jisc project plan template - university of leicester · 2010-11-02 · senior management team a....

Project Acronym: OSTRICH Version: 2 Contact: A. Armellini, [email protected] Date: 1 November 2010

of 37 Document title: OSTRICH Project Plan Last updated: 1 November 2010

JISC Project Plan

Project Information

Project Acronym OSTRICH

Project Title OER Sustainability through Teaching & Research Innovation: Cascading across HEIs

Start Date 1 September 2010 End Date 31 August 2011

Lead Institution University of Leicester

Project Director Dr Alejandro Armellini (Senior Learning Designer, Beyond Distance Research Alliance)

Knowledge Transfer Fellow & contact details

Gabi Witthaus

Beyond Distance Research Alliance

103-105 Princess Rd East

Leicester

LE1 7LG

[email protected]

Tel: (0116) 252-5745

Partner Institutions University of Bath

University of Derby

Project Web URL www.le.ac.uk/ostrich

Programme Name (and number)

UK OER Programme Phase 2

Programme Manager Heather Price

Document Name

Document Title

OSTRICH Project Plan

Reporting Period

Start of project

Author(s) & project role

Gabi Witthaus (Knowledge Transfer Fellow)

Dr Alejandro Armellini (Project Director)

Date 01/11/2010 Filename OSTRICH-Project-Plan-Submitted

URL http://www.le.ac.uk/ostrich/project-outputs

Access Project and JISC internal

General dissemination

Document History

Version Date Comments

1.0 01/10/2010 Draft Project Plan submitted to JISC

2.0 01/11/2010 Revised Project Plan – minor changes based on feedback from JISC

mailto:[email protected]

http://www.le.ac.uk/ostrich

http://www.le.ac.uk/ostrich/project-outputs



Contents JISC Project Plan .................................................................................................................................... 1 Overview of Project ................................................................................................................................. 3

1. Background ..................................................................................................................................... 3 2. Aims and Objectives ........................................................................................................................ 6 3. Overall Approach ............................................................................................................................. 6 4. Project Outputs ................................................................................................................................ 8 5. Project Outcomes ............................................................................................................................ 8 6. Stakeholder Analysis ....................................................................................................................... 9 7. Risk Analysis ................................................................................................................................. 11 8. Standards ...................................................................................................................................... 12 9. Technical Development ................................................................................................................. 12 10. Intellectual Property Rights ......................................................................................................... 13

Project Resources ................................................................................................................................. 13 11. Project Partners ........................................................................................................................... 13 12. Project Management ................................................................................................................... 13

The OSTRICH Project Team ......................................................................................................... 13 Other ..................................................................................................................................................... 14

13. Programme Support .................................................................................................................... 15 14. Budget ......................................................................................................................................... 15

Detailed Project Planning ...................................................................................................................... 16 15. Workpackages ............................................................................................................................. 16 16. Evaluation Plan ............................................................................................................................ 16 17. Quality Plan ................................................................................................................................. 18 18. Dissemination Plan ...................................................................................................................... 24 19. Exit and Sustainability Plans ....................................................................................................... 26

Appendices ........................................................................................................................................... 28 Appendix A: Project Budget............................................................................................................... 28 Appendix B. Workpackages .............................................................................................................. 30 Appendix C – References.................................................................................................................. 37



Overview of Project

1. Background 1.1 Project overview The OER Sustainability through Teaching & Research Innovation: Cascading across HEIs (OSTRICH) project, led by the University of Leicester, will transfer and cascade, in usable formats, the key outcomes of Leicester’s Phase 1 institutional OER pilot project (OTTER, www.le.ac.uk/otter) to the universities of Bath and Derby. OSTRICH will enable both cascade partners to contextualise key OER lessons learnt, test and transfer OER models, leading to a sustainable approach to OER development and release. 100 credits’ worth of OERs in key priority areas will be released by each cascade partner and deposited into the project’s own repository and JorumOpen. Stakeholder engagement and benefit will be ensured from day 1 via a robust and realistic workplan, implemented by a highly experienced team with ample OER experience and commitment. The partnership has a track record of delivering on previous successful externally-funded projects. OSTRICH’s deliverables and benefits will be disseminated widely and creatively across the partnership, the sector and internationally well beyond the project’s life.

1.2 OSTRICH rationale and value for money

The University of Leicester, as lead partner, will cascade the deliverables and lessons learned from the OER pilot phase at the universities of Bath and Derby (cascade partners). OSTRICH constitutes outstanding value for money for the funders, project partners, students and the sector because the project:

a. Tightly maps onto and rigorously addresses the issues and demands identified in the call

b. Is structured around a robust, realistic and affordable workplan, with high-impact yet achievable

workpackages

c. Enables two universities to benefit from and embed the outcomes of OTTER and its sister pilot

projects

d. Engages meaningfully with all relevant stakeholders (see ‘stakeholder analysis’)

e. Involves a partnership of institutions with a solid and reliable track record of working together to

deliver excellence on previous externally-funded projects

f. Fosters strategic and cultural change across the partnership by adapting and applying the

processes piloted in OTTER

g. Is led by a team with proven passion for, expertise in and commitment to OERs

h. Will be disseminated locally, nationally and internationally, beyond the end of the funding.

1.3 OSTRICH’s fit to the JISC Programme objectives

Table 1 shows how OSTRICH’s fit to the programme objectives and how it addresses the issues and demands of the call. The table also shows how OSTRICH adds value to the JISC and the wider academic community.

Table 1: OSTRICH’s value for money in terms of the requirements of the call

Item in call

Issues and demands How addressed in OSTRICH and value to the JISC and Academy communities

9 5 strategic aims to deliver the best possible learning experience

OSTRICH builds on the evidence generated in OTTER to: a. Identify, develop and disseminate appropriate, evidence-based

approaches to OERs b. Promote the sharing of effective OER practice c. Support partners in bringing about strategic change d. Inform, influence and interpret OER policy



e. Raise the status of teaching through the appropriate development, reuse and repurposing of OERs

11 4 main reasons for promoting open learning

OSTRICH promotes the integration of OERs in open learning by: a. Encouraging the sharing of resources and best practice

between academics, institutions and communities of practice b. Enabling the universal sharing of its OERs to support learning c. Adapting and developing frameworks and processes that

facilitate the release of OERs in reusable, customisable formats

d. Deploying OERs as a marketing tool to attract students to all partner institutions

12 Key benefits of OERs

OSTRICH enables and supports partners to capitalise on the listed benefits of the open release of learning resources by adapting and transferring the deliverables and lessons learned from OTTER and its sister projects. It ensures that the investment made in the pilot projects is maximised for the benefit of the sector.

SC

OP

E

13a Extension and range of materials

OSTRICH extends the range of materials available openly and the institutions these materials originate from.

13b Investigation of OER benefits

OTTER had a significant research element. OSTRICH furthers our understanding of the affordances of OERs and their benefits to stakeholders.

13c Enhancement of the discoverability of OERs

The experiences of the pilot phase enable OSTRICH to improve the metadata and descriptors of each OER and thus enhance their discoverability across repositories.



OU

TC

OM

ES

14

Wide range of open materials used and reused

A key deliverable of OSTRICH is a minimum of 100 credits’ worth of OERs released by each ‘cascade’ partner (see ‘deliverables’ below).

Greater understanding of the benefits of OERs

This will be the primary outcome of the OSTRICH evaluation.

Cultural change Based on the lessons learned from the pilots, OSTRICH continues to foster cultural change, including designing for openness.

