Neska at 12:22, 27 June 2026

2026-06-27T12:22:45Z

← Older revision		Revision as of 08:22, 27 June 2026
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	\|-		\|-
	\|Managed		\|Managed
	\|Tech reliability &~~amp;~~amp; support		\|Tech reliability & support
	\|Platform downtime &amp; poor support		\|Platform downtime &amp; poor support
	\|Missed classes/assessments, frustration		\|Missed classes/assessments, frustration

Neska at 12:21, 27 June 2026

2026-06-27T12:21:39Z

← Older revision		Revision as of 08:21, 27 June 2026
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	\|Blended modality targets, enforced breaks, wellbeing curriculum, survey monitoring and support referrals		\|Blended modality targets, enforced breaks, wellbeing curriculum, survey monitoring and support referrals
	\|}		\|}
	[[Risk ~~model~~\|~~<big>~~Back to Risk Model</big>]]		<big>[[Risk Model\|Back to Risk Model]]</big>

Neska at 12:21, 27 June 2026

2026-06-27T12:21:03Z

← Older revision		Revision as of 08:21, 27 June 2026
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	\|'''No quiet study space at home'''		\|'''No quiet study space at home'''
	\|High cognitive load from noise/distractions; inability to participate in oral exams or group discussions		\|High cognitive load from noise/distractions; inability to participate in oral exams or group discussions
	\|Provision of quiet study rooms on campus, noise- cancelling headphone loans, scheduled ~~&quot;quiet hours&quot;~~ in libraries		\|Provision of quiet study rooms on campus, noise- cancelling headphone loans, scheduled “quiet hours” in libraries
	\|-		\|-
	\|'''Initial'''		\|'''Initial'''
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	\|-		\|-
	\|Managed		\|Managed
	\|Scheduling &~~amp;~~amp; workload		\|Scheduling & workload
	\|Time-management failure		\|Time-management failure
	\|Lower completion, stress, poorer outcomes		\|Lower completion, stress, poorer outcomes

Neska at 12:12, 27 June 2026

2026-06-27T12:12:40Z

← Older revision		Revision as of 08:12, 27 June 2026
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	{\| class="wikitable"		{\| class="wikitable"
	\|+		\|+
	!CMM Segment		!CMM Segment <br /> (Line Title)
	(Line Title)
	!Risk Source		!Risk Source
	!Risk Name		!Risk Name <br /> (Decomposed)
	(Decomposed)
	!Impact		!Impact
	!Typical Responses		!Typical Responses

Neska: Created page with "{| class="wikitable" |+ !CMM Segment (Line Title) !Risk Source !Risk Name (Decomposed) !Impact !Typical Responses |- |'''Initial''' |Hardware shortage |'''Lack of suitable devices (PC/laptop absence)''' |Students forced to use mobile phones only; unable to run LMS, write essays, or access complex simulations |Device loan programs, emergency hardware grants, partnerships with local libraries for computer access |- |'''Initial''' |Connectivity instability |'''Unreliable or..."

2026-06-27T12:11:33Z

Created page with "{| class="wikitable" |+ !CMM Segment (Line Title) !Risk Source !Risk Name (Decomposed) !Impact !Typical Responses |- |'''Initial''' |Hardware shortage |'''Lack of suitable devices (PC/laptop absence)''' |Students forced to use mobile phones only; unable to run LMS, write essays, or access complex simulations |Device loan programs, emergency hardware grants, partnerships with local libraries for computer access |- |'''Initial''' |Connectivity instability |'''Unreliable or..."

