn )s a w)der d)sc)pl)ne )nclud)ng not only the mapp)ng of s)te structure, but also the mapp)ng of s)te user )nteract)ons.

As ;esse ;ames Garrett def)nes, ‘>nformat)on arch)tecture and )nteract)on des)gn translate strateg)c ob?ect)ves )nto a conceptual framework for the f)nal user exper)ence.’ (Garrett, ;;. 2003)

Complet)on of abstract des)gn takes )nto cons)derat)on s)te and content strateg)es produc)ng appropr)ate s)te maps, w)reframes, user paths and user personas among other tools to ass)st )n overall s)te plann)ng.

There )s cons)derable overlap between the roles of content strateg)st and abstract des)gner, part)cularly as we have moved from f)xed screen webs)tes, to respons)ve s)tes now access)ble across a var)ety of dev)ces.

ABSTRACT DES$GN

The )mportance of offer)ng good content on a webs)te to ent)ce users has long been recogn)sed as a stable of effect)ve web des)gn. ‘Content )s k)ng’ (Gates, B. 1996) has long been the mantra for content ed)tors across the web, but more accurately content strategy )s k)ng should be the new catchphrase.

Content strategy can be loosely def)ned as ensur)ng the text, graph)cs and other med)a that )s placed on a web s)te have been cons)dered )n the context of s)te users. The amount, type and tone of content are each equally )mportant. >n add)t)on, th)s strategy should encompass a plan for del)very, qual)ty assurance and ongo)ng rev)ew.

As Kr)st)na Halvorson most succ)nctly def)ned )n 2009, ‘Content strategy plans for the creat)on, del)very, and governance of (web) content.’

CONTENT STRATEGY

!UD$ W$LK$NSON

CONTENT STRATEG$ST TASKS AND DEL$VERABLES

DEL$VERABLESTASK DESCR$PT$ON

Content del7very & rev7ew planSpreadsheetApproval process flow d7agramRev7ew schedule/t7mel7ne

Content structure & standards documentat7onStructure schemat7c (card)Nam7ng convent7onsMetadata standards

Compet7tor analys7s documentat7onBest pract7ce compar7sonContent type rat7onale

Content sample aud7t or part7al 7nventory documentat7on

SpreadsheetContent type d7agram

Content overv7ew statement GoalsTone/styleAssumpt7onsScope

Content schedul7ng & rev7ewContent pr7or7t7sat7onDel7very & rev7ew scheduleApproval/qual7ty control procedure

$dent7fy content structure & standardsContent h7erarchy/type structureNam7ng & label7ngSecondary contentMetadata

$dent7fy potent7al content typesUser research analys7sBenchmark7ng

$dent7fy content strategy Content def7n7t7onContent scopeCl7ent requ7rementsAud7ence needs

$dent7fy ex7st7ng content Content typesContent gapsContent accuracy

!UD$ W$LK$NSON

$NFORMAT$ON ARCH$TECTOR TASKS AND DEL$VERABLES

DEL$VERABLESTASK DESCR$PT$ON

W2reframes Unstructured data page des2gn (un2que pages)Structured data page des2gn (database pages)Ver2f2ed v2a user test2ng

S2temap d2agram & rat2onaleCons2stent w2th contentVer2f2ed v2a user test2ng

Shared respons2b2l2ty w2th Dan:Task flow d2agrams: onefor each pr2mary use scenar2o

Shared respons2b2l2ty w2th Dan:User scenar2os

Mult2ple scenar2os for pr2mary persona1 scenar2o for secondary persona

Shared respons2b2l2ty w2th Dan:User Personas

1 pr2mary Persona2 secondary Personas

Develop s2te w2reframes & nav2gat2onPage layout abstract des2gnNav2gat2on styleNam2ng & label2ngUseb2l2ty test2ng

$dent2fy app aud2enceUser research analys2s$dent2fy users

$dent2fy use scenar2osS2tuat2onExper2enceGoalsOutcome

Map task nav2gat2on pathsEntryTask nav2gat2onEx2t

S2te map plann2ng & developmentDeterm2ne correct $A patternCheck aga2nst contentUsab2l2ty test2ng

AUREL&O VULCAO

D&G&TAL STRATEGY

The d&g&tal strategy &s part of the web des&gner role,

and &t respons&bly gu&des us through the creat&on of a

webs&te.

The web d&g&tal strategy spells out the game plan for

the s&te, a strateg&c d&rect&on. The ma&n ob9ect&ve of th&s

role &s to show how the s&te w&ll l&a&son w&th:

• People — aud&ence;

• Pol&c&es — what &s acceptable and unacceptable;

• Pr&or&ty — ob9ect&ves;

The s&te strategy also al&gns w&th the layout and

features of the future webs&te. A collect&on of web

pages composes a webs&te. The content that can be

found on an &nd&v&dual page def&nes the h&erarch&cal

des&gn and organ&sat&on of the whole webs&te.