OU

TP

UT

S

15

OERs & means of finding them

100 credits’ worth of OERs at each cascade partner, with appropriate metadata, deposited into their respective institutional repositories in addition to JorumOpen.

Additions to OER InfoKit Relevant contributions made to the JISC OER InfoKit based on OSTRICH’s lessons learned.

Publications & conferences A minimum of 1 refereed publication and 4 conference papers within 18 months of the start of the project (see ‘dissemination’ below).

18 Priority areas

OSTRICH OERs address the following priority areas: Bath: a. The professionalisation of education, including the provision of

HE Level education to new staff who teach at any level b. Higher Education delivered in a Further Educational Setting c. Distinct subjects, where a low volume of provision exists Derby: a. The professionalisation of education, including the provision of

HE Level education to new staff who teach at any level b. Specialist courses linked to the needs of particular sectors of

employment c. Resources optimised for work-related learning d. Distinct subjects, where a low volume of provision exists e. Arts Subjects – using a range of text-based and non-text

based resources



2. Aims and Objectives The primary aim of the OSTRICH project is to transfer and cascade, in usable formats, the key outcomes of Leicester’s institutional OER pilot project (OTTER, www.le.ac.uk/otter) to two partner institutions, the universities of Bath and Derby. OSTRICH will enable both partners to contextualise key OER lessons learnt, test and transfer OER models, leading to a sustainable approach to OER development and release. OSTRICH will: a. Enable the partners to implement sustainable OER development processes by transferring the

lessons learned and deliverables from OTTER and adapting them as appropriate to their own institutional approaches and cultures;

b. Brief stakeholders at partner institutions on a range of key issues associated with OER development, licensing and release to inform choices and policy;

c. Enable the application and refinement of OTTER’s CORRE quality and evaluation framework for OERs (http://bit.ly/adVruA) by the two cascade partners

d. Release a minimum of 100 credits’ worth of materials in the chosen priority areas at each institution within the 12 months of the project, deposited into the project repository and JorumOpen;

e. Provide a cascade model with associated guidance to enable partners to sustain the production and release of OERs beyond the duration of OSTRICH;

f. Offer practical and highly reusable guidance on designing for openness; g. Facilitate the elaboration of draft policy documents for consideration by partner institutions; h. Evaluate the interventions; i. Generate opportunities for the dissemination of the OERs and associated findings within and

beyond the partnership; j. Promote further collaboration opportunities on OER issues across the sector.

3. Overall Approach

3.1 The workplan

Leicester will work with each partner at two levels, as shown in Table 2.

Table 2: OSTRICH’s approach to engaging with stakeholders and project partners (see also ‘stakeholder map’, below)

Level Stakeholders at partner HEIs Purpose

Str

ate

gic

Senior Management Team a. OER awareness raising b. Analysis of existing policies on openness c. Identification of key challenges d. Discussion of OER benefits in context e. Lessons learned from OTTER & sister projects f. Anticipation and assessment of the impact of

OSTRICH g. Discussion of future OER strategy

Opera

tiona

l

Learning Enhancement Unit OER contributors Library Local OER interest group Staff Development Representatives from

academic departments Representatives from

students’ union

a. OER awareness raising b. Identification of relevant contextual issues and key

challenges c. Discussion of OER benefits in context d. Lessons learned from OTTER & sister projects e. Identification of contributors f. Motivation and engagement g. Agreement of implementation plan within

OSTRICH and beyond

http://bit.ly/adVruA



The Beyond Distance Research Alliance at the University of Leicester will:

a. Lead, manage and ensure the successful completion of all workpackages (Appendix B) and deliverables (See Section 4) of the OSTRICH project.

b. Coordinate and provide feedback on each cascading partner’s input.

c. Support partners in their use and enhancement of the CORRE framework (http://bit.ly/adVruA), developed within OTTER, and monitor progress against the project plan.

d. Widely disseminate the outputs of OSTRICH and its sister projects under the OER Programme.

e. Report to the funders as requested

f. Lead contributions to funders’ support and dissemination activities.

Each cascade partner will produce OERs according to Tables 3 and 4.

Table 3: Bath’s OERs

Source of OERs (module names or topic areas)

Priority areas Level Indicative credit weighting

Staff Development Unit (e-learning)

What can e-learning do for me? Effective e-learning design: learning

theories, evaluation, closing the loop, integrating the physical and virtual learning spaces (PG Cert Programme, Unit 6)

Classroom Technologies for feedback and assessment

Professionalisation of education

PG 40

Chemistry, Biology and Pharmacy

Video-captures of lectures with associated documentation and guides for OER use

Distinct subjects, where a low volume of provision exists

UG 20

Division for Life-Long Learning

5 generic management modules in Finance, Recruitment and Marketing to be delivered in FE Partner Colleges (Swindon, Weymouth, City of Bath, City of Bristol).

Higher Education in Further Education settings

UG 40

Total 100

Table 4: Derby’s OERs

Source of OERs (module names or topic areas)

Priority areas Level Indicative credit weighting

Staff Development Unit

Introduction for Lecturers New to Teaching in Higher Education

Learning Design Post Graduate

Programme in Learning and Teaching

Professionalisation of education Work-based and work-related learning

PG 40

School of Culture and Lifestyle

Hairdressing Higher Education delivered in a Further

Education Setting (West Nottinghamshire College)

FdD and UG

30




Specialist courses linked to the needs of particular sectors of employment

Distinct subject where a low volume of provision exists

School of Art & Design

A selection of Arts & Design materials

Arts Subjects – using a range of text-based and non-text based resources

UG & PG

30

Total 100

The University of Leicester Library (resources allocated as Copyright Knowledge Transfer Fellow) will provide limited guidance on IPR, copyright, open licences and liaison with publishers to the OSTRICH team. Partners’ libraries will offer ongoing support throughout the project. OTTER developed an embryonic process model based on the life of an OER from leaving the lecturer’s hands to being fully accessible on a range of open platforms. A key aspect of the OSTRICH method will be to establish, develop and build upon this model, so that by the end of the project is it even more flexible and able to accommodate the needs of other institutions with different organisational cultures.

4. Project Outputs

1. 100 credits’ worth of OERs at each cascade HEI, deposited into the project’s repository (see next item) and JorumOpen. The scope of these OERs is explained in tables 3 and 4.

2. An OSTRICH repository of OERs, hosted at the University of Bath. 3. An OSTRICH cascade model, including training materials and templates, that will enable

other institutions to benefit from the knowledge transfer process implemented in OSTRICH. 4. Versions of the CORRE framework adapted to partners’ institutional contexts, for both the

creation of new content and the conversion of existing material into OERs. 5. Draft OER policy documents and guidelines for partners, following OTTER’s models. 6. A minimum of 3 dissemination events involving project staff from each partner HEI. 7. Evidence of increased awareness of OERs and associated challenges by different

stakeholder groups at each partner institution. 8. Reports to funders as required, at least one of which will be made available to the public. 9. Evaluation report. 10. OSTRICH project website, which will be maintained for at least 3 years following the project,

and project blog

5. Project Outcomes OSTRICH outcomes are: 1. A piloted model process and criteria that promote and enable extensive adoption of the concept

and use of OERs in the future at the Universities of Bath and Derby. Leicester’s established research-to-practice, innovation-to-mainstream, pilot-to-scale approaches have shown that a substantial and well-executed pilot (the OTTER project, in this case) is likely to lead to transformation.