New page

{| class="wikitable"
|+
!CMM Segment
(Line Title)
!Risk Source
!Risk Name
(Decomposed)
!Impact
!Typical Responses
|-
|'''Initial'''
|Hardware shortage
|'''Lack of suitable devices (PC/laptop absence)'''
|Students forced to use mobile phones only; unable to run LMS, write essays, or access complex simulations
|Device loan programs, emergency hardware grants, partnerships with local libraries for computer access
|-
|'''Initial'''
|Connectivity instability
|'''Unreliable or no Internet access'''
|Frequent disconnections during live sessions; inability to download/upload materials; missed assessments
|Low- bandwidth mobile data packages, offline content packs (ZIP/USB), asynchronous submission windows, ISP subsidies
|-
|'''Initial'''
|Environmental constraint
|'''No quiet study space at home'''
|High cognitive load from noise/distractions; inability to participate in oral exams or group discussions
|Provision of quiet study rooms on campus, noise- cancelling headphone loans, scheduled &quot;quiet hours&quot; in libraries
|-
|'''Initial'''
|Socioeconomic/ability gap
|'''Digital literacy &amp; accessibility gap'''
|Students cannot navigate LMS, use collaboration tools, or access content due to disability
Lack of skills
|Mandatory onboarding tutorials, simplified UI modes, screen-reader testing, peer tech-support mentors
|-
|Initial
|Process immaturity
|Inconsistent course delivery
|Confused learners, missed objectives, reputation damage
|Minimum delivery standards, instructor quick- guides, peer mentoring, centralized templates
|-
|Initial
|Assessment design weakness
|High cheating / academic integrity Inc.
|Erosion of standards, unfair grading, regulatory issues
|Authentic assessments, randomized banks, honor pledges, remote proctoring, forensic review
|-
|Managed
|Scheduling &amp; workload
|Time-management failure
|Lower completion, stress, poorer outcomes
|Pacing guides, check-ins, automated reminders, smaller milestones, study skills modules
|-
|Managed
|Tech reliability &amp; support
|Platform downtime &amp; poor support
|Missed classes/assessments, frustration
|SLA with provider, redundant channels, extended support, status page, contingency procedures
|-
|Managed
|Data &amp; privacy weak
|Student data exposure
|Legal/regulatory fines, trust loss
|Privacy settings enforcement, staff training, data minimization, backups, encrypted storage
|-
|Defined
|Pedagogy gap
|Poor instructional design (online)
|Low engagement, passive learning, poor transfer
|ID review mandatory, online pedagogy training, standardized outcomes mapped to activities, peer review
|-
|Defined
|Social/engagement factors
|Student isolation &amp; weak soft skills
|Lower participation, mental health issues, weaker collaboration
|Synchronous group tasks, virtual community spaces, peer mentoring, wellbeing resources
|-
|Defined
|Accessibility oversight
|Non-compliance with accessibility
|Exclusion of learners with disabilities, legal risk
|Accessibility checklist in sign-off, captioning, screen-reader testing, remediation plan
|-
|Quantitatively Managed
|Analytics blind spots
|Incomplete/misinterpreted analytics
|Wrong interventions, wasted resources
|Consistent metrics (engagement, timeliness), instructor dashboards, model validation, data governance
|-
|Quantitatively Managed
|Quality variability
|Inconsistent outcomes across sections
|Accreditation risk, student dissatisfaction
|Statistical monitoring, standard rubrics, targeted faculty coaching
|-
|Quantitatively Managed
|Security threats
|Cyberattacks (phishing, account takeover)
|Service disruption, data breach, exam compromise
|MFA, phishing training, incident response playbooks, pen-testing, patch cadence
|-
|Optimizing
|Innovation risk
|Poorly tested new tools (AI, XR)
|Wasted investment, learner confusion, bias issues
|Pilot programs, ethical review, phased rollouts with metrics, vendor due diligence
|-
|Optimizing
|Change fatigue
|Overload from continuous updates
|Reduced adoption, staff burnout
|Stakeholder co-design, prioritized roadmap, communication calendar, change impact assessments
|-
|Optimizing
|Long-term wellbeing
|Chronic screen-time &amp; mental decline
|Reduced retention, health complaints, poorer learning
|Blended modality targets, enforced breaks, wellbeing curriculum, survey monitoring and support referrals
|}
[[Risk model|<big>Back to Risk Model</big>]]

Decomposed level 1 - Revision history

Neska at 12:22, 27 June 2026

Neska at 12:21, 27 June 2026

Neska at 12:21, 27 June 2026

Neska at 12:12, 27 June 2026