When des&gn&ng the s&te, we establ&sh a d&g&tal strategy

and determ&ne the h&gh-level goal of the webs&te.

F&nally, the s&temap w&ll be created to map out the s&te

arch&tecture (&ts structure, nav&gat&on and the page

h&erarchy,) draw&ng the b&g p&cture to webs&te

developers.

Accord&ng to Meyer (2008) the def&n&t&on of technology

strategy &s ‘the set of pro9ects that the organ&zat&on

wants to &mplement’, wh&le ‘determ&n&ng a strategy &s

select&ng the pro9ects and the portfol&o of pro9ects.’

Garrett (2003) adds that &dent&fy&ng 'platforms,

standards, technolog&es, and how they can all

&nteroperate &s essent&al to avo&d costly m&stakes.'

Technology strategy has been a part of sound

management pract&ce for more than a decade, but

there are st&ll debates around &ts def&n&t&on (Sahay 2009,

p. 9,) and, consequently, around the r&ght approaches

and requ&rements.

The ma&n requ&s&te for a technology strategy plan

establ&shes the strateg&c d&rect&on of the &nformat&on

systems as well as execut&ng the strategy.

A strateg&c technology plan &s a part&cular type of

strategy plan that h&ghl&ghts where we are now and

where we w&ll be &n the future regard&ng the technology

and a type of webs&te or appl&cat&on.

TECHNOLOGY STRATEGY

AUREL&O VULCAO

TECHNOLOGY STRATEG&ST TASKS AND DEL&VERABLES

DEL$VERABLESTASK DESCR$PT$ON

Techn5cal Report

The analys5s of certa5n access5ble technolog5es

Techn5cal recommendat5ons report

D5agram w5th d5rect5ons for the $nformat5on Arch5tect

and l5st of methods for $T solut5ons 5mplementat5on

Conceptual framework for the proFect

Technology summary:

Relat5onsh5p w5th the overall bus5ness strategy

Team ass5gnments

Technology 5nvestments evaluat5on

Descr5pt5on of essent5al elements of the webs5te

Test5ng strategy

Ma5ntenance plan and recommendat5ons

Techn5cal Assumpt5ons

System Arch5tecture

Conceptual model w5th the

structure of a webs5te def5ned

(shared respons5b5l5ty w5th Dan and Kud5)

Technology methodology

Technology overv5ew

$dent5fy key top5c and matters

ProFect Scope

Bra5nstorm

Techn5cal recommendat5on and opt5ons

$dent5fy recommendat5ons

Summar5se outcomes of the research

Spreadsheet w5th test5ng plan

Test Env5ronment set up 5nstruct5ons

AUREL&O VULCAO

D&G&TAL STRATEG&ST TASKS AND DEL&VERABLES

DEL$VERABLESTASK DESCR$PT$ON

Representat8on of the webs8te 8n pages h8erarchy

Spreadsheet w8th:

Total number of users

Customer value

Potent8al Return Of $nvestments

Traff8c sources spreadsheet

Pr8mary Aud8ence: Potent8al customers and users

Secondary Aud8ence: Current users and Potent8al users

Strateg8es

Redef8ne obGect8ves and l8st

spec8f8c strateg8es to ach8eve each obGect8ve

S8temap d8agram

S8temap outl8ne

Metr8cs

Def8ne what metr8cs w8ll we use

to measure the success of our obGect8ve strategy

Traff8c sources

Est8mate ma8n traff8c sources — current and target

Compet8tors research and assessment

What 8s currently ava8lable?

Compare w8th other maGor compet8tors

Aud8ence

Pr8mary Aud8ence

Secondary Aud8ence

Webs8te obGect8ves Ma8n obGect8veWays of 8mplementat8on

ObGect8ves analys8s

W8reframes

L8st of 5 ma8n webs8te obGect8ves

Aud8t document

Task flow tree d8agram

Shared respons8b8l8t8es w8th Dan and Nud8:

— Def8ne the k8nds of 8nformat8on d8splayed

— L8st the range of funct8ons ava8lable

— Set relat8ve pr8or8t8es for the 8nformat8on and funct8ons

— Def8ne the rules of d8splay8ng certa8n k8nds of 8nformat8on

— Descr8be the outcomes of d8fferent scenar8os

To make h)gh-qual)ty dec)s)ons, we w)ll;

1. Encourage the even part)c)pat)on of all members )n team d)scuss)ons,2. G)ve suff)c)ent t)me for team members to leave the)r comments and suggest)ons,3. L)sten to all contr)but)ons,4. Cons)der a var)ety of perspect)ves,5. Carefully coord)nate the complementary knowledge and collect appropr)ate resources (Hohnson & Hohnson 1987).