2. Wider and improved institutional understanding of and commitment to the value of OERs for promotion and positioning purposes in a global HE market, across all levels and categories of staff including senior managers, supporting the partner institutions’ extensive distance and work-based learning marketing efforts.

3. Extended range of available, discoverable OERs in priority areas. 4. Departmental and institutional awareness of OERs and associated process and benefits at Bath,

Derby and Leicester.



5. Understanding of the limitations and benefits of different file formats for OERs by technologists at Bath, Derby and Leicester.

6. Understanding of the advantages and pitfalls of different platforms for OER sharing to inform future institutional choices.

7. Enhanced capacity across all subjects involved in the generation and release of high quality OERs.

8. Strong evidence-based influence on institutional and sector policy on the future of OERs. 9. A contribution to culture change by improving staff commitment and motivation to engage in the

collaborative development of OERs. 10. Contributions for enhancement of the JISC OER InfoKit. 11. Increased satisfaction of future, current and past students through access to OERs. 12. Active dissemination nationally and internationally.

6. Stakeholder Analysis Both cascade partners have an emerging understanding and skill set around OERs, which the OSTRICH project will expand and develop. The e-learning team at Bath provide an increasing number of their staff development materials (FAQs and Podcasts) under a Creative Commons licence (http://moodle.bath.ac.uk/faq/). A number of academics are starting to distribute their learning materials as OERs. The University of Derby has strategically committed itself as a leading player in technology-enhanced learning and to the growth of its online distance learning provision. The development of OERs forms part of this overall plan and vision. OSTRICH provides an opportunity to develop OER knowledge and skills and tackle key priority areas. The university is committed to maximising the benefits and impact of the OSTRICH project. The release of the OSTRICH OERs not only provides a critical resource for all partners but also a means to gain national and international exposure. The project is an opportunity to learn from, develop and disseminate good OER practice. It provides an appropriate context to transform learning design with a focus on inter and intra-institutional collaboration and cost-effectiveness. OSTRICH has secured high-level support by all partner institutions. Figure 1 maps OSTRICH’s key stakeholders in terms of how they are likely to be affected by the outcomes of the project, and Table 5 summarises the stakeholders and their interest or stake in OSTRICH.



How likely stakeholders are to be affected by OSTRICH outcomes

very likely Learners and tutors across UK HE

The OER community and CoPs

Potential students Learning technologists Key OER players, e.g. OER

Commons, OpenLearn

Learners, tutors, the libraries, Marketing Departments and Senior Managers at the 3 partner HEIs

Current and prospective students at the 3 partner HEIs

Funding agencies, especially JISC and HE Academy

OSTRICH’s sister projects

unlikely

Past students

a little a lot

How seriously stakeholders will be affected by OSTRICH outcomes

Figure 1: OSTRICH stakeholder map Table 5: Stakeholder analysis summary

Stakeholder Interest / stake Importance

Project partners -Models for successful, quality-assured, sustainable transformation of learning materials into OERs -Contribution of and benefit from OERs -Effective, open curriculum delivery -Prestige of being associated with a successful OER project

High

Libraries at all partner HEIs -Models for IPR clearance in OER -Better understanding of IPR issues in digital materials -OER sustainability

High

Senior Management Teams

at all partner HEIs

-Incorporate principles of Open Education into institutional policy and strategy

High

Marketing Departments at all

partner HEIs

-Global positioning and visibility achieved through quality OERs

High

JISC and HE Academy

-Funders of UKOER projects -Dissemination of outputs -Desire to see successful implementation and growth of OERs

High

OSTRICH’s ‘sister’ projects -Knowledge sharing High

Current and prospective

students at all 3 HEIs

-Users and potential advocates of OERs Medium

HE and FE learners and

tutors

-Users of the OERs and contributors of further OERs

Medium

The HE sector

Medium

OER projects globally (e.g.

OER Africa)

-More and better populated repositories Medium

Learning technologists -Understanding and contributing to best practice in OERs

Medium



7. Risk Analysis

Table 6 indicates the factors that could pose a risk to the project’s success, their likelihood and severity, and how we will prevent them from happening (or manage them if they occur).

Table 6: A summary of the main risks in OSTRICH and the planned mitigation (P=probability, S=severity).

Risk P (1-5)

S (1-5)

PxS Action to prevent /manage RISK

Knowledge transfer: failure to transfer knowledge from previous JISC funded projects.

2 5 10

The OSTRICH team is familiar with the OER landscape, through their involvement in JISC first round projects. Existing links between partners, developed through previous projects, provide a safety net to ensure a successful knowledge transfer process. Transparency in developments (e.g. via the OSTRICH blog and other dissemination activities) will enable JISC and sister projects to provide informal feedback throughout the project, reminding the project team of lessons learnt from the previous UK OER programme where relevant.

Failure to engage some of the key stakeholders and address their needs.

2 5 10 Strong, representative Steering Group. Solid project plan with regular project meetings. Ongoing consultation with all stakeholders. Shared ownership of processes and outputs.

Staffing: Failure to recruit or absence/loss of staff

2 4 8

Backup staff available at all three institutions to cover any losses: for example, Vic Jenkins will act as Team Leader for Bath when Andy Ramsden leaves in October. Supportive team culture within all partners.

Lack of buy-in from potential contributors of materials at each cascade partner

2 4 8

Cascade partners have secured institutional commitment to OSTRICH. All contributors within each partner also agreed to take part voluntarily. OER Coordinators at each partner ideally placed to maximise engagement and impact. Ample provision of additional materials in all areas to ensure that a minimum of 100 credits’ worth of OERs are published in each institution, in the event that any promised materials are not received from contributors.

Adoption: Failure to enable adoption and scaling-up of models developed

2 4 8

Beyond Distance is a leading research unit with a reputation for open worldwide dissemination. Excellent internal and external networks give the project team credibility to disseminate and evaluate experiences and findings. Strong Steering Group involvement and commitment of senior management in all three institutions to provide pragmatic project guidance and institutional positioning. Ongoing internal dissemination and guidance via local coordination within each cascade partner.

Sustainability: failure to ensure a sustainable approach to develop and release OERs.

2 4 8

OSTRICH will be using OTTER’s well-tested and transferable OER development and evaluation model (CORRE). Three members of the OTTER team will be working on OSTRICH. There will be substantial emphasis on establishing systems and processes in partner institutions that will be easily sustainable beyond the end of the project, based on lessons learnt in the OTTER project, including a strong focus on consulting with stakeholders to generate working decisions on institutional policy from the start of the project.



Failure to carry out a thorough evaluation due to limited time allocated to external evaluator

4 2 8 Ongoing internal evaluation planned involving all stakeholders

Organisational: inadequate communication between the 3 partner institutions, for ex due to their geographic dispersion

2 4 8

Successful experience of working together in previous consortia (Leicester-Derby on the ADDER project and Leicester-Bath on the CHEETAH project). A systematic approach to project coordination involving regular, scheduled communication between partners and clearly defined agreement on each partner’s commitments to the others (See Section 17, Quality Plan)

Legal: Unsuccessful clearance of rights within certain OERs

2 3 6

Ample provision of additional materials in all areas to ensure that a minimum of 100 credits’ worth of materials can be published in each institution. Rapid redeployment of alternative materials if necessary through CORRE process. Commitment of Project resources to IPR and copyright clearance, supported by IPR Copyright Knowledge Transfer Fellow who led the Copyright work of the Leicester OTTER project.

Technical: Inadequate technical expertise at cascade HEIs

1 4 4

Back-up support available from Leicester through expertise from OTTER and its existing repository. Senior Managers committed to the project and additional know-how available. The JISC knowledge base will also be drawn on and sister projects will be consulted if technical problems arise that cannot be solved by the OSTRICH project team.

8. Standards OSTRICH will adhere to general principles of sharability and interoperability through the use of standards as required by JorumOpen. The project will follow general principles of usability and accessibility, as recommended by JISC’s TechDis service.

9. Technical Development Each OER in OSTRICH will have a clear purpose and will be highly usable, adaptable and repurposable. Through the appropriate use of different media and technologies, the project will benefit its diverse audience in the following ways:

a. OERs to be accessed using mobile devices (e-book readers, mobile phones, PDAs, MP3 players and pocket PCs), capitalising on the outcomes of earlier projects funded by JISC and the Academy such as WoLF (http://moodle.lec.ac.uk/wolf/), IMPALA (www.impala.ac.uk), DUCKLING (www.le.ac.uk/duckling) and of course, OTTER (www.le.ac.uk/otter).

b. Resources available for pulling, as well as syndicated content (e.g. through RSS feeds). c. Audio and video content (e.g. podcasts – see IMPALA).

Each resource will be released in appropriate formats to ensure accessibility, easy adaptation and repurposing. Key learner needs such as easy retrieval, editing and linking to, from and within other materials, are particularly important in OSTRICH. OSTRICH will maximise the functionality provided by the following platforms:

a. JorumOpen. b. OSTRICH’s own repository, hosted at the University of Bath. c. Relevant HE Academy Subject Centres’ digital repositories.

http://moodle.lec.ac.uk/wolf/

http://www.impala.ac.uk/



10. Intellectual Property Rights All OSTRICH OERs will be released under suitable open licences, particularly Creative Commons (CC). Depending on the discipline, requirements, context and type of OER, appropriate variants of CC will be applied. OSTRICH will deliver transferable models and guidance for teams, departments and institutions to understand and effectively address the complexities of IPR involved in the use of open digital content.

Project Resources

11. Project Partners The Beyond Distance Research Alliance at University of Leicester is the lead partner of the project. The main contact is Dr Alejandro Armellini, [email protected], tel. 0116 252 3675. The two cascade partners are the universities of Bath and Derby. The main contacts are: Bath: Vic Jenkins, [email protected], tel. 01225 385282 Derby: Julie Stone, [email protected], tel. 01332 591385 The signed consortium agreement will be submitted to the Programme Manager by 10/12/2010 at the latest.

12. Project Management

The Project Team (Table 7, below) works under the direction of Dr Alejandro Armellini (Project Director), and in coordination with the team leaders at the universities of Bath and Derby listed under section 11.

The OSTRICH Project Team

OSTRICH PROJECT TEAM

Team members Time (FTE) + funding

Role in OTTER and contribution to workpackages (WPs)

Contact details

Lead partner - Beyond Distance Research Alliance, Leicester

Dr Alejandro Armellini

Senior Learning Designer

PT, IC, (0.10 FTE, 12 months)

Project Director; WPs1, 2, 5, 8, 10, 11

[email protected] (0116) 252-3675

OER Knowledge Transfer Fellow Gabi Witthaus

PT, PF, (0.5 FTE, 12 months)

Supporting the cascading process and transferring knowledge from OTTER to

OSTRICH; WPs 1, 2, 3, 5, 6, 7, 8, 11


IPR & Copyright Knowledge Transfer Fellow Tania Rowlett

5 working days in total, PF

Advice cascade partners on Copyright clearance; WPs

3, 4, 5


Cascade partner - Bath

Andy Ramsden (till end Oct 2010) & Vic Jenkins (till end Jan 2011) Kyriaki Anagnostopoulou (from 1 Feb 2011)

PT, PF (0.4 FTE, 12 months)

OER Coordinator, WPs 1, 2, 3, 4, 8, 10, 11

Vic Jenkins: [email protected] 01225 385 258










Library and Legal Office staff

PT, IC (0.4 FTE, 10 months)

Copyright and IPR clearance officers; WPs 3, 4, 11

To be confirmed

Vic Jenkins & Julian Prior


Learning Technologists; WPs , 4, 7, 11

Vic Jenkins: [email protected] 01225 385282 Julian Prior: [email protected] 01225 383864

Cascade partner - Derby

Rene Meijer (until mid-Nov 2010) Phill Gagen (from mid-Nov 2010)

PT, PF (0.4 FTE, 12 months)

OER Coordinator, WPs 1, 2, 3, 4, 8, 10, 11

Rene Meijer: [email protected] 01332 59 2209 Phill Gagen: [email protected] 01332 59-1720

Linda Swanson


Copyright and IPR clearance officers; WPs 3, 4, 11

[email protected] 01332 59 1219

Pete Radcliff Sam O’Neil


Learning Technologists; WPs , 4, 7, 11

[email protected] 01332 591865

Other External Evaluator: Peter Chatterton

Consultancy Evaluator; WP 9 [email protected]

Notes: PF = project funds; IC = institutional contribution

Reviews of plans, progress and deliverables take place on a regular basis, with reports to the Steering Group, which will meet twice during OSTRICH. The project team formally meets monthly, either face to face or via videoconferencing. The first project team meeting took place on 2nd September and the second on 23

rd September 2010.

In addition, there are regular communications via email and phone, the project blog (http://ostrichproject.wordpress.com) and face-to-face meetings at critical points. The contributing departments at both cascade partners are accountable to their Cascade Team Leaders in the first instance. The team leaders at Bath and Derby are accountable for purposes of the project to the Project Director. The Project Steering Group (Table 7) includes institutional, student and independent members and meets ahead of project reporting to the funders.

The project team welcome all training and support that the funders can provide, for example, in terms of ongoing information about developments in Intellectual Property Rights and open licensing of digital content, as well as technical developments (e.g. optimisation of JorumOpen).









http://ostrichproject.wordpress.com/



Table 7: OSTRICH Project Steering Group Members

OSTRICH PROJECT STEERING GROUP MEMBERS

Name and positions Remit and contribution

Christine Fyfe PVC, Student Experience and University Librarian, Leicester

Chair of Steering Group

Overall direction and engagement

Institutional OER policy and strategy for Leicester

Former Chair of the OTTER Steering Group

Professor David Hawkridge Emeritus Professor, Institute of Educational Technology, The Open University and Visiting Professor, University of Leicester

Advisor with extensive experience of open learning and processes

Prof Gilly Salmon, Director of the Beyond Distance Research Alliance, University of Leicester

Institutional OER policy and strategy for Bath and Derby

Strategic implications of OERs for the marketing and positioning of the partnership

Institutional embedding and OER sustainability

Sector-wide engagement and dissemination

Prof Bernie Morley, Pro-Vice Chancellor for Learning and Teaching, University of Bath

Gwen van der Velden, Director of Learning and Teaching Enhancement, University of Bath

Simon Birkett, Head of the Centre for Educational Development and Media, University of Derby

Julie Stone, Business Development Manager, University of Derby

The first meeting of the Steering Group will take place on a date under discussion at the time of writing this document. It is likely to be during November 2010.

13. Programme Support The OSTRICH team will benefit from JISC’s advice on standards for sharability and interoperability, and TechDis’s advice on accessibility of OERs. We welcome advice from JISC on IPR and licensing issues related to OERs, as well as technical developments in relation to repositories, metadata and discoverability.