We w)ll try to avo)d, as recommended )n Hohnson and Hohnson (1987);

1. An egocentr)c approach,2. Reluctance to part)c)pate and defens)ve

avo)dance,3. ‘Hyperv)g)lance' and emot)onal

)nvolvement, lead)ng to pressure and hustle,4. ‘Sat)sf)c)ng dec)s)ons’ (Hoffman, 1961;

S)mon, 1976, c)ted from Hohnson & Hohnson 1987, p. 117),

5. Compet)t)on and consc)ous sabotage,6. Fear of d)sagreement and arguments,7. Form)ng of 'power structures',8. Premature closures and dec)s)ons,9. Leav)ng work to others.

The least personally )nvolved person plays a Team Worker role, as )n Yates (1996.) As each of us would probably take 2-3 roles and w)ll sw)tch them depend)ng on a quest)on and a task, we could all play team worker role at least once dur)ng the semester.

1. The team uses lecturers examples, l)sted )n the weekly sl)des, and the descr)pt)ons from the sub[ect outl)ne as templates for personal del)verables.2. Once one of the team members publ)sh h)s/her document, )t )s cons)dered as an example and used accord)ngly. Some document formats should be d)scussed before the actual preparatory stage starts.3. Expectat)ons on del)verables are collected by the Pro[ect Manager and def)ned )n the separate Trello card — w)th appropr)ate references. These expectat)ons may )nclude; words count, table rows and column names, mandatory f)elds, des)gn recommendat)ons, references to be used and so on.4. The Creat)ve Des)gner shares her v)sual d)ary, examples and suggest)ons w)th the team and part)c)pates )n all w)refram)ng processes.

an the beg)nn)ng of each meet)ng team dec)des who w)ll perform next roles; Fac)l)tator, Recorder, T)me Keeper and Team Member. Two days after a meet)ng the recorder publ)shes the meet)ng m)nutes to the separate Trello card of th)s meet)ng.

TEMPLATES AND A STYLE GU.DE

1. The team has a schedule of deadl)nes for del)verables, suggested by the Pro[ect Manager. There are three d)fferent types of deadl)nes: )nternal deadl)nes for team rev)s)on, a f)nal proof read)ng deadl)ne and an actual deadl)ne, set by the lecturer.2. The team has a calendar, set up )n the team's most preferable appl)cat)on. Da)ly updates are performed by the Pro[ect Manager, personal updates are ava)lable for all team members.3. The Pro[ect Manager creates a pro[ect plan w)th a t)mel)ne and publ)shes )ts draft for the team assessment on Week 5. at )s cons)dered to be set and effect)ve only after the team approval.4. On Week 8 team has a meet)ng ded)cated to pro[ect progress report)ng and goals rev)s)on.

DEC.S.ON MAK.NGDEADL.NES AND SCHEDULES

ROLES ROTAT.ON

TEAM RULES AND PROTOCOLS

TRAD%T%ONAL APPROACH

%NTERNAL DOCUMENTS

of problem solut-on -s based on ph-losopher 2ohn Dewey's f-ve step model (c-ted from Beebe & Masterton 1986, p. 187):

1. Fdent-fy & ref-ne the problem2. Analyse the problem3. Suggest poss-ble solut-ons4. Suggest the best solut-ons5. Test & -mplement the solut-on

As one of us w-ll always play a cl-ent's role, we w-ll most certa-nly def-ne our methodolog-es, cr-t-cal m-lestones and assumpt-ons dur-ng Phase 1 of the proPect, as recommended -n Burdman (1999.) We w-ll evaluate the overall cl-ent's bus-ness pos-t-on dur-ng the research phase.

METHODS OF DEC%S%ON MAK%NG

As we have l-m-ted t-me and a preset l-st of deadl-nes, the most effect-ve methods of dec-s-on mak-ng, accord-ng to 2ohnson and 2ohnson (1987), most probably w-ll be:

1. Dec-s-on by averag-ng -nd-v-duals' op-n-ons, when 'the most common op-n-on -s not necessar-ly the op-n-on of more than half of the members.' (2ohnson & 2ohnson 1987, p. 100)2. Dec-s-on by author-ty after team d-scuss-on.3. Dec-s-on by consensus. ‘Synerg-st-c’ dec-s-ons are the most preferable one, but as they take the most t-me, -t -s poss-ble that the team w-ll use other methods under the loom-ng deadl-nes.4. Dec-s-on requ-r-ng expert knowledge.

Beebe & Masterton (1986) bel-eve Dewey's reflect-ve th-nk-ng model can be appl-ed -n a modern proPect context by:

• 'Recogn-z[-ng] that a spec-f-c need ex-sts' and 'clearly and succ-nctly agree on the problem' (Beebe & Masterton 1986, p.187),

• ‘Phras[-ng] the problem as a quest-on to help gu-de d-scuss-on’ (Beebe & Masterton 1986, p.187),

• Research-ng the problem before suggest-ng solut-ons,

• Fdent-fy-ng adequate cr-ter-a for solut-ons to meet,

• Constant evaluat-on of the problem solv-ng method.