14. Budget Please see Appendix A.



Detailed Project Planning

15. Workpackages Please see Appendix B.

16. Evaluation Plan Evaluation in OSTRICH will be carried out on two tiers: an external, summative evaluation conducted by an external evaluator at the end of the project, and an internal evaluation carried out by stakeholders along constructivist principles – broadly along the lines of ‘fourth generation evaluation’ (Guba and Lincoln,1989 and 2001). The ongoing, internal component of the evaluation process aims to enable stakeholders to identify issues and concerns and jointly solve problems as they arise. (See Table 8.) At the time of writing this project plan, the details of how this component of the evaluation plan will be executed are still being worked out between partners. Further details will be provided on the project website and blog as the project progresses. For the external evaluation, the evaluator (Peter Chatterton) will have full access to the stakeholders, deliverables, reports and outputs, documentary evidence and knowledge products and papers. The indicative activities that will be part of the evaluation –focused on assessing the impact and success of the workpackages– will be scheduled in the early stages of the project, in discussion with the external evaluator. The assessment of the success of knowledge transfer and cascading as well as the quality, standards and usability of the OERs will be central to this evaluation and will inform future decisions about OER creation and release beyond the project. (See Table 8.)



Timing Factor to Evaluate Questions to Address Method(s) Measure of Success

Sept 2010 – July 2011

1. 100 credits’ worth of OERs at each cascade HEI, deposited into the project’s repository (see next item) and JorumOpen. The scope of these OERs is explained in tables 3 and 4. 2. An OSTRICH repository of OERs, hosted at the University of Bath. 3. An OSTRICH cascade model, including training materials and templates, that will enable other institutions to benefit from the knowledge transfer process implemented in OSTRICH. 4. Versions of the CORRE framework adapted to partners’ institutional contexts, for both the creation of new content and the conversion of existing material into OERs. 5. Draft OER policy documents and guidelines for partners, following OTTER’s models. 6. A minimum of 3 dissemination events involving project staff from each partner HEI. 7. Evidence of increased awareness of OERs and associated challenges by different stakeholder groups at each partner institution.

8. Reports to funders as required, at least one of which will be made available to the public.

9. OSTRICH project website, which will be maintained for at least 3 years following the project, and project blog

Is the project on track to successfully achieve the project outputs?

Has there been any deviation from the original plan? How has this impacted on project outputs?

What are the key challenges that have been encountered? How have these challenges been resolved?

Do the OERs meet the quality criteria identified in CORRE (validation and release)? (See Quality Plan)

Have the activities conducted as part of the WPs contributed to the identification of appropriate OER-related research questions for future work?

Ongoing internal evaluation:

Stakeholders invited to give feedback on issues, concerns and successes related to the eight outputs.

Stakeholders invited to discuss issues arising and negotiate solutions to any emerging problems.

Guba and Lincoln’s (2001) checklist may be adapted and used to guide the internal evaluation process.

Ongoing monitoring, feedback and adjustment of interventions

Evaluation of OERs as they are released – matching against criteria derived from literature and good practice models at three partner institutions

Assessment during project meetings

Analysis by Steering Group

See Quality Plan (Section 17)

Jul- Aug 2011

Summative external evaluation using Glenaffric methodology (Glenaffric Ltd., 2007)

Table 8: Evaluation plan



17. Quality Plan

Table 9: OSTRICH Project Quality Plan

Output 1 100 credits’ worth of OERs at each cascade HEI, deposited into the project’s repository and JorumOpen.

Timing Quality criteria QA method(s) Evidence of compliance Quality responsibilities Quality tools (if applicable)

Dec 2010 – Aug 2011

Indicative evidence listed in CORRE for Gathering, Screening, Copyright, Transformation, Digitisation, Validation and Tracking

Additional quality criteria to be developed by stakeholders as part of internal, constructivist evaluation

Following CORRE framework: OERs are gathered and

screened Copyright is checked - Materials are transformed

and digitised - Validation by partners and

reality check by students - Testing and tracking of OER

access and use External and internal evaluation (See Section 16)

OERs that meet the stated criteria

Reports on findings from activities undertaken in each of the relevant stages of CORRE, supported by data in the form of feedback and comments from stakeholders

Partners check and validate OERs.

Steering Group provides direction on strategic aspects of quality.

KTF facilitates internal evaluation

External evaluator. Project Director takes overall

responsibility for quality.

CORRE tracking sheets

Glenaffric external evaluation framework

Constructivist framework for internal evaluation (with reference to Lincoln & Guba, 2001)



Output 2

An OSTRICH repository of OERs, hosted at the University of Bath

Timing Quality criteria QA method(s) Evidence of compliance

Quality responsibilities Quality tools (if applicable)

Dec 2010 – Aug 2011

Quality criteria for the repository to be proposed by learning technologists and enhanced by input from stakeholders as part of internal evaluation

External and internal evaluation (See Section 16)

An OER repository that meets agreed quality criteria



External evaluator. Project Director takes

overall responsibility for quality.



Output 3

An OSTRICH cascade model, including training materials and templates, that will enable other institutions to benefit from the knowledge transfer process implemented in OSTRICH.


Oct 2010 - July 11

Quality criteria for the cascade model to be developed by stakeholders as part of internal evaluation, with reference to: Earlier research into OER workflows

and capacity building University of Leicester-specific

requirements and limitations Experience and expertise accrued

during OTTER and its sister projects


Evidence-based response to: Is the proposed model sustainable, adaptable and transferable?



External evaluator. Project Director takes

overall responsibility for quality.





Output 4

Versions of the CORRE framework adapted to partners’ institutional contexts, for both the creation of new content and the conversion of existing material into OERs.


By Aug 2011

Quality criteria for adaptations of the CORRE framework to be developed by stakeholders as part of internal evaluation, with reference to: Earlier research into OER

workflows and capacity building University of Leicester-specific

requirements and limitations Analysis of current policies on

OERs at Leicester, Bath & Derby Experience and expertise accrued

during OTTER and its sister projects


Evidence-based response to: Is the proposed model sustainable, adaptable and transferable?

Endorsement of the proposed standards, processes and policies by departments, colleges and by the university

Guidance documents and check-lists in usable formats







Output 5 Draft OER policy documents and guidelines for partners, following OTTER’s models.


By Aug 2011

Quality criteria for policy documents and guidelines to be developed by stakeholders as part of internal evaluation, with reference to: Earlier research into OER workflows and

capacity building University of Leicester-specific requirements and

limitations Analysis of current policies on OERs at

Leicester, Bath & Derby Experience and expertise accrued during

OTTER and its sister projects


Validation of reports and guidance documents with stakeholders

Guidance documents and check-lists in usable formats





Glenaffric external evaluation framework Constructivist framework for internal evaluation (with reference to Lincoln & Guba, 2001)



Output 6 A minimum of 3 dissemination events involving project staff from each partner HEI.


From Oct 2010

Widest possible dissemination of the project and its outputs across the partnership

Planning, running, monitoring and collecting feedback on each event

At least three successful events at the cascade institutions

OSTRICH team Project Director

Feedback sheets completed by participants at dissemination events

Output 7

Evidence of increased awareness of OERs and associated challenges by different stakeholder groups at each partner institution.


From Feb 2011

Quality criteria to be developed by stakeholders as part of internal, constructivist evaluation


Statements by stakeholders comparing their knowledge and understanding of OERs and associated challenges at different stages in the project. (Self-assessment)

OSTRICH team

Glenaffric external evaluation framework Constructivist framework for internal evaluation (with reference to Lincoln & Guba, 2001)



Output 8 Reports to funders as required, at least one of which will be made available to the public.


As required by funders (interim and final reports)

As agreed with funders Reports approved and disseminated

OSTRICH team and funders Funders’ guidelines on report templates

Output 9 Evaluation report


From Oct 2010

For internal evaluation: criteria determined by stakeholders For external evaluation: as per Glenaffric framework

For internal evaluation: ongoing stakeholder feedback on evaluation process For external evaluation: dialogue between OSTRICH team and external evaluator.

Report approved and disseminated

OSTRICH team and external evaluator

Constructivist framework for internal evaluation (with reference to Lincoln & Guba, 2001) Glenaffric external evaluation framework



Output 10 OSTRICH project website, which will be maintained for at least 3 years following the project, and project blog


From Sept 2010 Website to remain live for 3 years after project completion

Widest possible dissemination of the project and its outputs

Production of website (‘public face’ of the project) following agreed web standards and usability criteria

Site already live: www.le.ac.uk/ostrich Blog at: www.ostrichproject.wordpress.com with feeds from http://ostrichatderby.wordpress.com/ and http://blogs.bath.ac.uk/oer/

OSTRICH team


http://www.ostrichproject.wordpress.com/

http://ostrichatderby.wordpress.com/

http://blogs.bath.ac.uk/oer/



18. Dissemination Plan Dissemination will be far-reaching via a blend of face-to-face and online events, including a strong Web 2.0 presence (Table 10). The lead partner has an exceptionally strong record of effective dissemination of all its externally-funded projects nationally and internationally. The main target groups are academics, information librarians, learning technologists, managers, administrators in HE and FE, and members of the JISC and the HE Academy community. All partners have a substantial track record of collaboration with JISC and the HE Academy to disseminate project outcomes and deliverables to maximise their impact. In partnership with the funders, OSTRICH will have a presence at relevant national and international events. Table 10: Dissemination plan

Timing Dissemination Activity Audience Purpose Key Message

Sept 2010 onwards

Online: OSTRICH website from Day 1 to provide public visibility and project updates. OSTRICH presence on Beyond Distance Research Alliance’s Second Life island.

HE and FE learners and tutors

The HE sector

Current & prospective students of Bath, Derby & Leicester

General public

To provide public visibility and project updates.

What OSTRICH is, what it does, why it is relevant, findings, models, deliverables, etc.

Ongoing throughout project lifecycle

Internal events:

Beyond Distance Research Alliance internal programme of workshops and seminars, library seminars and departmental events.

OER awareness-raising events’ involving staff and students at three OSTRICH partner institutions

Senior mangers, academics, library staff and current and prospective students at the partner institutions

To exchange and transfer project processes and outcomes

How OSTRICH OERs can contribute to the academic community and inform further development and research

Ongoing throughout project lifecycle

External events:

JISC and HE Academy project events

Contributions to relevant discipline-based conferences

Contributions to library and information services conferences in 2010/11

Partners’ external programme of open seminars

Contributions to e-learning conferences nationally and internationally (e.g. ALT-C, Online Educa Berlin)

HE and FE learners and tutors

The HE sector

Current & prospective students at three partner institutions

Members of the JISC/HE Academy community

OSTRICH’s ‘sister’ projects

General public

To provide public visibility and project updates. To exchange and transfer project processes and outcomes To enable others to adapt and adopt OSTRICH models To transfer lessons learned



in 2011-12

Beyond Distance Research Alliance annual conferences (April 2011 and 2012)

Beyond Distance Research Alliance external programme of open seminars

Contributions to the wider JISC and HE Academy programme of events

National and international keynote speeches

An end-of-project OER symposium, in coordination with JISC and the Academy.

Within 18 months of the start of OSTRICH

Journals: One article for publication in a suitable peer-reviewed journal (e.g. ALT-J, BJET).

The HE sector

To provide research evidence in usable formats through well-established channels

Ongoing

Information sharing with

public policy bodies

HE Academy Council and Board

To inform and shape HE policy and strategy

The cascade partners will feed OSTRICH’s processes and outcomes into a Community of Practice (CoP) on the creation and effective use of OERs. The University of Bath will create an advisory group to include Directors of Studies, academic staff and students to share emerging practice and the lessons learnt. This group will report back to the Directors of Studies Forum. The CoP will benefit from practices and lessons learned at Leicester and Derby.



19. Exit and Sustainability Plans Table 11 shows the project’s exit and sustainability plans Table 11: Exit and sustainability plans

Project Outputs Action for Take-up & Embedding Action for Exit

1. 100 credits’ worth of OERs at each cascade HEI, deposited into the project’s repository and JorumOpen. (See tables 3 and 4.)

Ongoing internal and external dissemination of OERs

Publication and dissemination of OERs

2. An OSTRICH repository of OERs, hosted at the University of Bath.

3. An OSTRICH cascade model, including training materials and templates, that will enable other institutions to benefit from the knowledge transfer process implemented in OSTRICH.

Universities of Bath and Derby will be used as case studies, illustrating the wide range of institutional processes involved, internal partnerships and implementation through the OSTRICH project.

Publication and dissemination of model and ongoing use at all three institutions

4. Versions of the CORRE framework adapted to partners’ institutional contexts, for both the creation of new content and the conversion of existing material into OERs.

CORRE framework modified to meet needs of Bath and Derby according to lessons learnt An enhanced generic CORRE model to be released which will be highly transferable to a range of other institutional contexts

Publication and dissemination of documentation and check lists, as appropriate

Contributions to JISC OER Infokit

5. Draft OER policy documents and guidelines for partners, following OTTER’s models.

Ongoing interaction with institutional partners and all three institutions’ Senior Management Teams Incremental integration of feedback into CORRE model for OER development and release

Publication and dissemination of standards, processes and policies developed, at least in draft form

6. A minimum of 3 dissemination events involving project staff from each partner HEI.

Ongoing interaction between institutional partners and their stakeholders

Synthesis, dissemination and publication of key points and lessons learned

7. Evidence of increased awareness of OERs and associated challenges by different stakeholder groups at each partner institution.

Implementation of CORRE (Validation with partners), WP6 (Reality check by students) and WP7 (Release & testing)

Publication and dissemination of evidence of use

8. Reports to funders as required, at least one of which will be made available to the public. Team members to report on

progress/ developments at Project Meetings and Steering Group Meetings

Synthesis, dissemination and publication of key points and lessons learned

9. Evaluation report




Table 12: Outputs that will live on beyond the end of OSTRICH

Project Outputs Why Sustainable Scenarios for Taking Forward

Issues to Address

1. 100 credits’ worth of OERs at each cascade HEI, deposited into the project’s repository and JorumOpen. (See tables 3 and 4.)

The OERs will be openly available through appropriate channels – JorumOpen, the OSTRICH repository and other publicly available channels for free use and repurposing, under an open licence and in perpetuity.

Further research involving other disciplines, programmes, levels of study and technologies at Bath and Leicester

New research questions emerging from OSTRICH. Copyright and IPR issues emerging at various stages of the project. Changes to copyright and IPR legislation. Transferring lessons learned to the international context.

2. An OSTRICH repository of OERs, hosted at the University of Bath.

3. An OSTRICH cascade model, including training materials and templates, that will enable other institutions to benefit from the knowledge transfer process implemented in OSTRICH.

Informed by data gathered throughout the project (WP 7: Evaluation and sustainability of the cascade process). Usable documentation for transferability will be produced.

Application of systems, processes and model(s) developed

4. Versions of the CORRE framework adapted to partners’ institutional contexts, for both the creation of new content and the conversion of existing material into OERs.