Creat-ve approaches that can be appl-ed to the above can -nclude bra-nstorm-ng, a quest-on or-entated approach, buzz sess-ons, the RFSK techn-que, nom-nal group techn-que or a qual-ty c-rcle. We w-ll pull from th-s toolk-t to f-nd the most effect-ve techn-ques for our spec-f-c group dynam-c

PROBLEM SOLV%NG

TEAM RULES AND PROTOCOLS

The only t-mes the dec-s-ons w-ll be made by one or two persons exclus-vely w-ll be:

S-mple, rout-ne dec-s-ons.Last m-nute, qu-ck and cruc-al dec-s-ons.

We w-ll develop ‘a problem f-nd-ng mechan-sm’ (2ohnson & 2ohnson 1987, p. 123), that may -nclude confl-ct resolut-on meet-ngs, l-st-ng of our doubts and fears for the future cons-derat-on -n separate Trello cards and roles rotat-on.

The -mportance of Dewey's reflect-ve th-nk-ng method -s that -t -s structured and as Beebe and Masterson (1986) po-nt out "Research suggests that some method of group problem solv-ng -s better than no method at all" (Beebe & Masterton 1986, p.186).

The team leader w-ll try to encourage m-nor-ty op-n-ons and -nvolve all group members -n dec-s-on mak-ng. The most preferable style of leadersh-p -s part-c-patory (not superv-sory).

FORMATT'NG

TASKS ASS'GNMENT

'NTERNAL DOCUMENTSAll commun)cat)on )s set on a Trello team board, w)th separate stacks ass)gned to d)fferent tasks and roles after Week 5. <mplement)ng Garrett's model, we def)ne and separate team roles and respons)b)l)t)es clearly, but leave the opportun)ty to cooperate and d)scuss every task openly.

Anna as a Creat)ve Des)gner helps all team members to present the)r work w)th clear and cohes)ve v)sual style, develop)ng her templates )n Sketch appl)cat)on and )mport)ng them for work and d)str)but)on )n PDF format.

MEET'NGSMonday face-to-face meet)ngs: from 5 to 6 PM. These may be sw)tched to Wednesdays.

Thursday Google Hangout meet)ngs: Thursdays from 6 to 7 PM. These may be sw)tched to Saturdays.

Attendance )s expected. <f a person understands that they may be late for more than 10 m)nutes, they should )nform team members us)ng any technology ava)lable and make sure they are heard and understood (subsequently demonstrate they have tr)ed more than one method).<n case of non-attendance the person )s respons)ble for read)ng the m)nutes and complet)ng the tasks ass)gned. They can d)scuss any open )ssues w)th the ProRect Manager on a separate meet)ng.

Wh)le each team member )s free to spend any of h)s/her free t)me work)ng on a proRect, we shouldn't ant)c)pate team members to work on weekends, at n)ghts and more than predef)ned 9–12 hours per week, )nclud)ng class t)me. Exclus)ons should be d)scussed accord)ngly and beforehand. The help of team members w)ll)ng to work extra t)me to ach)eve outstand)ng results (or f)x some cr)t)cal )ssue) w)ll be apprec)ated and noted.Collaborat)ve team del)verables should be prepared accord)ngly to the SubRect Outl)nes recommendat)ons (e.g. 1000 words per team member).

We w)ll use )Message, Trello, Google Hangouts, Google Documents, SMS, personal ema)ls for day-to-day commun)cat)on, and UTS ema)ls for the off)c)al commun)cat)on. That may be needed for the proof of attempts to commun)cate (as a ‘last resort’), for off)c)al statements and commun)cat)on w)th lecturers.

COMMUN'CAT'ONPART'C'PAT'ON AND SHARED WORKLOAD

'NTERNAL DOCUMENTS

TEAM RULES AND PROTOCOLS

1. We use Austral)an (Macquar)e D)ct)onary standard) spell)ng )n our off)c)al documentat)on.2. We w)ll try to keep commun)cat)on clean, conc)se and s)mple, as we are an )nternat)onal team.3. Nat)ve Engl)sh speakers may help other team members w)th proof read)ng when poss)ble — )f there )s t)me left unt)l deadl)ne, )f they have spare t)me, and )f the proof read)ng process )s descr)bed, set, clear and s)mple.4. All team members agree to leave one full day for the del)verables f)nal proof read)ng, ed)t)ng and rev)s)on.

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REFERENCES

DAN FELDMAN

ANNA ZABOLOTNAYA

1UD3 W3LK3NSON

AUREL3O VULCAO