Bath and Derby will be applying and adapting the tried-and-tested CORRE model for OER creation and release, with the full support of senior management in both institutions.

Application of adapted CORRE model in the two partner institutions

5. Draft OER policy documents and guidelines for partners, following OTTER’s models.

Applicable to similar OER projects in HE and other sectors

Questions for further research to be identified during OSTRICH project lifecycle

6. A minimum of 3 dissemination events involving project staff from each partner HEI.

7. Evidence of increased awareness of OERs and associated challenges by different stakeholder groups at each partner institution.

8. Reports to funders as required, at least one of which will be made available to the public.

9. Evaluation report


Following the end of the project, the website will be maintained for at least 3 years



Appendices

Appendix A: Project Budget

Directly Incurred Staff 1 Apr 10 to 31 Mar 11

1 Apr11 to 31 Mar 12

TOTAL £

LEIC - OER Knowledge Transfer Fellow (G. Witthaus) for 1 yr @ 50% FTE

LEIC - IPR Copyright Knowledge Transfer Fellow (T. Rowlett) @2.5% FTE

BATH - OER Coordinator (A. Ramsden) for 1 yr @ 50%FTE

DERBY - OER Coordinator (R. Meijer) for 1 yr @ 50%FTE

Total Directly Incurred Staff (A) £36,586 £26,318 £62,904

Non-Staff 1 Apr 10 to 31 Mar 11


TOTAL £

Travel and expenses

Travel for Steering Group members (4 return train journeys @ £100) £200 £200 £400

Travel for project staff to programme level activity (8 return train journeys @ £100) £400 £400 £800

IPR-related training courses for project team members (2 courses @ £300) £300 £300 £600

Incentives for students trialling OERs (50 students x £10 amazon.com vouchers) £0 £500 £500

Hardware/software

Content licensing and preparation costs £0 £0 £0

Dissemination

Dissemination media set-up (build website, blog and wiki, print posters) £200 £300 £500

Conference dissemination (2 staff to 2 conf @ £700) incl fees, travel & subsistence £700 £2,100 £2,800

End-of-project online Symposium for institutions participating in JISC Programme £0 £500 £500

Evaluation

External Evaluator's fees @ £600 per day for 2 days £600 £600 £1,200

Other (Room and Refreshments)

For Steering Group meetings (2 meetings in 1 Yr @ £100 / meeting) £100 £100 £200

Total Directly Incurred Non-Staff (B) £2,500 £5,000 £7,500

Directly Incurred Total (C) £39,086 £31,318 £70,404

(A+B=C)

Directly Allocated 1 Apr 10 to 31 Mar 11


TOTAL £

Staff

LEIC - Principal Investigator (A. Armellini) for 12 months @ 10% FTE

BATH - Learning Technologist (V Jenkins & J. Priory) for 1 yr @ 60%FTE

DERBY - Learning Technologist (P. Radcliff) for 1 yr @ 60%FTE

BATH - Copyright and IPR Clearance (Library-based) for 10 months @ 40% FTE

DERBY - Copyright and IPR Clearance (Linda Swanson) for 10 months @ 40% FTE

Directly Allocated Staff total £35,193 £27,711 £62,904

LEIC - Estates Costs £2,385 £1,734 £4,119

BATH - Estates Costs £5,291 £4,161 £9,452

DERBY - Estates Costs £5,291 £4,161 £9,452

Estates costs £12,966 £10,055 £23,022

Other £0 £0 £0



Directly Allocated Total (D) £48,159 £37,767 £85,926

LEIC - Indirect costs £15,166 £11,025 £26,191

BATH - Indirect costs £33,645 £26,460 £60,105

DERBY Indirect costs £33,645 £26,460 £60,105

Indirect Costs (E) £82,455 £63,944 £146,400

Total Project Cost (C+D+E) £169,701 £133,029 £302,730

Amount Requested from JISC (Directly Incurred Total + Staff costs for Leicester PI)

£41,720 £33,213 £74,933

Institutional Contributions (all three institutions taken together) £127,980 £99,816 £227,797

Percentage Contributions over the life of the project JISC % Institutions %

25 75

No. FTEs used to calculate indirect and estates charges, and staff included No. of FTEs

A cumulative 3.485 FTEs has been used to calculate estates and indirect costs (0.625 FTE at Leicester, 1.43 FTE at Bath & 1.43 FTE at Derby)

3.485



Appendix B. Workpackages Start date: 1 September 2010 Achievements to date (30 SEPT 2009)

No. Workpackage Sep Oct Nov Dec Jan Feb Mar Apr May Jun July Aug

1. Project management and set-up First two Project Meetings held (02/09/10

and 23/09/10)

Project plan drafted

2. Stakeholder engagement Contributors identified in Bath & Derby

Visits to PVCs at Bath & Derby by Prof. Salmon

Workshops with stakeholders scheduled: Bath (15 Oct) & Derby (3 Nov)

3. Awareness raising and cascading

4. OER production

5. Ongoing support and guidance

Workshops with OSTRICH project team members scheduled: Bath (14 Oct) & Derby (28 Oct)

OTTER OER info-kit, including templates made available to project partners

6. Validation and release of OERs and associated metadata

7. Evaluation and sustainability of the cascade process

8. Refinement of CORRE framework for sustainability and generation of other deliverables

9. External project evaluation

10. Reporting to funders

11. Dissemination Web site created (www.le.ac.uk/ostrich)

Blog set up (www.ostrichproject.wordpress.com)


http://www.ostrichproject.wordpress.com/



Workpackages – detailed breakdown

Workpackage and activity Earliest

start date

Latest completion date

Outputs (clearly indicate deliverables &

reports in bold) Milestone Responsibility

WORKPACKAGE 1: Project management and set-up Objective: Completion of project start-up, establishing governance processes.

1. Project set-up, recruitment, induction and training

1/09/10 1/11/10 All recruitment and induction, scheduled for this WP completed. All project staff (bar 2 in Bath) in post.

Monthly project meetings Project Director

2. Establish terms of reference, advisory & reporting structures. Steering and project group meetings scheduled.

1/09/10 1/11/10

ToR for Steering Group Minutes of Project Meetings and Steering Group Meetings

Steering Group meetings scheduled for late October 2010 and July 2011

Project Director

3. Project website set-up and maintenance agreed.

1/09/10 15/09/10 OSTRICH project website

(www.le.ac.uk/ostrich) Done Project Director

4. JISC Programme level activity and reporting to funder

1/09/10 1/12/10

Participation in JISC Support & Synthesis Programme events Submission of reports to JISC

Project Website Template

(15/10/10) Draft Project Plan

(1/10/2010) Final Project Plan

(1/11/2010) Consortium Agreement

(1/12/2010)

Project Director, KTF

WORKPACKAGE 2: Stakeholder engagement Objective: Senior management committed to enabling and supporting the release of OERs; OSTRICH project team clear about roles and responsibilities; academic contributors identified and committed to submitting materials as OERs; potential users identified and made aware of the OSTRICH OERs

5. Lead partner visits at strategic level (See Table 2)

1/09/10 30/09/10 Visits by lead partner to PVCs of Bath and Derby

Sharing of information at Interim Meeting (19/01/11)

Project Director





start date




6. Lead partner visits at operational level (See Table 2)

1/09/10 30/11/10 Operational workshops with Bath & Derby Project Teams and contributors in Oct-Nov 2010

and Final Programme meeting (14/09/11) Interim progress report

(21/02/11) Final report (22/08/11)


7. Ongoing stakeholder engagement activities within partner institutions

1/09/10 31/08/11 Workshops, seminars, informal meetings

Project Team

WORKPACKAGE 3: Awareness raising and cascading Objective: OER agenda, outcomes of pilot projects and OSTRICH developments disseminated internally at each cascade partner. Implementation of CORRE framework (http://bit.ly/adVruA) in partner institutions.

8. Lead partner to share lessons learnt from OTTER with partners in a useable format

1/10/10 31/08/11

Operational workshops with Bath & Derby project teams (Oct-Nov 2010) Regular virtual meetings between partner project teams (ongoing)

Sharing of information at Interim Meeting (19/01/11) and Final Programme meeting (14/09/11) Interim progress report

(21/02/11) Final report (22/08/11)

Project Director, KTF and IPR KTF

9. Discussions between partners on progress, problems and solutions relating to implementation of CORRE framework

1/10/10 31/08/11

WORKPACKAGE 4: OER production Objective: OERs are generated at each cascade institution. The CORRE framework is used for quality and evaluation.

10. Project teams in partner institutions implement the first five of the seven-stage CORRE processes: Gathering, Screening, Copyright clearance, Transformation, Digitisation, to produce OERs

1/11/10 29/07/11

OERs produced by each partner institution in the subject areas listed

in Tables 3 and 4


(21/02/11) Final report (22/08/11)

Project teams in partner institutions





start date




WORKPACKAGE 5: Ongoing support and guidance Objective: Lead partner provides guidance on OER challenges that arise and shares relevant lessons learnt

11. Regular discussions between partners on progress, problems and solutions relating to implementation of CORRE framework

1/09/10 31/08/11

Regular virtual meetings between lead partner and Bath & Derby project teams (ongoing) Monthly project meetings


(21/02/11) Final report (22/08/11)

Project Director, KTF and IPR KTF

WORKPACKAGE 6: Validation and release of OERs and associated metadata Objective: At least 100 credits’ worth of OERs from each partner institution are checked and released, under appropriate CC licences, into OSTRICH’s repository and JorumOpen.

12. Project teams in partner institutions validate and release OERs following CORRE.

1/03/11 31/08/11

At least 100 credits’ worth of OERs from each partner institution, in the

subject areas listed in Tables 3 and 4, released on JorumOpen and OSTRICH repository

Sharing of information at Final Programme meeting

(14/09/11) Final report (22/08/11)

Project teams in partner institutions

WORKPACKAGE 7: Evaluation and sustainability of the cascade process Objective: Evaluation of the cascade process and planning of OER production post-OSTRICH

13. Agenda item in monthly project meetings 1/09/10 31/08/11 A record of lessons learnt and stakeholder views on the cascade process (e.g. meeting minutes, wikis or recorded discussions)


(14/09/11)

Project Director, KTF 14. Evaluation of the cascade process via

internal and external evaluation processes (Section 16)

4/01/11 31/08/11




start date




Sustainability plans in place in each of the cascade institutions

Final report (22/08/11)

Evaluation reports (See WP

9)

WORKPACKAGE 8: Refinement of CORRE framework for sustainability and achievement of project outputs Objective: Adaptation of CORRE to suit contextual needs; achievement of project outputs (Section 4)

15. Ongoing implementation of the seven-stage CORRE process at cascade institutions, reflection and refinement of CORRE

1/11/10 31/08/11

Revised guidelines and templates for the implementation of the CORRE process Actions as outlined in Quality Plan (Section 17)


(14/09/11) Final report (22/08/11)

WORKPACKAGE 9: Project evaluation Objective: Assess the project’s outputs and deliverables against projections made in the bid for measures of success, as well as ‘value for money’.

16. Internal evaluation (Phase 1) 1/09/10 28/02/11 Internal records of stakeholder feedback and negotiation on OSTRICH process and outputs (e.g. wikis, recordings of workshops, meeting notes) – available to External Evaluator

Draft final report: 15/07/11 Final report 15/08/11

KTF 17. Internal evaluation (Phase 2) 1/03/11 15/08/11

18. Summative external evaluation (Evaluation interviews with key stakeholders at end of project)

01/07/11 15/08/11 Evaluation interviews with relevant individuals or groups in all three institutions, followed by a report.

Project Director




start date




WORKPACKAGE 10: Reporting to funders Objective: Keeping funders informed of developments and progress.

19. All required reports submitted to JISC as per Cascade programme reporting schedule

10/01/11

16/05/11

4/07/11

21/02/11

27/06/11

22/08/11

Submission of reports to JISC

Interim Report (21/02/2011)

Draft Final Report

(27/06/2011) Final Report, Completion Report and Budget

(22/08/2011)


WORKPACKAGE 11: Dissemination Objective: Up-to-date website, stakeholder participation, papers, symposia

20. Project website and blog

1/09/10 31/08/11

Provide public visibility and project updates, which is maintained for 3 years

Regular updates during the lifespan of the project

Project team

21. Dissemination via University of Leicester Media Zoo and Carpe Diem workshops

Enable exchange and transfer of processes and outcomes both internally to Universities of Leicester, Bath & Derby, and externally to the sector.

Project Director and Media Zoo-keeper

22. Events (seminars, workshops and conference) at Beyond Distance Research Alliance and at partner institutions

Disseminate academic outputs via

w/shops, papers & posters Project team

23. JISC and HE Academy programme of events

Disseminate outputs via w/shops, symposia, papers & posters

Project team

24. Contributions to subject-specific conferences

Disseminate academic outputs via w/shops, symposia, papers & posters

Departmental teams




start date




25. Contributions to e-learning conferences nationally and internationally (e.g. ALT-C, EDEN, OnlineEduca Berlin)

Disseminate academic outputs via keynote speeches, w/shops, symposia, papers & posters

Project team

26. Continued open-resource sharing via JorumOpen, OSTRICH repository and other public channels

OERs available in open repositories Project team

27. Contributions to Leicester Research Archive (LRA) - www.le.ac.uk/lra

Suitable material to be lodged in LRA to provide long-term accessibility

Project team

28. End of project symposium 1/07/11 29/07/11 Disseminate lessons learnt. All resources for this symposium to be published as OERs.

End of project symposium Project team

http://www.le.ac.uk/lra



Appendix C – References Glenaffric Limited. (2007) Six Steps to Effective Evaluation: A Handbook for Programme and Project Managers. At: http://www.jisc.ac.uk/media/documents/programmes/digitisation/SixStepsHandbook.pdf Accessed 22 June 2010. Guba, E.G. and Lincoln, Y.S. (1989) Fourth generation evaluation, Sage Publications, Newbury Park, CA, Guba, E.G. and Lincoln, Y.S. (2001) Guidelines and checklist for constructivist (AKA Fourth generation) evaluation, Available at http://www.wmich.edu/evalctr/archive_checklists/constructivisteval.pdf. Accessed 28 Sept 2010. Guthrie, K.; Griffiths, R. and Maron, N. (2008) Sustainability and Revenue Models for Online Academic Resources - An Ithaka Report. Available at http://tinyurl.com/ch2o5w Accessed 22 June 2010.

http://www.jisc.ac.uk/media/documents/programmes/digitisation/SixStepsHandbook.pdf

http://www.wmich.edu/evalctr/archive_checklists/constructivisteval.pdf

http://tinyurl.com/ch2o5w

jisc project plan template - university of leicester · 2010-11-02 · senior management team a....

Documents